home / Relationship/ Summary of a correctional and developmental lesson on the topic “square”. Summary of correctional and developmental classes for children with moderate mental retardation with presentation Notes for children with disabilities

Summary of a correctional and developmental lesson on the topic "square". Summary of correctional and developmental classes for children with moderate mental retardation with presentation Notes for children with disabilities

Methodology correctional lesson with mentally retarded children (ID) in conditions correctional school-boarding school

INTRODUCTION

Mentally retarded children are capable of development, although it occurs slowly, atypically, with many, sometimes sharp deviations, nevertheless, it represents a progressive process that introduces qualitative changes in the mental activity of children, in their personal sphere.

Target educational work - socialization of pupils.Main (general) task - maximum correction of deficiencies.

The content of correctional and educational work is as follows:

1. Correction of basic mental processes (thinking, speech, perception, memory, attention, imagination) in the process of education occurs first of all through correctional classes, and then through other types of activities (creative, labor, etc.), which aimed at correcting developmental defects and social adaptation in modern society.

2. Correction and development of students’ communication skills: formation adequate self-esteem their capabilities and interpersonal communication skills.

3. Development and optimization of interhemispheric interaction, voluntariness, increasing the regulatory role of intelligence in the behavior of students and self-control.

N.P. Konyaeva, T.S. Nikandrova argue that CORRECTIONAL ACTIVITY is associated with consolidating the positive qualities of the individual and the team, overcoming negative phenomena. Specific results of the development and self-development of the team and the individual are presented as certain new formations in the children's team and reflect the formation of the qualities of the individual, his abilities, needs, motives, beliefs, feelings, mastery of certain knowledge, skills and abilities.

Based on the above, a structure for a correctional lesson has been developed that is optimal for the conditions of a correctional boarding school and allows the lesson to be structured as efficiently as possible, without overworking the student.

STRUCTURE OF CORRECTIONAL CLASSES

Direction: "______________ "

Subject:

Target: noun

Tasks: verb

Correctional - educational.

Corrective and developmental.

Correctional and educational.

Planned result:

Decor.

Dictionary words.

Equipment.

Progress of the lesson.

Start of class ritual (the psychological mood for the lesson is aimed at organizing the children, equalizing the emotional state so that they can work in a group, and focusing on the personality of the teacher.)

Introduction to the topic (exercises to include children in the lesson or to arouse children’s interest in the material of this lesson).

Correctional and developmental block (work on the main topic). It is carried out in accordance with the set goals and objectives of correctional pedagogical work and involves obtaining, practicing, forming certain knowledge, abilities and skills, developing certain mental functions, etc. The main part includes tasks, exercises, games, the content of which is aimed at implementing program content, i.e. assigned tasks. The number of tasks, exercises and games depends on the complexity, age of the children, their ability, duration of the lesson, etc.

Phys. minutes.

Lesson summary (is a generalizing part of the lesson). Involves the formulation of conclusions on the lesson, control (self-control), assessment (self-assessment) of the participants in the lesson. In this regard, in the final part, assignment questions are provided aimed at summarizing the material.

End of class ritual (end of class). This is the end of activity, but not communication. Therefore, the ritual should, on the one hand, show that the lesson is over, on the other hand, show that the children are ready to communicate in a group. The ritual can be the same, or it can be thematic.

Reflection (self-analysis of activities and their results).

It is necessary to take a responsible approach to formulating goals and objectives. It is clear that the goal is the basis that reflects the content of the entire correctional lesson. The goal is formulated as a noun and assumes the following beginning:

Acquaintance…

Continuation of acquaintance...

Introduction…

Grafting...

Formation of skills...

Consolidation...

It is necessary to take the formulation of tasks no less responsibly, since they reveal the goal and reflect the content of certain blocks of the correctional lesson. Objectives are formulated as a verb.

There is no need to separate the correction task separately. The tasks are already corrective, since throughout the entire lesson there is a correction of certain shortcomings (defects).

When formulating tasks, it is important to understand well what needs to be developed, educated, formed, etc. For example, in no case should the task be set as correction cognitive processes, or speech, memory, thinking, attention, etc.

Why? ( question to the audience).

During the correctional lesson (20-30 minutes) it is impossible to cover the development and correction of all mental processes. This is virtually impossible.

For example, a teacher should know well what thinking is, the thinking characteristics of a mentally retarded child, and what exactly he needs to correct and develop in a specific lesson (cycle of lessons).

Question to the audience- types of thinking, the most disturbed and preserved type of thinking.

I remind youthinking is inextricably linked with language; it is carried out in speech form. Speech is a means of thinking, a tool of communication between people, a way of transmitting thoughts and feelings from one person to another. The most impaired is verbal logical thinking, and the most preserved is the visually effective.

For example, it is necessary to lay a full-fledged foundation for visually effective and visually imaginative thinking. In the process of developing visual-effective and visual-figurative thinking, conditions are created for the formation of a recreating imagination (the child has the opportunity to mentally reproduce a visual situation based on a word).

This approach applies to all other mental processes.

I bring to your attention an approximate list of correctional tasks.

THINKING.

1. Develop your horizons and observation skills.

2. Develop the ability to generalize objects and highlight the main thing in them.

3. Develop flexibility and quick thinking.

4. Develop logical thinking, the ability to think consistently, and notice inconsistency in judgments.

5. Teach object recognition based on a description of individual features.

6. Teach children to find the cause of events.

7. Develop the ability to establish patterns.

8. Develop the ability to think consistently.

9. Develop the ability to compare...

10. Stimulate verbal regulation and visual-figurative thinking when performing physical exercises.

SPEECH.

1. Development of initiative speech.

2. Development of coherent speech as a means of communication.

3. Development of coherent speech.

4. Development of the ability to clearly pronounce each word.

5. Carry out work to cleanse the dictionary of distorted, colloquial and slang words.

6. Enrich vocabulary and develop practical ability to use it.

7. Teach to listen and understand questions, and ask questions yourself.

8. Teach children to ask questions correctly.

9. Develop the ability to reproduce from memory the details of what was seen.

10.Develop the ability to construct sentences with words from the text read.

ATTENTION

Promote the development of concentration, distribution and stability of attention.

Promote the development of active attention.

Promote the development of auditory attention (testing the ability to listen and follow the instructions of an adult).

To develop the skill of self-control in the process of planning activities.

To develop the skill of self-control, the ability to perform tasks according to a model.

Development voluntary attention during the game.

To develop children’s skills by step-by-step checking their work...

Education and formation in children of such personality qualities as perseverance, independence, discipline....

PERCEPTION

Develop observation, selectivity and integrity of visual and auditory perception.

Help children understand their emotions and feelings.

Promote enrichment emotional sphere children.

Develop the ability to understand other people's emotions.

Cultivate a sense of empathy and contribute to the creation of an emotionally positive background of communication in the children's team.

Teach the child to perceive himself as an individual, to be aware of his own capabilities.

To develop in children the ability to sympathize with others.

Develop the ability to react constructively to disappointment and failure, and make decisions independently.

To develop in children the ability to navigate public life and be able to communicate with other children.

Enrich sensory cognitive experience (based on the formation of skills to observe, compare, highlight essential features of objects and phenomena and reflect them in speech).

MEMORY.

To teach how to use comparison in the process of memorizing...

Develop the ability to find similarities and differences between objects.

Develop the ability to consciously and purposefully remember essential information and facts (highlighting the essential).

To develop the ability to divide material into separate semantic parts, comprehend each of them and establish logical connections and relationships between them.

Develop interest and a positive attitude towards the material in the process of assimilation and memorization.

Encourage independent and active work.

Form purposeful activity in the process of performing practical and game tasks.

A variety of physical exercises, varying methods, methodological techniques, the conditions for organizing classes are aimed at maximizing the comprehensive development of the child and his potential. The appropriate selection of physical exercises allows you to selectively solve both general and specific problems. Such natural types of exercises as walking, running, jumping, throwing, exercises with a ball, etc. have enormous potential for correction and development of coordination abilities, balance, spatial orientation, physical fitness, prevention of secondary disorders, correction of sensory and mental disorders.
Taking into account the characteristics of psychomotor underdevelopment, physical and mental retardation, difficulties in perceiving educational material, when selecting tools it is necessary to be guided by the following didactic rules:
1) create maximum stock simple movements with their gradual complication;
2) stimulate verbal regulation and visual-figurative thinking when performing physical exercises;
3) activate as much as possible cognitive activity;
4) focus on intact functions, sensitive periods of development and potential capabilities of the child;
5) with all the variety of methods, give preference to the gaming method. In a relaxed, emotionally charged environment, children learn better educational material;
6) exercises that have names acquire game uniform, stimulate their memorization, and with repeated repetition, develop associative memory.

