EntranceIndividual correctional route for a preschooler with disabilities. Individual educational route for a child with disabilities
Educator
MBDOU "Kindergarten No. 13 in Vyborg"
Veselko S.I.
Individual educational route for a child with disabilities
Date of completion: November 19, 2015
Total information
FULL NAME. child Alekseev Denis Evgenievich
Date of birth: 09/03/2011
Family information:
Mother (full name, education, place of work),
Alekseeva Ekaterina Andreevna
MAO "Favorit" SZK instructor
Father (full name, education, place of work) Alekseev Evgeniy Vladimirovich
---
Teachers (full name): Veselko Svetlana Ivanovna
Specialists:
Teacher speech therapist:
Teacher-defectologist:
Educational psychologist:
Musical director:
Senior nurse: Ezhova Tatyana Gennadievna
Moiseeva Vera Vadimovna
Bondareva Roza Vasilievna
Lokina Maria Pavlovna
Health group 2
The child’s stay in the preschool educational institution is 7.00-19.00
Conclusion of the PMPK ONR (level 2), due to persistent underdevelopment of the cognitive sphere in a child with dysarthria.
Recommendations of the PMPC Training and education according to the general education program, classes at a speech therapy center in preschool education.
Long-term goals Elimination of speech disorders through special training and education.
Goals for the current period ( academic year) Development of general and fine motor skills.
Development of facial expressions and emotions.
Development of auditory perception and phonemic hearing.
Development of articulatory motor skills, correction of sound pronunciation.
Development of impressive speech.
Replenishment of the active dictionary.
Correction logical thinking And grammatical structure speech.
Correction of the lexical and grammatical structure of speech, logical thinking and coherent speech.
Development of mathematical operations, generalizations, selection of unnecessary subject matter.
Psychological and pedagogical support for a child with disabilities
October December
Specialist Educational areas of the basic general education program of preschool education Objectives of correctional and developmental work
Mode and forms of organization of correctional and developmental work Forms for assessing work results (child dynamics, specialist self-analysis)
Educator Social and communicative development
Cognitive development
Speech development
Artistic
aesthetic development
Physical development Continue to introduce the diversity of animals and flora, with phenomena of inanimate nature.
To form basic ideas about ways of interacting with animals and plants, about the rules of behavior in nature.
Form the concepts: “edible”, “inedible”, “medicinal”
plants". Introduce the names of the streets and streets closest to the kindergarten.
Introduce the rules traffic, rules for the movement of pedestrians and cyclists.
Development of fine motor skills.
Develop the ability to use standards as generally accepted properties
and quality of objects (color, shape, size, weight, etc.); select items based on 1–2 qualities (color, size, material, etc.). Expand children's understanding of some insects, animals, birds, and plants.
Formation of a dictionary. Replenish and activate the vocabulary based on deepening knowledge about the immediate environment. Expand ideas about objects, phenomena, events that did not take place in their own experience.
Sound culture of speech. Reinforce correct pronunciation
vowels and consonants, practice the pronunciation of whistling sounds,
hissing and sonorant (r, l) sounds. Develop the articulatory apparatus.
Continue to work on diction: improve the clear pronunciation of words and phrases.
Develop phonemic awareness: learn to distinguish by ear and name
words starting with a specific sound.
Drawing: Continue to develop the ability to draw individual objects and create plot compositions, repeating the image of the same objects, adding others to them.
Modeling: improve the ability to sculpt from plasticine; teach pinching with light pulling of all edges of a flattened ball, stretching
removing individual parts from a whole piece, pinching small parts. Learn to smooth the surface with your fingers
sculpted object, figurine.
Application. Develop the ability to hold and use scissors correctly.
In all forms of organizing motor activity, develop organization, independence, initiative, and ability
maintain friendly relationships with peers. Development of fine motor skills.
Game "Special cars"
Game "Red" Yellow green"
Game "Listen carefully"
Game "Say the Word"
Didactic games: “What is a street”, “I am a driver”, “Road signs”.
Reading fiction. Compiling a story about a traffic situation based on a plot picture.