Walking correction

Most children with mental retardation have abnormalities in physical development are reflected in the stability of a vertical posture, maintaining balance, gait, and the ability to measure and regulate one’s movements while walking. Disturbances in walking are individual and have different shapes severity, but the following are typical: the head is down, a shuffling gait, the feet are turned toes inward (or outward), the legs are slightly bent at the hip joints, the movements of the arms and legs are uncoordinated, the movements are not rhythmic. Some children experience lateral swaying of the body (Kataeva A.A., Strebeleva E.A., 1998).
Being a natural locomotion, walking serves as the main way of moving and integral part many exercises in all classes. During the training process, special attention is paid to the formation of correct posture, positioning of the head and shoulders, movement of the arms, and extension of the legs at the moment of repulsion. In the lower grades, walking in a straight line is performed with changes in direction, speed, stepping over objects, and acceleration. The load is increased gradually from class to class.

Running correction

In mentally retarded children of primary school age, when running, typical mistakes are: excessive tension, impetuosity, sudden stops, strong bending of the body or leaning back, throwing back the head, swaying from side to side, inconsistency and small amplitude of movements of the arms and legs, small irregular steps , movement on straight or bent legs (Dmitriev A.A., 2002).

Physical exercises to correct running

No.	Exercises	Corrective focus
1.	Accelerated walking with transition to running, transition from running to walking	Mastering the tempo and rhythm of movements, developing endurance
2.	Running in place with high hip lifts and changing tempo (from minimum to maximum possible)	Stimulation of the respiratory and cardiovascular systems, assimilation of the tempo of movements, differentiation of efforts, coordination of movements of the arms and legs
3.	“Running” only with your hands, standing still, with a gradual increase and decrease in tempo	Correction of hand movement technique, mastering tempo, activation and breathing rhythm
4.	Running “snake” without touching objects; the same - together, holding hands	Orientation in space, balance, coordination of movements
5	Running in a straight line along a narrow (30-35 cm) corridor (marked with chalk, stretched rubber bands, etc.)	Straightness of movements, orientation in space, stimulation of the respiratory and cardiovascular systems
6	Running with hops	Rhythm of movements, proportionality of efforts
7	Running at maximum speed for 10, 20, 30 m race	Development of speed qualities, stimulation of the respiratory and cardiovascular systems
8.	Running with jumping and reaching for objects (mark on the wall, hanging ball)	Coordination of movements, proportionality of efforts, speed and strength qualities
9.	Running along landmarks (lines marked with chalk with jump ropes)	Differentiation of effort and step length
10	"Pony". Running at different paces: slow, fast, trot, gallop, like a small horse	Differentiation of temporal characteristics of movements, regulation of breathing rhythm, imagination
11.	Slow running alternating with walking (5 - 10 minutes) in rough terrain (in a park, in a forest) with parents	Developing endurance, strengthening breathing and cardiovascular system, strengthening the foot
12.	"Shuttle run". Running at maximum speed, stopping, carrying objects (cubes, balls)	Orientation in space, fine motor skills, proportionality of efforts, surreal qualities, dexterity, stability of the vestibular apparatus
13.	Run in a circle with a stop (whistle, clap) and complete tasks: take a beautiful posture, the “stork” pose (stand on one leg, the other bent at the knee), the “swallow” pose (stand on one leg, friend back, arms to the sides ). Hold for 5 s.	Speed of motor reaction, speed of switching, coordination of movements, stability of the vestibular apparatus
14.	Running for the hoop	Fine motor skills of the hand, coordination of movements, differentiation of efforts
15.	Running with a load in your hands (large ball, 2 balls, 4 pins)	Coordination of movements, adaptation to changed conditions, coordination of actions
16.	At the signal, run to the ball lying 10 m from the starting line, take it and, running back, place the ball on the starting line	Reaction speed, dexterity, spatial orientation, frequency and accuracy of movements in time, stability of the vestibular apparatus

Jump correction

Violations in jumping from a place with a push with two legs are: pushing off with one leg, inconsistency of movements of the arms and legs during push-off and in flight, weak final effort, inability to land, low squat before take-off, push-off with a straight leg (Dmitriev A A., 2002).
Errors in long and high jumps include a weak push, sometimes a stop before the push, a low flight path, non-participation of the arms, which is explained by a low level of coordination abilities, leg extensor strength, and speed-strength qualities. In addition, children find it difficult to solve two motor tasks at the same time: moving their legs and swinging their arms.
The proposed preparatory exercises do not include classic long and high jumps, but prepare the foot and all the leg muscles. In classes with children, they perform an independent function, developing a variety of coordination abilities, correcting movement deficiencies and developing intact functions.

Physical exercises to correct jumps

No.	Exercises	Corrective focus
1.	Jumps on two legs moving forward, turning to the right, to the left by 90"	Coordination and rhythm of movements, strengthening the foot, orientation in space
2.	Jumping alternately on each leg for a distance of 10-15 m
3.	Jumping rope - on two, on one leg, alternately, in place and moving forward and backward	Coherence and rhythm of movements, differentiation of efforts, strengthening of the foot, development of endurance
4.	Frog jumps with arm swings (5-6 jumps in a row)	Coordination of hand movements, differentiation of efforts, symmetry of movements
5.	Jump from a place forward - upward through a stretched rope - height 10, 20, 30 cm with a swing of the arms	Differentiation of the direction of efforts, coordination of movements of the arms and legs, speed and strength qualities
6.	Jumping on two legs over stuffed balls from a half-squat with an euk swing	Differentiation of distance and effort, coordination of arm and leg movements, development of leg extensor strength
7.	Jumping up from a deep squat	Coherence of movements, development of leg extensor strength
8.	Jumping with a ball between your feet	Coordination of movements, accuracy of kinesthetic sensations
9.	Depth jump from a squat (jumping) onto foam mats from a height of 40-50 cm, followed by jumping up	Overcoming fear, springy properties of the foot, coordination of movements, speed and strength qualities
10	Jump up while reaching for a suspended object (ball, balloon)	Proportionality of distance and effort, coordination and accuracy of movements, speed and strength qualities
11.	Jumping in place with clapping in front, behind, overhead for every second jump	Coordination of movements of arms and legs, rhythm of movements
12	Jump on a gymnastic bench, jump from a gymnastic bench, jump over a gymnastic bench	Differentiation of concepts with prepositions “on”, “with”, “through”
13.	Jumping through a hoop a) stepping over; b) on two legs with interleaps; c) on two legs	Strengthening the arch of the foot, rhythm and proportionality of efforts, coordination of movements of the arms and legs
14.	Jumping in place on two legs with eyes closed, on every 4th count - turn 90°	Strengthening the arch of the foot, the ability to reproduce a given rhythm of movements without visual control

Correction for climbing and climbing

The program includes climbing a gymnastic wall and a bench, and climbing over an obstacle. These exercises are of practical importance and contribute to the development of strength, dexterity, coordination of movements, strengthening the arch of the foot, developing posture, and the ability to control one’s body. Climbing and climbing correct deficiencies mental activity- fear, high self-esteem, fear of heights, inappropriate behavior in difficult situations. Exercises performed at height must be explained and demonstrated with extreme precision and require safety and protection. To overcome obstacles, a gymnastic ladder, bench, beam, rope, inclined ladder, foam cubes, soft beam, wooden and rope ladders are used.