Game "Seasons"
Game "Before, Between, After"
Game "Collect leaves"
Learning proverbs about autumn.
Game "Finish the sentence"
Game "Book of My Desires"
Articulation gymnastics (with elements of breathing and voice) is performed 3-5 times during the day.
Finger gymnastics is performed in combination with articulation exercises 3-5 times a day.
Work on the development of fine motor skills of the hands, activation of attention, orientation in space. Corrective work: during routine moments, self-care, household work and work in nature, on a walk, on excursions, in games and entertainment.
Game "Pick a Shape"
Game control “Find a house”, “What’s extra”, “Gather a figure”, “Mosaic wonderful bag”, “Lotto”, “Color and shape”
Game "Autumn Words"
Game "Tricky Questions"
Poems about pets
Our favorite fairy tales.
Game "Talking with Pets"
Making and guessing riddles.
Game “Which figure is on the score”
Game "What color"
Game “What doesn't happen? Why"
Game "Pick up the action"
Game "Find out by contour"
Game with pictures.
Game “Say it in one word”
Game “Whose legs or paws are behind the fence”
Game "Who has what?"
Game "Mysterious Animal"
Game "Who are they like"
Game "Clap your hands", "Say a word"
Game "Quiet and Loud"
“Memorize and repeat chains of syllables”
Game "Find the Sound"
Game “Name the first sound in words”, “Come up with words with the sound Ш”, “Be careful”
Game "Artists"
Game "Find out in parts"
Game "Make a snowman"
Ex. "Big and Small"
Game "Say the Word"
Game "Name the Trees"
Didactic games “Nature and mood”, “What time of year”, “Winter pattern”;
- Listening to audio cassettes “Seasons”
Corrective mini-gymnastics for the prevention of posture and foot disorders is performed daily after sleep.
Game "Freeze".
Ex. "Dream in the Forest"
Game "Remember your pose"
Finger game "Autumn leaf"
Game "Caterpillar"
Ex. "Magic Rain"
Game "Getting ready to go"
Ex. "We are walking through the snowdrifts"
Game "Snowball"
Interaction with social partners
Organization Areas of interaction Forms of joint activities
(possible)
organizations of various departments, public organizations, mass media, non-state structures, primarily public associations of disabled people, organizations of parents of children with disabilities disabilities health
State budgetary healthcare institution Leningrad region"Vyborg Children's City Hospital" (GBUZ LO "Vyborg Children's City Hospital")
Municipal budgetary educational institution for children in need of psychological, pedagogical and medical-social assistance “Diagnostics and Consulting Center” Examination by all specialists, issuance of medical reports
Diagnostics and consultation
Interaction with family
Directions of interaction Forms of interaction Contents of work Responsible teacher/specialist
Meet the family
Meetings, acquaintances, visiting families, questioning families.
Provide material support correctional and developmental activities. Speech therapist teacher
Informing parents about the progress of the educational process
individual and group consultations, design of information stands, organization of exhibitions of children's creativity, invitation of parents to children's concerts and holidays. Joint presence of the child and parents at events. Follow all the teacher's recommendations. Speech therapist teacher
Parent education Conducting seminars - workshops, master classes, trainings, creating a library (media library). Present at individual lessons with the child Speech therapist
Joint activities Involving parents in organizing themed holidays, competitions, visiting external cultural events (theater, museum, library, walks, excursions). creation in MBDOU necessary conditions to develop responsible and interdependent relationships with families of children with disabilities, ensuring the holistic development of the preschooler’s personality, increasing the competence of parents in the field of education. Speech therapist teacher
teacher of speech activity MBDOU
"Kindergarten "Stork"
Individual educational route for a child with disabilities (Down syndrome)
MUNICIPAL BUDGETARY PRESCHOOL EDUCATIONAL INSTITUTION "KINDERGARTEN "AIST" OF THE CITY OF NOVY URENGOY
Individual educational route for a child with disabilities
(Down syndrome)
Developed by: Toropova Yulia Nikolaevna, teacher of speech activity at MBDOU "Kindergarten "Aist"
1.1 General information about a child with Down syndrome
Total information
Child's full name: ********
Gender: husband
Date of birth/age 5 years
Social status of the child: prosperous
Family characteristics: complete, financially secure
Lives together: with parents
Family microclimate: favorable
Child's health status: Group V
Daily routine: gentle
Meals: shared table
An adapted individual educational route is developed in accordance with the disease indicated in the individual rehabilitation program for a disabled child and the planned activities.
1.2 Explanatory note
Education of persons with disabilities and disabled people (hereinafter referred to as children with disabilities) is one of the priority areas of activity of the education system of the Russian Federation.
The number of children with disabilities, which include children with hearing, vision, speech, intelligence, musculoskeletal disorders, emotional-volitional disorders and learning difficulties, is increasing every year. The efforts of the Russian Ministry of Education are focused on creating, as part of the modernization of Russian education, educational environment, ensuring access to quality education for all persons with disabilities and people with disabilities, taking into account the characteristics of their psychosocial physical development and health status.
The full development of the child as an inalienable human right and one of the most important tasks of education in the world modern stage requires finding the most effective ways to achieve this goal. The protection of human rights, the protection and promotion of health, and free development in accordance with individual capabilities is becoming an area of activity in which the interests of various specialists are closely intertwined.
Supporting a child with Down syndrome is a whole range of problems related to his survival, treatment, education, social adaptation and integration into society.
A targeted system of social and pedagogical activities, the inclusion of a child with Down syndrome in correctional educational process With early age, increases the level of development, promotes the child’s social activity. A favorable combination of the body’s compensatory capabilities with correctly selected programs at each stage of training, effective forms of its organization can largely and sometimes completely neutralize the effect of the primary defect on the course of psychophysical development. child development.
An individual route for accompanying a child with Down syndrome is drawn up taking into account the educational educational program of the MBDOU "Kindergarten "Aist"" developed on the basis of the exemplary educational program of preschool education "From birth to school" edited by N.E. Veraksy, T.S. Komarova, M.A. Vasilyeva. – M.; MOSAIC-SYNTHESIS, 2014 and Programs of compensatory preschool educational institutions for children with intellectual disabilities Auth. E.A. Ekzhanova, E.A. Strebeleva.
IOM (individual educational route) is designed for one academic year. The content of the material given by the IOM is structured in accordance with the principle of concentricity. This means that familiarization with a certain area of reality becomes more complicated from stage to stage, that is, the topic remains, and the content reveals first mainly the substantive, then the functional, semantic aspects, then the sphere of relationships, cause-and-effect, temporal and other connections between external signs and functional properties. In addition, linear, interdisciplinary connections between sections. In some cases this connection is thematic, in others there is a commonality in pedagogical intent. Thus, repetition in the child’s learning is ensured, which will allow him to develop sufficiently strong knowledge and skills.
The IOM defines the goals and objectives of education and training in the module “Speech development” of a child with Down syndrome for the 2017/2018 academic year.
The theoretical basis of the IOM are the provisions developed in Russian psychology by L. S. Vygotsky, P. Ya. Galperin, V. V. Davydov, A. V. Zaporozhets, A. N. Leontyev, D. B. Elkonin and other scientists, about commonality of basic patterns mental development in normal and pathological conditions, about sensitive ages, about the relationship between correction and development, about the actual and potential levels of development (zone of proximal development), about the relationship between learning and development, about the role of preschool childhood in the process of socialization, about the importance of activity in development, about the role of the sign in the “cultural” development of the child, etc. The route is designed taking into account the specific characteristics of the motor-motor, emotional, sensory, mental, speech, aesthetic and social-personal development of a child with Down syndrome; leading motives and needs of a young child; character of the presenter
activities; type of communication and its motives; social situation of child development.
The proposed content of the main directions of pedagogical work, the conditions and forms of its implementation make it possible to solve in unity correctional and developmental tasks, which include the motor-motor, emotional, sensory, mental, social-personal, communicative, speech development of the child.
The practical implementation of these tasks is carried out in the process of forming the mechanisms of object-based and play activities as leading types of activity in early and preschool childhood, productive types of activity (drawing, designing), familiarization with the environment, speech development, and the formation of elementary mathematical concepts.