Physical exercises to correct climbing and climbing

No. n/i	Exercises I	Corrective focus
1.	Crawl under a rope, under a log, under a bench	Coordination of movements, proportionality of efforts
2	Climbing over the rail of a ladder	Dexterity, coordination of movements, accuracy of movement, orientation in space
3.	Climbing on a gymnastic bench on your knees, on all fours, forward and backward to the edge of the bench	Coordination of movements of arms and legs, differentiation of efforts, speed of movement
4.	Climbing over a gymnastic bench, foam cubes, soft beam, etc.	Orientation in space, coordination of all parts of the body
5.	Climbing over an inclined bench set at an angle of 10°	Coordination, adaptive response to changed conditions
6.	Climbing on an inclined bench in any way up and down an incline	Coherence of movements, orientation in space, differentiation of efforts
7.	Climbing the gymnastic wall with side steps, on one rail, starting from the bottom, gradually rising higher and higher (do not look down)	Overcoming fear of heights, prevention of flat feet, orientation in space, consistency and sequence of movements of the arms and legs
8.	"Ship". Climbing up and down the gymnastic wall, stepping on each rail alternately with two feet	Overcoming fear of heights, coordination and consistency of movements of arms and legs, prevention of flat feet imagination
9.	"Hooray". Climb up the gymnastic wall, standing on each step, remove the ribbon hanging on the top rail, walk with side steps to the adjacent wall and go down in the same way	Overcoming fear of heights, spatial orientation, motor memory, prevention of postural disorders and flat feet
10.	"Turtle". Climbing on a gymnastic bench, lying on your stomach and pulling yourself up on your arms	Coordination of movements, development of muscle strength of the arms and shoulder girdle
11.	Climbing on a gymnastic bench in any way, followed by climbing over foam cubes (boards, piles of mats)	Coordination of movements, speed of switching, coordination of movements, orientation in space
12.	"Camel". Crawling and climbing on a gymnastic bench with a weight on the back (cube, rubber ring)	Balance, coordination of movements
13.	"To the mast." Climbing up and down a rope ladder	Orientation in space, courage, coordination, differentiation of space, prevention of flat feet

Throwing correction

Impaired movements in throwing: tension, stiffness of the torso; haste; incorrect swing, throwing is done with straight legs or straight arms; untimely release of the projectile, weakness of the final effort, lack of coordination of movements of the arms, legs and torso.
Before learning to throw, it is necessary for children to master a variety of objective actions, which usually begins with large balls, because they are better to hold in their hands, and then moves on to small ones.

Correction and development of fine motor skills of the hands

One of the most pronounced manifestations of central nervous system damage is a violation of the nervous regulation of fine motor movements of the hands and fingers. Deviations always manifest themselves in purposeful motor acts that require precise coordinated movements, including throwing.
The versatility of exercises with a ball lies in their variety of effects not only on fine motor skills, but also on the entire range of coordination abilities, the eye, muscle sense, differentiation of effort and space, without which it is impossible to master writing, and many household, work, and sports skills. To activate the movements of the hand and fingers, a variety of small equipment is used - balls of different volume, weight, material, color; balls - inflatable, plastic, wooden; flags, ribbons, rubber rings, hoops, gymnastic sticks, cubes, hedgehog balls, geometric figures, cut out of cardboard, buttons, toys, etc. The main method is play, but there are also independent exercises that can be performed in any environment: at home, in the yard, on a walk, in classes with parents, other children, on your own.

Physical exercises for the correction and development of fine motor skills of the hands

No.	Exercises	Corrective focus
1.	With small balls (rubber, tennis, etc.) a) Shifting, throwing the ball from one hand to another, b) Tossing the ball with both hands in front of you, catching with both. c) Throwing the ball in front of you with your right (left) and catching it with both. d) Tossing the ball with the right, catching with the left and vice versa with a gradual increase in flight altitude	Coordination of hand movements, concentration, tracking movements. Concentration of attention, differentiation of efforts in time and space
2	Throwing the ball high up and before catching it, performing various movements (claps in front, behind, under the knee), turning right, left, around	Fine differentiation of hand forces, coordination of hand movements and additional movements in time and space. Shifting attention
3	a) Hitting the ball on the floor and catching it with both hands. b) The same, but catching with the right (left) hand	Differentiation of efforts, visual analysis of the dependence of the height of the ball’s rebound on the force and direction of the impact, orien
4.	a) Hitting the ball against the wall with one hand and catching it with both, b) The same with an additional movement before catching the ball: clap in front, behind, under the knee, turn in a circle	Differentiation of force and direction of movement, regulation of muscle direction, switching speed, spatial accuracy
5.	a) Circular movements of the hands to the right and left with tennis balls in both hands, b) Alternately throwing balls and catching them with the right, then with the left, c) Simultaneously throwing 2 balls and catching them with both hands after hitting the balls on the floor	Mobility in the wrist joint, distribution of attention, fine differentiation of temporal, force and spatial characteristics of movement, simultaneous solution of two motor tasks (right and left)
6.	a) Alternately hitting different balls on the floor and catching them with two (table tennis balls, rubber, rubber, tennis), b) Hitting different balls against the wall, c) Tossing and throwing balls from one hand to another, d) Tossing with the right and catching with the right	Differentiation of tactile sensations, differentiation of motor reactions in response to different stimuli, accuracy of movements, proportionality of movements of the hand and fingers, distribution of attention
	e) Tossing with the left and catching with the left, e) Throwing the ball at the target from close range
7.	Throwing at a horizontal target (hoop) from a distance of 4-6 m. Throwing at a target with three balls (plastic, rubber and tennis), different in weight and material V	Differentiation of tactile sensations, effort and distance. Manual dexterity, quick response to switching, speed and strength qualities
8.	The same, but at a vertical target (target, hoop) located on the wall at eye level	Differentiation of tactile sensations, comparison of effort and space, ability of vision to distinguish distance, speed and strength qualities

Relaxation correction

A characteristic feature of the movements of a child with mental retardation is excessive muscle tension both during physical exercise and residual increased tone after its completion, especially after throwing, climbing a gymnastic wall, exercises performed at height, unstable support after and during newly studied complex movements.

Correct posture is characterized by: straight position of the torso and head; expanded chest; shoulders laid back, at the same level; moderate natural curves of the spine, legs fully straightened at the hip and knee joints, shoulder blades adjacent to the chest, located at the same height, stomach tucked (Fig. 4.1).
1. Sluggish posture. The head is lowered, the chest and back are flattened, the shoulders are brought together, the legs are slightly bent.
2. Slouching. The head is pushed forward, the shoulders are strongly contracted
Most children, due to general functional weakness, hypotonic state of muscles and ligaments, low level development of physical qualities and coordination abilities have a wide variety of postural disorders, including all of its most typical forms (Fig. 4.2).

To determine the type of postural disorder, a table is proposed, which lists all the signs of postural deviations from the norm. 4.2)
Often, poor posture is combined with flat feet, foot deformity, and clubfoot, which negatively affects the position of the pelvis and spine. Many mentally retarded schoolchildren have baggy posture, awkward movements, and a tense and unsteady gait. There are children with obvious paresis or paralysis of individual muscle groups (Chernik E.S., 1997).
Children, as a rule, have an idea of correct posture and can demonstrate it quite accurately, especially against a vertical wall, but they immediately violate it when performing physical exercises, in everyday movements, walking, sitting at a desk.

When correcting posture junior schoolchildren with mental retardation it is necessary to be guided by the following provisions.
1. The formation of posture is based on the harmonious development of the strength of the muscles of the back, abdominals, upper and lower extremities, the ability to differentiate muscle-joint sensations, the position of individual parts of the body in space, the ability to tense and relax muscles at rest and in motion.
2. It is necessary to use all types of adaptive physical culture and all possible forms of physical education and recreational activities: morning hygienic exercises, physical education breaks, outdoor games, additional extracurricular and extracurricular activities, walks in the fresh air, swimming, hardening, etc.
3. On the part of parents, daily attention to the child’s posture is necessary, creating conditions for its formation: adequate hygienic and physiological requirements for clothing, furniture, lighting, postures during sleep, sitting, standing, etc.
4. Correction of posture, on the one hand, includes a broad complex effect of a wide variety of exercises on all muscle groups, on the other hand, the specific effect of purposefully selected exercises to compensate for violations of a certain type of posture.

Exercises for correcting lateral curvatures of the spine (initial stage)