All areas of correctional educational work are interconnected and interpenetrating, and the tasks of correctional education are solved comprehensively in all forms of its organization used.
The IOM for a child with Down syndrome is built in accordance with the principles formulated in psychological, neuropsychological, pedagogical research, taking into account:
- the nature of the leading activity;
- structure and severity of the disorder;
- leading motives and needs of the child;
- goals of preschool education.
Also, when compiling the IOM, data were taken into account Individual program rehabilitation of a disabled child, conclusion and recommendations of the TMPK, individual characteristics of a child with Down syndrome.
Work to activate compensatory mechanisms in a child with Down syndrome is based on the strengths of his development:
- relative safety of emotions;
- preservation of visual-motor perception;
- enough high level imitation abilities;
- relative preservation of tactile sensitivity;
- the combination of visual and motor sensations gives the highest level of memorization;
- preservation of emotional memory.
The construction of correctional and developmental work in accordance with these principles ensures the social orientation of pedagogical
influences and socialization of the child. The work of a speech educator with a child includes three blocks of in-depth diagnostic examination: upon the child’s admission (September), at the end of the first period of study (December) and at the end of the second period of study (May).
The effectiveness of the correctional and developmental work carried out is determined by the data obtained during in-depth diagnostic examinations of specialists and the examination of the child at the TMPK, based on the results of which the child receives recommendations on the further educational route.
A special feature of this program is the active involvement of parents in the work, which helps to increase their psychological and pedagogical competence. Training parents (or mother) and interaction with teachers gives the maximum effect when carrying out corrective measures. The content of the IOM involves the active use of the following forms of work with parents:
- Advisory and recommendation.
- Information and educational.
- Organization of children's matinees and holidays.
- Individual sessions with parents and their child.
Volume educational material designed in accordance with age-related physiological standards, which helps to avoid overwork and maladjustment of the child.
An integrated approach provides more high rates dynamics of general and speech development children. The implementation of the principle of complexity involves interconnection in the work of a teacher-psychologist, narrow specialists and a teacher.
The basis of promising and scheduling correctional work is the thematic approach (thematic plan). It allows you to organize communicative situations in which the teacher controls the cognitive and speech development of the child. The thematic approach provides concentrated study and repeated repetition of material. Concentrated study of the topic contributes to the successful accumulation of speech means and the active use of them by the child for communicative purposes; it is fully consistent with the solution of both general tasks of the comprehensive development of children and special correctional ones. Concentrated study of the material also serves as a means of establishing more close ties between specialists, since all specialists work within the same lexical topic.
1.3 Planned results of mastering an individual educational route. The planned results of a child’s mastery of IOM content take into account the individual characteristics of his development and are determined in accordance with the goals and objectives of the program in the form of target guidelines.
In accordance with the individual developmental characteristics of a child with Down syndrome - R. Lin, this IOM involves focusing on the following targets:
the child is interested in surrounding objects and actively interacts with them; emotionally involved in actions with toys and other objects, strives to be persistent in achieving the result of his actions.
the child uses specific, culturally fixed object actions, knows the purpose of everyday objects (spoon, comb, pencil, etc.) and tries to use them;
the child masters the simplest self-care skills; strives to demonstrate independence in everyday and play behavior;
the child masters the initial skills of active speech, a passive vocabulary is formed; can express a request using monosyllabic words, using gestures, understands the speech of adults; knows the names of surrounding objects and toys;
the child strives to communicate with adults and actively imitates them in movements and actions; games appear in which the child reproduces the actions of an adult;
the child shows interest in peers; observes their actions and imitates them;
the child has an interest in poems, songs and fairy tales, looking at pictures, and strives to move to the music; responds emotionally to various works of culture and art;
the child shows positive dynamics in the development of gross motor skills; he strives to master different kinds movements (running, climbing, stepping, etc.).
1.4 Characteristics of individual developmental characteristics of a child with Down syndrome The structure of mental underdevelopment of a child with Down syndrome is unique: speech appears late and remains underdeveloped throughout life, speech understanding is insufficient, lexicon poor, sound pronunciation in the form of dysarthria or dyslalia is often encountered. But, despite the severity of the intellectual defect, the emotional sphere remains practically preserved. Most of them have good imitative ability, which helps to develop self-service skills and labor processes. The level of skills and abilities that a child with Down syndrome can achieve varies greatly. This is due to genetic and environmental factors.
Thus, supporting a child with Down syndrome is a whole range of problems related to his survival, treatment, education, social adaptation and integration into society.
Social and everyday skills and orientation.
Cultural and hygienic skills are partly not appropriate for age: the child knows how to eat with a spoon, drink from a cup, and attempts to undress (dress) independently appear. Other skills are not developed.
Features of the child’s playful, constructive, and visual activities.
The child does not take part in games, drawing, or design classes; he requires constant support, the help of a teacher, and constant attention. Interest in an activity usually disappears quickly. Initial gaming skills and manipulation of objects are developed.
Mastering the program, difficulties in mastering the program.
Mastering the program is significantly difficult due to low level speech development, delayed development of gross and fine motor skills, with inconsistency general development given age.
Emotional and behavioral characteristics of the child.
The child is friendly towards both peers and adults. The boy makes contact, which is mainly manifested by emotions and touches, and individual sounds. Adaptation process after summer holidays was long-lasting, but without any special features.
Participation of parents in the upbringing and development of the child.
The child is raised in a complete family. Parents take an active part in the upbringing and development of the child, in his life in kindergarten, and listen to the recommendations of the teacher and specialists.
2.1 Characteristics educational activities according to the individual needs of the child.
The individual educational route (IEP) determines the relationship of forms and types of activities specific to a given child, an individualized volume and depth of content, special psychological and pedagogical technologies, educational materials and technical means. The IOM is discussed, approved and implemented with the participation of the child’s parents (legal representatives).
The route provides for solving a number of problems: diagnostic, correctional and developmental.
In the diagnostic block, the leading task is to organize a comprehensive medical-psychological-pedagogical study of the child’s developmental characteristics, as well as to determine the effectiveness of the implementation of the child’s individual development path.
The block of developmental tasks is aimed at developing the most intact functions, socializing the child, increasing his independence and autonomy.
The correction block is aimed at developing ways of assimilation social experience interaction with people and objects of the surrounding reality; development of compensatory mechanisms for the development of the child’s psyche and activity; to overcome and prevent secondary deviations in the child’s development of his cognitive sphere, behavior and personality as a whole; the formation of methods of orientation in the surrounding world (trial method, practical trying on, visual orientation), which serve as a means for the child to develop an integral system of knowledge, skills and abilities, and the emergence of psychological new formations.
Organizing the work of specialists in this block also involves training parents in certain psychological and pedagogical techniques that increase the effectiveness of interaction with the child, stimulating his activity in everyday life.
The presented blocks interact closely at every stage of working with the child. The implementation of the tasks of these blocks takes into account the severity of the disorder, the age of the child, and the structure of the defect.
Safety emotional sphere child with Down syndrome allows him to demonstrate his abilities and achieve significant results in creative activities. Strength a child's ability to imitate. The child willingly imitates simple moves, used in various games.
TASKS:
- Develop onomatopoeia skills;
- Promote the development of pronunciation and communication skills
skills;
- Develop skills in simple rhythmic movements;
Final indicators for the child’s mastery of the content of the module educational field“Speech development” (speech development)
The child will:
- imitate an adult by repeating simple words;
- answer simple questions in monosyllables;
- follow one and two syllable instructions;
Actively express yourself in game situations.
III. ORGANIZATIONAL SECTION
3.1 Provision of special educational programs and methods, special methodological manuals and didactic materials. The program material was selected tentatively and adapted to a specific child. The developmental features of a child with moderate disabilities were taken into account. mental retardation, his opportunities for training and education, current level development, zone of proximal development and main activities in a given age period.
The educational and methodological complex of the individual educational route for a child with Down syndrome includes:
- An approximate basic educational program for preschool education “From birth to school”, edited by N.E. Veraksy, T.S. Komarova, M.A. Vasilyeva. (basis of teaching materials).