No.	Exercises	Corrective focus
1.	"Kitty." From a standing position on all fours - lowering and raising the head with bending in the lumbar region, followed by extension in the thoracic and lumbar spine	Flexibility of the spine, strengthening of the muscular corset, coordination of movements of the head and torso, vestibular stability
2.	"Ring". From a kneeling position, hands on the waist - bending, bending back until your head touches the floor. Carried out with insurance	Spinal flexibility, abdominal stretching, back strengthening, vestibular stability, symmetry of movements
3.	"Vanka-vstanka." From a sitting position with knees bent as far as possible	Strengthening the trunk muscles, motor coordination
	with hands pressed to the chest and arms clasped - roll back and return to the starting position without using hands	movements, differentiation of muscle sensations, orientation in space
4.	"Bird". From a sitting position on the floor, legs apart, arms to the sides (fix correct posture) - bend forward until your hands touch your toes, maintaining the position of your head, torso and arms	Flexibility of the lumbar spine, stretching of the back muscles, symmetry of movements, control over the position of body parts in space
5.	"Snake". From a lying position on your stomach, legs together, arms at shoulder level, palms forward - slowly straightening your arms and raising your head, bend as much as possible in the thoracic and lumbar regions, throwing your head back	Flexibility of the spine, stretching of the chest and abdominal muscles, control of force and timing characteristics of movement, resistance to vestibular irritation
6.	"Boat". From a position lying on your stomach, hands behind your back, raise your head, chest, legs, fix the pose, sway “on a boat”	Flexibility of the spine, static strength of the muscles of the shoulder girdle, back and abdomen
7.	"Swimmer". From a position lying on your chest - move your arms, as in breaststroke swimming on your chest, gradually increasing the amplitude and tempo of movements, without touching the floor with your hands	Strengthening the muscles of the trunk, coordination and symmetry of movements, differentiation of spatial and temporal characteristics of movement
8.	"Fish" From a lying position on your stomach, hands on your forearms on the floor, fingers forward - slowly straightening your arms, raise your head, bend in all parts of the spine and touch your feet, bent at the knees, to your head	Flexibility of the spine, stretching of the chest and abdominal muscles, strengthening of the torso muscles
9.	"Candle". From a lying position on your back, hands behind your head - first bend your knees and then straighten them	Abdominal muscle strength, coordination of movements, spatial
	to a vertical position in relation to the floor, fix the position and slowly lower it to the starting position	natural orientation, regulation of range of motion
10.	"Bike". From a lying position on your back, arms along the body and raising your legs to a vertical position - imitation of the movements of a cyclist, first slowly, with gradual acceleration	Strength of the abdominal muscles, coordination and rhythm of movements, differentiation of the tempo of movements
11.	"Arrow". From a lying position on the right side, the right arm is extended upward, the left one rests on the floor at shoulder level - abducting the left leg upward. The same - on the left side with the right leg abducted	Strengthening the lateral muscles of the torso, abdomen and legs, coordination of movements
12.	"Pendulum". From the starting position lying on your back, arms to the sides - raise your legs 90° and, without spreading them, lower them to your right, lift them up again and lower them to your left, without lifting your shoulders from the floor	Strengthening the abdominal muscles and lateral muscles of the body, coordination of movements, orientation in space, volitional effort
Exercises to correct a round (stooped) back
No.	Exercises	Corrective focus
1. 2. 3.	"Kitty" "Snake" "Boat"	Flexibility of the thoracic spine, maintaining posture in dynamic exercises and static poses
4.	"Crawl". Standing in front of a mirror, rotate your arms back, simulating arm movements in the back crawl, gradually increasing the tempo of movements. Control the position of the shoulder girdle	Increased mobility of the shoulder joints. Strengthening the muscles of the back and shoulder girdle. Rhythm and coordination of movements, regulation of the tempo of movements
5.	"Pump". Standing in front of the mirror in a pose of correct posture - tilt the torso to the right and left, sliding your hands along the torso. Control the position of the shoulder girdle	Strengthening the lateral muscles of the body, stability of the vestibular apparatus, regulation of posture
6.	"Barbell". From a standing position in front of a mirror with a gymnastic stick behind your shoulders, tilt your torso forward to a horizontal position, constantly looking into the eyes of your mirror image	Strengthening the muscles of the trunk, flexibility of the thoracic spine, visual control of posture regulation, symmetry of movements
7.	"Onion". Standing close to the gymnastic wall with your back to the gymnastics wall, grab the bar at shoulder level - bend in the thoracic region, straighten your arms and return to the starting position	Flexibility of the thoracic spine, coordination of movements, stretching of the abdominal muscles
8.	"Monkey." From a standing position on the 4th rail from below, facing the gymnastic wall, with a two-handed grip at waist level, squat deeply, straightening your arms	Strengthening the muscles of the arms, shoulder girdle and torso, orientation in space
9.	"Strongman." From a lying position on your stomach with dumbbells (1 kg each) in your hands, arms to the sides - slightly stretch your neck, bend in the thoracic region, move your arms to the sides, bring your shoulder blades together and raise your legs: return to the starting position, relax your arms	Flexibility of the thoracic spine, static strength of the arms and shoulder girdle, symmetry of forces
10.	"Eagle". From a lying position with your hips across a gymnastic bench, legs secured (partner holds ankles), hands behind head - bend forward followed by extension in the thoracic and lumbar regions, raise your head, move your elbows to the sides, fix the pose and return to the starting position, relax	Flexibility of the thoracic spine, stretching of the muscles of the anterior side of the body, orientation in space, symmetry of movements, stability of the vestibular apparatus

Exercises to correct a round-concave back

No.	Exercises	Corrective focus
1	"Cockerel." 1) Standing on one leg, leaning sideways on the gymnastics wall, bend your leg at the knee, grab it by the ankle and pull your heel towards your buttock. The same on the other leg. The same, from a lying position on your stomach. The same, with both legs pulled up to the buttocks
2	"Column". Kneeling, arms along the body, chin tucked - tilt the body back, maintaining a straight line from the knees to the head	Stretching the muscles of the anterior surface of the thighs, balance, differentiation of range of motion
3	"Mahi." Standing sideways against the gymnastics wall, holding the bar, swing your leg forward and backward, trying to reach your buttock. The same, standing on the other side	Stretching the muscles of the front of the thighs
4	"Woodcutter". From the stand position, legs apart, hands locked - swing your arms up and sharply bend forward, do not bend your legs	Stretching the back muscles, rhythm of movements, stability of the vestibular apparatus
5	"Book". From a sitting position on the floor, legs apart - bend forward until your forehead touches your knees	Back muscle stretching
6.	"Spider". Walking in a deep bend, grabbing your ankles with your hands	Stretching the back muscles, spatial orientation
7.	"Cancer". 1) From a lying position on your stomach, alternately lift your straight legs back and up. 2) The same, from rest on your knees	Strengthening the muscles of the back of the thighs and back, coordination of movements
8.	"Boat"	Strengthening the muscles of the back of the thighs and back
9	"Bike"	Abdominal muscle strength
10.	"Scissors". From an emphasis sitting behind - crossing straight legs	Abdominal muscle strength
11.	"Numbers". From a lying position on your back and raising your legs up to right angle- writing the numbers 1, 2, 3 with straight legs... over a large amplitude, but without touching the floor. After each number there is rest, which is gradually reduced and eliminated completely. Conducted in a competitive form - who can write the most numbers (or letters)	Abdominal muscle strength, coordination of movements, imaginative thinking, volitional effort, accuracy of movements, spatial orientation, regulation of range of motion
12.	"Heavy legs." 1) From a supine position with a medicine ball (2 kg) clamped between your knees, bend your legs, lifting them to an angle of 45° and slowly return to the starting position. Do the same with a medicine ball held between your ankles. The same, but holding straight legs with a load at a height of 10-20 cm from the floor, for 5-10 s	Strength of the abdominal muscles, differentiation of forces and space, coordination and accuracy of movements, volitional effort

Exercises to correct a flat back

No.	Exercises	Corrective focus
1. 2.	"Boat" "Swimmer"	Strengthening your back muscles
3.	"Lizard". 1) From a position lying on your stomach, chin on the back of your hands, placed on top of each other, move your hands to your waist, raising your head and shoulders, bringing your shoulder blades together. Hold this position for as long as possible without holding your breath. 2) The same, but move the hands to the shoulders, behind the head	Strengthening the strength of the back muscles, differentiation of spatial characteristics of movement, maintaining posture in an unusual position, volitional effort, coordination of movements
4.	"Boxing". 1) From a lying position on your stomach, raising your head and shoulders, arms to the sides - clench and unclench your hands. 2) The same, but alternately bending and straightening your arms forward - up (boxing)	Strengthening the back muscles, developing motor skills, controlling the temporal characteristics of movement, proportionality and accuracy of movements
5.	"Cancer"	Strengthening your back muscles
6.	"A gun". From a prone position on your stomach - pushing a medicine ball away from you (1-2 kg)	Strength of the muscles of the back and shoulder girdle, coordination of movements and proportionality of efforts, maintaining posture in unusual conditions
7.	"Corner". 1) From a hanging position on the gymnastic wall - alternately raising the legs bent at the knees. 2) The same, but raising straight legs. 3) The same, but raising both legs at the same time	Strengthening the muscles of the front of the thighs
8.	"Candle". 1) From a supine position, alternately raise straight legs. 2) The same, but at the same time	Strength of the muscles of the anterior surface of the thighs, differentiation of forces,
	straight leg raise. 3) The same, with weights (medicine ball) between the ankles	coordination of movements, volitional efforts
9.	"Pistol." 1) Standing sideways at the gymnastics wall, holding the bar at waist level - squat on one, the other - forward, stand leaning on the wall. 2) The same on the other leg	Strength of the muscles of the front surface of the thighs, coordination of movements, maintaining posture during dynamic movements

Flat feet are quite common in children with mental retardation, so to prevent the development of flat feet, it is important to promptly identify existing disorders and take preventive measures.
A flat foot is characterized by a lowering of the longitudinal or transverse arch, which causes pain when walking and standing, Bad mood, rapid fatigue (Fig. 4.3).