- Program of compensatory preschool educational institutions for children with intellectual disabilities E.A. Ekzhanova and E.A. Strebeleva “Correctional and developmental education and upbringing of children” preschool age with intellectual impairment."
- Early pedagogical assistance program for children with developmental disabilities “Little Steps”. — Moira Petersi, Robin Treelore, etc.
- Program of correctional and developmental work in junior speech therapy group kindergarten Nishchevoy N.V.
Methodical manuals: Teaching materials for the Program “From birth to school”. Basic general education program for preschool education / Ed. N. E. Veraksy, T. S. Komarova, M. A. Vasilyeva. - M.: MOSAIKA-SYNTHESIS, 2010. - 304 p.
Advisory and educational work:
- Inclusion of a child with Down syndrome in a general preschool educational institution. Information and methodological manual. – Novosibirsk, 2010
- Zhiyanova P.L., Pole E.V. Baby with Down Syndrome: A Book for
parents. – M.: Charitable Foundation “Downside Up”, 2012
- Down syndrome. Data. / Comp. Field E.V. – M.: Charitable Foundation “Downside Up”, 2012
- Kirtoki A.E., Rostova N.V. A child was born with Down syndrome: conversations
psychologist. – M.: Charitable Foundation “Downside Up”, 2013
- Pietersi M. et al. Little steps: A program of early pedagogical assistance for children with developmental disabilities. Per. from English. M.: Down Syndrome Association, 2001. – Book 1. Introduction to the program.
- Maller A. R., Tsikoto G. V. Raising and teaching children with severe intellectual disability: Textbook. allowance. - M.: Publishing Center "Academy", 2003. - 208 p. (Section “Corrective educational work with preschool children with severe intellectual disabilities" P.100-116)
Educational field "Speech development (Speech development)":
- Program of preschool educational institutions of a compensatory type for children with intellectual disabilities: Correctional and developmental training and education / E.A. Ekzhanova, E.A. Strebeleva. – M.: “Enlightenment”, 2005 – 272 p. SECTIONS “Aesthetic development”, “Formation of activity” 2. Winders Patricia S. Formation of gross motor skills in children
with Down syndrome. – M.: Charitable Foundation “Downside Up”, 2011 3. Bruni M. Formation of fine motor skills in children with the syndrome
Down. – M.: Charitable Foundation “Downside Up”, 2009 4. Pietersi M. et al. Small steps: A program of early pedagogical assistance for children with developmental disabilities. Per. from English. M.: Down Syndrome Association, 2001. – Book 4. Gross motor skills. Book 5: Fine Motor Skills. 5. Arkhipenko G.A. Speech development younger preschoolers with shortcomings
vision // Preschool education. 2005. No5.
6. Beltyukov V.I. Interaction of analyzers in the process of perception and
assimilation oral speech. - M., 1977. 7. Bessonova T.P., Gribova O.E. Didactic material by examination
children's speech. - M., 1994 - part 1. 8. Borodich A.M. Methods for developing children's speech. - M., 1974 9. Vlasenko I.T., Chirkina G.V. Methods for examining speech in children. — M.,
- 10. Vygotsky L.S. Thinking and speech / Collected works - M., 1982. - T.
- 11. Gvozdev A.N. Issues in studying children's speech. - M., 1961. 12. Epifantseva T.B., Kisilenko T.E., Mogileva I.A., Solovyova I.G., Titkova T.V. Handbook for a teacher-defectologist // Series “I give my heart to children”, Rostov-on-Don., 2005. 13. Efimenkova L.N. Formation of speech in preschool children. M., 1990. 14. Zhukova N.S., Mastyukova E.M., Filicheva T.B. Overcoming the common
speech underdevelopment in preschool children. M., 1990. 15. Zhukova N.S., Mastyukova E.M. If your child is developmentally delayed. —
M., 1993. 16. Zeeman M. Speech disorder in childhood. / Per. from Czech; Ed. and with a foreword by V.K. Trutnev and S.S. Lyapidevsky. - M., 1962. 17. Isaev D.N. Mental underdevelopment in children. - L., 1982. 18. Lebedinsky V.V. Mental development disorders in children. - M., 1985
19. Leontyev A.A. Language, speech, speech activity. - M., 1969. 20. Lubovsky V.I. Development of verbal regulation of actions in children (in
normal and pathological). - M., 1978. 21. Development of thinking and speech in abnormal children: scientific notes, v. 256
/ ed. M.E. Khvattsev. - L., 1963 22. Sekovets, Razumova, Dyunina, Sitnikova. Correction of speech disorders in
preschoolers. - M., 1999. 23. A series of articles in the journal “Defectology” for 1985 - 1986. T.B.