The main cause of flat feet is weakness of the ligamentous muscles that support the arch of the foot.
Most often in weakened and obese children, although the nature of its occurrence may be different. There are congenital flat feet, rachitic, paralytic, traumatic and the most common; static (M.I. Fonarev).
Exercises for the prevention and correction of flat feet are used in the following starting positions: lying, sitting, standing, walking, which makes it possible to regulate the load on the muscles of the lower leg and foot. When choosing a starting position, you should exclude the negative influence of body weight on the arch of the foot in a standing position. First, exercises are performed lying and sitting.

Corrective exercises performed while lying down

1. Lying on your back, alternately and together pull the toes of your feet, raising and lowering the outer edge of the foot.
2. Bend your knees, rest your feet on the floor, spread your heels to the sides.
3. Bend your knees, rest your feet on the floor, alternately and simultaneously lift your heels off the floor.
4. With the foot of one leg, grasp the shin of the other and slide along it.
5. Lying on your back, alternately and simultaneously stretching the toes of your feet and turning them inward.

Corrective exercises performed while sitting

1. Maximum plantar flexion of the feet with inward rotation.
2. Alternately grasping a gymnastic stick with your toes.
3. Raking a fabric mat with your fingers or simulating raking sand.
4. Grasping round objects (tennis balls, billiard balls) with the inner arches of the feet and moving them from one place to another.
5. Sitting on the edge of a chair, feet parallel, grab the knee joints with your hands, spread your knees, simultaneously place your feet on the outer edge and bend your toes.
6. Rolling with the feet of a ball, gymnastic stick, massage roller.
7. Maximum extension and reduction of the heels, without lifting the toes from the floor.
8. From an emphasis sitting behind you, knees bent, pull your heels towards your buttocks - crawling movements of the feet forward and backward using the toes.
9. From a sitting position with bent knees, place your hands outside between the thigh and lower leg, grasping the feet on the outside with your palms, and lift your feet one by one with your hands.
10. The same, but grab the feet from the inside.
11. In a kneeling position, with your feet spread outward, sit on the floor between your legs, grab your feet with your hands from the side of the sole and lift them one by one.
12. While sitting at the back, alternate and simultaneous circular movements of the foot.

Corrective exercises performed while standing

1. Standing on the outer arches of your feet, rise on your toes and return to the starting position.
2. Standing on the outer arches of the foot - half squat.
3. Standing, toes together, heels apart - rise on your toes, return to the starting position.
4. Standing, feet parallel at a palm's distance - bending your toes, lift the inner edge of the foot.
5. Standing next to the next (the right toe touches the left heel), rise on the toes, return to the starting position.
6. Place two clubs (pins) on the floor, their heads almost touching, and their bases pointing outward - grab the neck or head of the club with your toes and place it on the base.
7. Roll a tennis ball with your toes from toe to heel without lifting it.
8. Place your left (right) foot on your toes - alternately changing positions at a fast pace.
9. Standing, legs apart, feet parallel, hands on the waist - squat on the entire foot, maintaining correct posture, return to the starting position.

Corrective exercises performed while walking

1. Walking on your toes, on the outer arches of your feet.
2. Walking on your toes, in a half-squat, toes inward.
3. Goose step walking on the outer arches of the feet.
4. Walking on medicine balls.
5. Walking on toes on an inclined plane.
6. Walking on your toes with a high hip lift.
7. Walking lengthwise and sideways with side steps along a rope located on the floor.
8. Walking with side steps along the bar of the gymnastic wall, holding the bar at waist level.
9. Climb the gymnastic wall up and down, grabbing the bar with your fingers and turning your feet inward.
10. Walking on toes, collecting scattered nuts, checkers, buttons with your toes.
11. Walking on all fours in small steps.
12. Walking on a massage mat (on grass, pebbles, gravel).

Breathing correction

Children with mental retardation are characterized by irregular shallow breathing and the inability to voluntarily control the act of breathing and coordinate it with movement. Children should be able to use chest, diaphragmatic (abdominal) and mixed (full) breathing. First, various types of breathing are mastered at rest, and then in combination with movements. Inhalation and exhalation are carried out through the nose,
Moreover, the exhalation should be longer than the inhalation, which contributes to a more complete subsequent inhalation. The sooner a child learns to breathe correctly, the greater the effect of physical exercise.

Exercises to correct breathing

No.	Exercises	Corrective focus
1.	Lying on your back, legs bent at the knees, right hand on the chest, left hand on the stomach - deep slow breathing through the nose	Understanding the mechanism of full breathing: the right one controls thoracic breathing (the chest rises), the left controls abdominal breathing (the stomach rises)
2.	Lying on your back, arms along your body - take a deep breath through your nose (inhale the “smell of a flower”), exhale slowly through your nose	Increasing the depth of breathing, training in deep breathing, imaginative thinking
3.	Lying on your back, arms along your body, legs bent at the knees - take a deep breath and exhale	Increasing the depth of full breathing in a static position
4.	The same, with a given breathing rhythm: inhale for 3 counts, exhale for 4 counts (“blowing off a dandelion”)	Mastering the rhythm of full breathing
5.	Standing, hands on waist - take a deep breath through the nose and exhale through the mouth, lips in a tube (“put out the candle”)	Increasing the depth of diaphragmatic breathing, imaginative thinking
6.	Sitting on the floor, knees bent, elbows resting on the stomach, palms open in front of you - take a deep breath and exhale long (“blow on the milk”)	Increased depth of chest breathing, imaginative thinking
7.	Lying on your back, raising your arms up - inhale, lowering - exhale	Increasing the depth of inspiration in combination with movement
8.	Sitting on a chair, placing a medicine ball (2 kg) on your stomach and holding it with your hands, take a deep breath, exhale slowly, mouth with a straw	Increased mobility of the diaphragm, increased depth of inspiration
9.	Sitting on a chair, spread your arms to the sides - take a deep breath, while exhaling - bend forward, reaching your toes with your hands	Coordination of breathing with movement, accentuated strong exhalation
10.	Standing, hands in front of the chest, after a deep breath - as you exhale, spring back the arms, bent at the elbows	Coordination of breathing with movement, partial exhalation (4 counts)
11.	"Woodcutter". Feet shoulder-width apart, hands clasped - take a deep breath - raise your hands, while exhaling with a tilt, sharply lower your hands, saying “oo-oo-oo”>
12.	"Frog". Jumping on two legs, moving forward with a wave of the arms. During the swing, take a deep breath, while jumping, exhale strongly while pronouncing the sounds “kwa”	Coordination of breathing with movement, accentuated exhalation, development of respiratory muscles
13.	Walking, hands on the belt with different breathing options: 3 steps - inhale, 3 steps - exhale; 4 steps - inhale, 4 steps - exhale; 2 steps - inhale, 3 steps - exhale; for 3 steps - inhale, for 5 steps - exhale, etc.	Focusing on breathing, varying the breathing rate, matching the given breathing rate with movement
14.	Running with an emphasis on breathing: a) after a strong inhalation through the nose, without holding your breath, gradually exhale for each step, on the fourth, exhale completely through the mouth while pronouncing the sounds “f-fu”; b) gradual inhalation for 4 steps, gradual exhalation for 4 steps; c) 2 steps - inhale, 4 steps - exhale	Assimilation of different breathing rhythms, coordination with movement, attention to exhalation
15.	Running with voluntary breathing, acceleration, stopping, jumping, etc.	Development of the cardiorespiratory system, determination of individual breathing rhythm
16.	Running and walking along the paths of the park, over rough terrain with regulation of the frequency and depth of breathing	Same

Vision prevention

About 30% of children with mental retardation have visual impairment. Myopia is the most common condition.
For the preservation of vision, hygienic conditions for conducting classes are essential, in particular, rational and sufficient lighting, cleanliness of the premises, age-appropriate sports equipment and equipment, absolute safety, which create comfortable conditions for classes and reduce eye fatigue.
If a child begins to rub his eyes, squint from the abundance of light, or his eyes develop redness or watery eyes, he should be examined by a doctor. Ophthalmologists of the Moscow Research Institute of Eye Diseases named after. Helmholtz and specialists from the Federal Center for Physical Therapy and Sports Medicine have developed special physical exercises to prevent the onset and progression of visual impairments. Here are several exercises that are the simplest and most accessible for mentally retarded children, which can be performed both in class and at home (Lilin E.T., Doskin V.A., 1997).

Each lesson uses 3 to 5 exercises. Measures for the prevention and correction of vision are described in more detail in Chapter 2.

Children explore with interest the sensory properties of surrounding objects: open and close, throw, touch, smell, taste. But only with the help of a teacher will a child learn the functional purposes of our everyday objects: that they eat soup with a spoon, dig sand with a spatula, draw with a pencil, etc.

The teacher introduces children to new games when he teaches how to lull a doll, build with blocks, roll a car, etc. One should take into account the fact that the attention of a child with mental retardation is involuntary and short-term. Therefore, it is necessary to plan the lesson in advance in such a way as to avoid overtiring the child and losing interest in the lesson. Each game lasts from 5-10 to 15-20 minutes. In this case, the specific situation and behavior of children in the classroom should be taken into account.

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Class for children with mental retardation (moderate and severe)

Mental retardation (moderate and severe) is usually detected early, in the first year of a child’s life, which is explained by deep damage to the central nervous system.

Common features for all these children, in addition to their late development and significant decline in intelligence, are also profound violations of all aspects of the psyche: perception of attention, memory, speech, thinking, emotional - volitional sphere.

The attention of children with mental retardation is always impaired to one degree or another: it is difficult to attract, it is weakly stable, children are easily distracted. They are characterized by extreme weakness of active attention necessary to achieve a predetermined goal.

Children with mental retardation (moderate and severe) are characterized by severe impairments speech activity, which are in close connection with intellectual disabilities. Many children develop speech by the age of 6-7 years. In other children, speech does not arise and almost does not develop; these are the so-called “speechless” children. Working with such children requires a special approach. Classes with children with mental retardation differ from classes with preschoolers not only in the volume and content of the material, but also in the specific methods of conducting classes. To construct the work in the best possible way, the teacher must also have a good understanding of psychological characteristics children with mental retardation: features of the development of perception, attention and memory, speech, thinking, activity, etc.

The teacher introduces children to new games when he teaches how to lull a doll, build with blocks, roll a car, etc. One should take into account the fact that the attention of a child with mental retardation is involuntary and short-term. Therefore, it is necessary to plan the lesson in advance in such a way as to avoid overtiring the child and losing interest in the lesson. Each game lasts from 5-10 to 15-20 minutes. In this case, the specific situation and behavior of the children during the lesson should be taken into account: you can quickly end the game if the teacher sees that the children are tired, or continue and expand it if the child has the mood and strength to continue.

Conclusion: Classes with children with mental retardation are based on imitation of an adult, his movements, actions and words, and not on explanation, conversation, or suggestion.

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Topic: “Colorful meadows with a surprise”

Integration educational areas: “Cognition”, “Socialization”, “Communication”.

GOALS:

Create a positive emotional mood for the child.

Develop motor skills of the articulatory apparatus and fine motor skills of the hands.

TASKS:

- Teach children to choose and name by color.

Develop memory, attention, thinking, speech. Activate the vocabulary of the language (red, yellow, green, mushrooms, butterflies.)

To develop in children the ability to identify and name matches by color; navigate the surrounding space, carry out the teacher’s tasks.

Learn to correctly identify and name primary colors (red, yellow, green)

Strengthen the ability to say hello and goodbye.

EQUIPMENT: Colored meadows of red, yellow, green. Doll, beads, basket, mushrooms, leaves, twigs.

MOVE GCD

ORGANIZING TIME.

Teacher: Children, look at what a beautiful table we have, what cheerful clearings there are on it. Let's play with them.

Oh, who's knocking on our door? And this is the Lala doll, let’s invite her to play with us.

Children, let's say hello to the Lyalya doll.

The doll's right arm is extended forward, the left is lowered. The teacher gives the children the opportunity to examine the doll and brings it to each child.

Teacher: This is Lyalya, say hello to Lyalya, give Lyalya a hand.If the child cannot cope, the teacher helps him.

The teacher shows which clearings are on the table, naming the colors one by one.

Teacher: This is a red clearing.Addresses the child: “Styopa, show me the red meadow.”If the child makes a mistake, the teacher helps the child name it correctly.Children, let's plant a butterfly, birds, and mushrooms in every clearing.The teacher takes a yellow butterfly and puts it on a yellow clearing and asks the children to repeat, also take multi-colored figures and place them in the clearings. Well done, children, we have worked hard, now let’s take a walk and collect mushrooms with you.

DYNAMIC PAUSE:

The teacher takes out a basket and invites the children to get up and take a walk. There are mushrooms of different sizes on the floor, the children collect mushrooms, and the teacher reads a poem:

Where are the birches and oaks?

Mushrooms grew in autumn

Here are waves and honey mushrooms,

There are chanterelles and boletus,

Under the pine tree there are boletus mushrooms,

Mushroom pickers are so happy about them.

Teacher: Well done, you collected all the mushrooms! Children, look what else we have, these are beautiful branches. And we still have leaves on the branches, let's blow them away.

Children blowing leaves.

Teacher :

The wind is blowing, the wind is blowing

Blowing, blowing,

yellow leaves

Picks it from the tree.

And the leaves are flying,

Circling along the path

Leaves are falling

Right under our feet.

Well done!

We really liked the doll Lala. Children, let's give our guest a gift - beautiful beads.

The teacher invites the children to sit at the table. Gives a dry finger pool and invites the children to choose beads and buttons from the pool and thread them onto the fishing line. The teacher shows how to do it correctly, if the children do not succeed, then the teacher helps the children. After the beads are ready, give them to the doll.

Teacher: Well done, kids. Our doll liked the gift, she is very glad that guests came to us.

RESULT: Teacher: Guys, today we played colored meadows, and the doll Lyalya came to visit us. We collected mushrooms and blew the last autumn leaves from the branches. We gave our guest a gift. Let's say to our guest: “Goodbye!”

I want goodbye

I wish you all good health,

Well, it's time for me to run -

It's time for us to welcome winter.

GOODBYE!

Sections: School psychological service

On modern stage In the development of Russian society, there has been an increase in children with mental retardation, so many teachers and psychologists today are studying the problem of the development of mental retardation. Today, psychological and pedagogical science has proven that of all functional deviations in human health, in terms of social consequences, mental retardation is the most common and severe developmental defect.

The development of sensorimotor skills is important in working with mentally retarded children, especially those of primary school age, since it affects the child’s learning process. The establishment of inter-analyzer connections and the successful synthesis of visual, auditory and kinesthetic information ensure the correct correlation of sounds oral speech with letters on writing and reading. Development motor function activates the development of memory and speech centers; the better the child moves, the better he usually speaks.

Research by scientists from the Institute of Physiology of Children and Adolescents (M.M. Koltsova, E.I. Isenina, L.V. Antakova-Fomina) confirmed the connection between intellectual development and finger motor skills. Works by V.M. Bekhterev also proved the influence of hand manipulation on the functions of higher nervous activity, speech development.

The problem of sensorimotor development in children with mental retardation was studied by E. Seguin, who developed a teaching method based on stimulation of the senses. M. Montessori developed a system of education and development for children with developmental problems, based on the development of the child’s sensory and motor skills. S.Ya. Rubinstein, Zh.I. Schiff noted that the defective development of sensations and perceptions in mentally retarded children turns out to be nuclear symptoms of mental retardation, which complicate the formation of ideas about time and inhibit the development of mental processes, in particular, thinking. Currently L.A. Metieva and E.Ya. Udalova developed a program for a course of correctional classes and a series of methodological recommendations “Development of psychomotor skills and sensory processes.”

It has been established that in children with mental retardation, sensorimotor development is significantly behind in terms of development and is extremely uneven. Slowness, undifferentiation, narrow scope of visual perception, disorders and specific deficiencies of motor skills make it difficult for him to get to know the world around him.

The development of sensorimotor skills in children of primary school age with mental retardation depends on the creation of psychological and pedagogical conditions for development. The following are identified as such circumstances: use in the educational process various techniques working with children with mental retardation and various types of fine arts. These conditions must take into account the interests and needs of the child and his development, age characteristics and the objectives of correctional and educational influence.

The first condition is use of various types of visual arts. These are already familiar - drawing, appliqué, modeling, designing, weaving, knitting, embroidery, sewing; and non-traditional work of teachers that is little used in practice - laying out mosaics; sorting small geometric shapes or objects taking into account their shape, color, size; bead stringing; lacing; thread writing; origami and more. This practical activity not only promotes the development of sensorimotor skills in children with mental retardation, but also evokes positive emotions in them and helps reduce fatigue.

To increase the effectiveness of work on the development of sensorimotor skills great importance has the following condition – use of various techniques in the educational process: didactic games, games with sand, water, cubes, construction sets, mosaics, graphic game exercises, finger games, oculomotor exercises, outdoor games, physical exercises of a gaming nature and so on. “Finger game training” includes static game exercises for fingers and hands; dynamic game exercises; finger games and exercises with poetic accompaniment.

However, an analysis of the work of teachers with mentally retarded children allows us to conclude that in special educational institutions little attention is paid to the development of sensorimotor skills in children of primary school age with mental retardation.

Thus, a contradiction is revealed between the need to develop sensorimotor skills in a primary school student with mental retardation and the insufficient methodological elaboration of the question of the necessary and sufficient conditions that determine this development.

Purpose classes is: creating conditions for the development of sensorimotor skills in primary schoolchildren with mental retardation.

Tasks:

Contribute to the correction of the child’s visual-motor and motor coordination.
Correct the child’s sense of touch and fine motor skills.
Promote the development of visual perception through the sensory education system.

This course of study is correctionally oriented: along with the development of general abilities, it is expected to correct the shortcomings of psychophysical development inherent in children with intellectual disabilities and develop relatively complex types of mental activity in them. But the correctional focus of this course cannot fully replace the correctional focus of the entire process of training and education in a special (correctional) school. General correctional work, carried out during the lesson, should be supplemented in the classroom with individual correction of deficiencies characteristic of individual students or subgroups of students.

Principles of lesson design:

systematic and consistent presentation of material;
visibility of training;
cyclical structure of classes;
availability;
the developing and educational nature of the educational material.

Classes are scheduled for 11 weeks. A total of 11 classes with a frequency of meetings 1 time per week. The number of children in the group is no more than 10 people aged 7-9 years with mild mental retardation.

The characteristics of children with mental retardation, with their rapid fatigue, distractibility, and difficulties when it is necessary to apply mental effort, require the introduction of play moments, frequent changes in forms of work, breaks for rest, and, in addition, their gradual involvement in learning with constant consideration of the individual characteristics of each child . As a result, the activity is a shell game, which consists of 4 parts and is carried out within 40 minutes.

First part classes consists of a set of exercises for the development of fine motor skills and gymnastics for the eyes. Gymnastics exercises for the eyes allow you to expand visual-spatial activity and improve perception.

The purpose of exercises for the development of fine motor skills is the development of interhemispheric communication and interhemispheric interaction. Interhemispheric communication and interhemispheric interaction are of great importance for the development of fine motor skills by synchronizing the work of the cerebral hemispheres. It also has a beneficial effect on the development of abilities, memory, attention, thinking, and speech. These exercises are performed for 3 minutes. The exercises used in the classes are presented in Appendix 1 .

Second part of the lesson– warm-up. Its task is to relieve the inertia of physical and mental well-being, raise general tone, set children up for active work, and “warm up” the child’s attention and interest in activities. Warm-up includes two types of exercises: one exercise to develop attention, memory, thinking, the second - to develop perception. These exercises take 5-10 minutes to complete. The games and warm-up exercises used are presented in Appendix 2 .

Main part of the lesson(third) consists of a task of a visual nature: modeling, drawing, appliqué, and so on. Games and exercises to develop perception and sensations are also held here. This part takes 15-20 minutes. This part includes outdoor games of low activity, since children with mental retardation have reduced performance and have a low level of concentration. These games act as physical exercises and allow you to develop general motor skills, coordination of movements, and the activity of the visual and auditory analyzers. You can also do finger games and exercises here. A description of visual techniques is presented in Appendix 3 , finger games, exercises – in Appendix 4 . The low mobility games used in the lessons are presented in Appendix 5 .
Fourth part classes– relaxation exercises ( Appendix 6 ), accompanied by relaxing music and allowing you to calm the children, relieve muscle and emotional stress, develop imagination and fantasy. 3 minutes are allotted for it.
The lesson ends with a ritual saying goodbye to the teacher and the children. Greetings and farewells are the same in all classes. For greeting, the “Compliment” and “Circle” exercises are used: all the children and the teacher stand in a circle and first each participant must say something nice to their neighbor. Then a general handshake and an energetic “Hello!!!”, said in chorus. The farewell ritual is carried out in a similar way: first, words of gratitude to each other for their work, a general handshake, and then saying in chorus “Goodbye!”

Educational and thematic plan

№ p/p	Topic name	Number of hours
1	Round dance at the Christmas tree	1
2	I made a snowman	1
3	Fairy trees	1
4	Visiting a fairy tale	1
5	Colored cars	1
6	Winter landscape.	1
7	Unusual embroidery	1
8	From house to house	1
9	Winnie the Pooh and everything, everything, everything	1
10	Ships at sea	1
11	Starry sky	1

Topic 1. Round dance at the Christmas tree

Target:

Gymnastics exercise for the eyes No. 1, 3. Exercises for the development of fine motor skills: “Flashlights”
Warm-up: exercises “Confusion” and “Fold a pattern”.
Finger game "Helpers". Fine art: poking with a hard semi-dry brush “Our Christmas tree in New Year" Low mobility game “Funny Snowflakes”.

Topic 2. I made a snowman

Target: development of visual-spatial perception, eye, figurative-spatial-kinesthetic integration.

Gymnastics exercise for the eyes No. 2, 3. Exercises for the development of fine motor skills: “Fist - rib - palm”, “Flashlights”.
Warm-up: exercises “How are they similar?” and “Build a tower.”
Finger game "Four Brothers". Fine art: applique from crumpled paper “Snowman”. Low mobility game “Around the Snowman”.

Topic 3. Fairy trees.

Target: training of manipulative movements based on sensorimotor integration (visual-motor, vestibular-visual) and voluntary regulation.

Gymnastics exercise for the eyes No. 3, 4. Exercises for the development of fine motor skills: “Fist, rib, palm”, “Lanterns”, “House - hedgehog - castle”.
Warm-up: exercise “Teapot with a lid”, game “Shadows”.
Finger game "Count fingers." Fine art: stamp imprint “Trees in a magical forest.” Low mobility game “Christmas tree, birch, oak”.
Relaxation exercise “Swimming in the clouds.”

Topic 4. Visiting a fairy tale.

Target: practicing eye-manual coordination, developing voluntary regulation, concentration, perseverance

Gymnastics exercise for the eyes No. 5, 6. Exercises for the development of fine motor skills: “Fist, rib, palm”, “Lanterns”, “House - hedgehog - castle”, “Goose - chicken - rooster”.
Warm-up: game “My Triangular Cap”, Exercise on completing the drawing of the symmetrical half of the image.
Finger game "My funny fingers". Fine art: monotype “Fairytale Pictures”. Low mobility game “Do you want to play with us?”
Relaxation exercise “Butterfly fluttering”

Topic 5. Colored cars.

Target:

Gymnastics exercise for the eyes No. 6, 7. Exercises for the development of fine motor skills: “Lanterns”, “House - hedgehog - castle”, “Goose - chicken - rooster”, “Bunny - ring - chain”.
Warm-up: exercise “Gather a figure” and the game “Night Train”.
Finger game "Four Brothers". Fine art: origami “Car”, competition for the fastest car made “Auto Rally”. Low mobility game "Traffic Light".

Topic 6. Winter landscape.

Target: cognition of various sensory shades of perceived systems, development of visual-motor-kinesthetic integration.

Gymnastics exercise for the eyes No. 7, 8. Exercises for the development of fine motor skills: “House - hedgehog - castle”, “Goose - chicken - rooster”, “Bunny - ring - chain”, “Scissors - dog - horse”,
Warm-up: exercises “Bonfire”, “Graphic dictation”.
Finger game "Walk". Fine art: applique from cotton pads “Winter Forest”. Low mobility game “Sticks”.
Relaxation exercise “Rainbow”.

Topic 7. Unusual embroidery

Target: development of sensorimotor coordination, kinetic-kinesthetic regulation of finely differentiated movements of the fingers and hand under visual control, activation of voluntary regulation processes.

Gymnastics exercise for the eyes No. 8, 9. Exercises for the development of fine motor skills: “Goose - chicken - rooster”, “Bunny - ring - chain”, “Scissors - dog - horse”, “Bunny - goat - fork”.
Warm-up: game “Put your finger”, exercise “Pattern copyers”.
Finger game "Five Fingers". Fine art: embroidery on cardboard “Magic Balls”. Low mobility game "Conspirator".
Relaxation exercise “Butterfly fluttering”.

Topic 8. From house to house

Target: development of sensorimotor integration, modeling ability (visual-spatial coordination).

Gymnastics exercise for the eyes No. 9, 10. Exercises for the development of fine motor skills: “Bunny - ring - chain”, “Scissors - dog - horse”, “Bunny - goat - fork”, “Flag - fish - boat”.
Warm-up: exercises “Tracks” and “From house to house.”
Finger game “Building a house”. Fine art: work using the “torn” applique technique “House for a Gnome”. Low mobility game “Drawing together”.
Relaxation exercise “Rest”.

Topic 9. Winnie the Pooh and all, all, all.

Target: development of kinetic-kinesthetic and spatial perception, sensorimotor integration.

Gymnastics exercise for the eyes No. 10, 9. Exercises for the development of fine motor skills: “Scissors - dog - horse”, “Bunny - goat - fork”, “Flag - fish - boat”, “Barn - house with a chimney - steamer”.
Warm-up: game “Who is faster and smoother?”, exercise in sorting and sorting cereals.
Finger game "Five Fingers". Fine art: applique using “Our Merry Winnie the Pooh” cereal. Low mobility game “Nothing visible.”
Relaxation exercise “Rest”.

Topic 10. Ships at sea

Target: practicing manipulative movements based on sensorimotor coordination and voluntary regulation.

Gymnastics exercise for the eyes No. 9, 8. Exercises for the development of fine motor skills: “Scissors - dog - horse”, “Bunny - goat - fork”, “Flag - fish - boat”, “Barn - house with a chimney - steamer”.
Warm-up: game “What’s missing?”, exercise “Do as I did.”
Finger game "Boat". Fine art: applique from matches “Boat”. Low mobility game “The sea is agitated.”
Relaxation exercise “Relaxation at sea”.

Topic 11. Starry sky

Target: development of integration of the kinesthetic and visual systems with the motor one.

Gymnastics exercise for the eyes No. 8, 7. Exercises for the development of fine motor skills: “Bunny - goat - fork”, “Flag - fish - boat”, “Barn - house with a chimney - steamer”.
Warm-up: exercise “How many triangles?”, game “Stars”.
Finger game "We are playing." Fine art: spraying, foam printing using the “Starry Sky” stencil. Low mobility game “Guess where the coin is.”
Relaxation exercise “Flying high in the sky.”

Planned effects from the program implementation

After a series of classes, primary schoolchildren with mental retardation should be able to:

purposefully carry out actions according to the teacher’s instructions;
visually differentiate objects by shape, size and color;
distinguish between primary colors and their shades;
distinguish “superimposed” images of objects;
act on a sound signal;
adequately navigate the plane and space;

perform actions with both hands;
draw smooth, clear lines;
Spontaneously coordinate your movements and actions.

List of educational and methodological support

Functionally oriented toys and aids for the development of sensorimotor functions (flat and three-dimensional geometric figures of different sizes, strips of colored cardboard of different lengths and widths, geometric lotto, sensory modules, subject pictures and more).
Materials for fine arts (gouache, brushes, white and colored paper, scraps of fabric, cereals, natural material– leaves, potatoes; plasticine and more).

Bibliography:

Belousova L.E. The use of Montessori therapy in the sensorimotor development of preschool children with a complex structure of disorders // Preschool pedagogy. – 2002. – No. 2. – pp. 38-43.
Voilokova E.F., Andrukhovich Yu.V., Kovaleva L.Yu. Sensory education of preschoolers with intellectual disability: Educational Toolkit. – St. Petersburg: KARO, 2005 – 304 p.
Gurova E.M. Preparing a child’s hand for writing // Primary school 2000. – No. 5. – P. 61-62.
Esafyeva G.P. Let's learn to draw. Senior and preparatory group/ Artist Afonicheva E.A. – Yaroslavl: Academy of Development, 2007. – 80 p.
Kazakova R.G. etc. Drawing with children preschool age: Non-traditional techniques, planning, lesson notes / Ed. R.G. Kazakova - M.: TC Sfera, 2006. - 128 p.
Kataeva A.A., Strebeleva E.A. Didactic games and exercises in teaching mentally retarded preschoolers: Book. for the teacher - M.: Education, 1990. - 191 p.
Kirillova Yu.A. Physical exercises and outdoor games for middle school children speech therapy group(ONR): A manual for practical workers in kindergartens - St. Petersburg: DETSTVO-PRESS, 2005. – 144 p.
Krasnoshchekova N.V. Development of sensations and perception in children from infancy to primary school age: games, exercises, tests. – Rostov n/d: Phoenix, 2007. – 319 p.
Moiseeva L.G. Preparing the hand for writing - St. Petersburg: Rech, 2004 - 80 p.
Piaget J. Intelligence and sensorimotor functions // Selected psychological works: per. from English and fr. – M.: International pedagogical academy, 1994. – 680 p.
Pimenova E.P. Finger games/ E.P. Pimenova. – Rostov n/D: Phoenix, 2007. – 221 p.
Workshop on developmental and educational psychology: for students. avg. ped. textbook institutions / Ed. I. V. Dubrovina. – M.: Academy, 1998. – 160 p.
Sensorimotor development of preschool children in classes fine arts: A manual for preschool teachers. institutions - M.: Humanit. ed. VLADOS center, 2001. – 224 p.
Improving movements and sensorimotor development - http://www.method.novgorod.ru/.
Stepanova O.A. Prevention of school difficulties in children: a methodological guide. – M.: TC Sfera, 2003. – 128 p.
Stepanova O.A., Rydze O.A. Didactic games in the classroom primary school: Toolkit. – M.: TC Sfera, 2005. – 96 p.
Udalova E.Ya., Metieva L.A. Formation of tactile-motor perception in schoolchildren with intellectual disabilities // Education and training of children with developmental disorders. – 2006. – No. 3. – P. 37-41.

Elena Vladimirovna Fadeeva
Summary of a correctional and developmental lesson with mentally retarded children of primary preschool age “The path to home”

State government institution of the city of Moscow

Children's home - boarding school "South Butovo"

Department social protection population of Moscow

Summary of correctional and developmental design classes

With mentally retarded children of primary preschool age

« Path to the house»

Prepared by the teacher:

Fadeeva Elena Vladimirovna

Moscow 2013

Tasks:

Educational:

Teach children to create the simplest design according to the teacher’s demonstration, precisely connecting structural details;

Learn to find red among other colors in a way “like this - not like this”.

Correctional and developmental:

- correct emotional-volitional sphere, mental activity, attention, memory, fine muscles of the hands;

Develop design skills, speech understanding.

Educational:

foster friendships and a sense of mutual assistance.

Age orientation of the lesson:

junior preschool age.

Visual and didactic material:

soft toy cat, truck, house model, red, green, blue bricks, music book.

Progress of the lesson.

Children sit on chairs.

Educator: Hello guys! I'm very happy see you in class.

Game motivation.

Look who's driving the car?

The teacher rolls a truck with a toy in the back. Is heard "Meow".

Educator: This is a cat, she is going home (points to the model of the house).

Children, let's invite the cat to play with us.

Children: Yes.

Educator: Look how cheerful the cat has become, she really wants to play.

Correctional and developmental block.

Game exercise "Playing with the cat".

The teacher recites the poem, accompanying it with movements in accordance with the text, and the children repeat.

Exercise for the right hand.

Here's a fist, and here's palm,

On the cat sat down on your palm.

"let's go" fingers on palm

And she went, she went, she went,

stroking your fingertips

It reached my little finger.

rub your little finger

Exercise for the left hand.

Here it is open palm,

squeeze the hand into a fist, then unclench it

Oh! Look another cat!

stroking the open one palm

She ran quickly, quickly,

stroking your fingertips

I reached my little finger.

rub your little finger

Exercise for right and left hands.

Now let's catch the cat

actively clench and unclench your hands

We'll clap with you palms.

clap your hands

Game motivation.

Educator: Children, the cat has become sad because she needs to go home! And the cat also told me in my ear that the path to her house is crooked, some potholes along the way that need to be avoided. Oh, let's build a good, even track!

Children: Yes.

Educator: Our cat has become cheerful again.

Continuation correctional and developmental block.

The teacher shows a sample of the building tracks made of red bricks. Children, independently or with the help of a teacher, choose red parts and place brick to brick - build the way to the house with music.

Reflection.

Educator: (on behalf of the cat)

Thanks guys! I'll get home well on your smooth road path.

Goodbye!

Bibliography:

1. Kutsakova L. V. Construction and manual labor in kindergarten. – M.: Mosaika-Sintez, 2008.

2. Lishtvan Z. V. Games and classes with building material in kindergarten. – M., 1991.

3. Remezova L. A. Learning design. //Manual for classes with preschoolers in preschool educational institutions of general and compensatory type. – M.: School press, 2005.

Summary of a correctional and developmental lesson on the topic "square". Summary of correctional and developmental classes for children with moderate mental retardation with presentation Notes for children with disabilities

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