Filichiva and G.V. Chirkina. 24. Article Hearing, speech and ear inflammation on the Downside Up website. 25. Filicheva T.B., Cheveleva N.A. Speech therapy work in special
kindergarten. M., 1987. 26. Filicheva T.B., Cheveleva N.A., Chirkina G.V. Basics of speech therapy. M.,
- 27. Filicheva T.B., Soboleva A.V. Speech development of a preschooler. —
Ekaterinburg, 1996. 28. Khvattsev M.E. Speech therapy. - M., 1959.
Plan of individually oriented correctional and developmental activities for psychological and pedagogical support of the child area “Speech development” module “Speech development”
Speech teacher:
— diagnostics (input, final); 2 times per year
— individual work in developmental classes on speech development in the 2017/2018 school year. year -; 56 lessons, 2 times a week, 15 minutes each;
— consultations for parents upon request.
Duration group classes 25-30 minutes, individual – 10-15 minutes.
The education of a child with Down syndrome can be divided into two periods:
I period – September, October, November, December.
II period – January, February, March, April, May.
In September, an in-depth examination of the child’s mental functions and speech condition is carried out.
In October, individual and subgroup lessons with the child begin.
Sheet pedagogical support pupil speech teacher
Last name, first name of the child __________________________________________
Directions of activity of a speech teacher
Month
Main directions of work
Kind of activity
Interaction with family
Participants
September
October
Preventing negative reactions to the presence of adults and peers in the room.
— observation, guest visits (during group classes and play sessions for children from a preschool group);
– establishing contact with an adult (specialist) during a game session.
Group teachers
Parents
November Development of fine motor skills and coordination
– inclusion of the mother in purposeful interaction with the child during the play session;
– teaching the mother how to interact with her child.
Di:
“Fold a row” - primary colors
"Catch a Fish"
Practical lesson “Do-it-yourself games”, “Games for Stasik”. Replenishing your home game library
Speech teacher
Group teachers
Parents
December Development of fine motor skills and coordination.
Expansion of social contacts Formation phonetic-phonemic hearing
Exercises:
"Jumping gallop"
"Give me a flower"
Di:
“Who said MEOW?
"Fold the row"
Consultation “Sunny Children”
Speech teacher
Group teachers
Parents
Conversation January Development of small
Di:
Motor coordination teacher.
"Catch a Fish"
"Socialization
speech solar children"
activities Formation
“Knock-knock” phonetic-phonemic
Exercises:
“Ball” - (raising air jet
"Contour - figure"
Group teachers
hearing
Parents
February Development of fine motor skills and coordination. Formation of phonetic-phonemic hearing.
Inducement to onomatopoeia.
Development of mental processes.
Di:
“Place it in buckets” (primary colors)
"I'll find a couple"
Exercises:
Finger gymnastics
“Blow out the candle” (raising air flow)
Speech teacher
Group teachers
Parents
March Development of fine motor skills and coordination. Formation of phonetic-phonemic hearing.
Inducement to onomatopoeia.
Development of mental processes.
Brochure “Sunny secrets. Issue 1" (tips)
Speech teacher
Group teachers
Parents
April Development of fine motor skills and coordination. Formation of phonetic-phonemic hearing.
Inducement to onomatopoeia.
Di:
Practical
“One, two, three, repeat after me”
lesson “Games for Stasik”. Replenishment game on one
home plate
game libraries. metallophone
“Who said MEOW?
"Give - on - go"
Di:
"After washing" (pairs)
"Look through the window"
"Ball"
Exercises:
Consultation
Educator "Feature"
speech development
activities of sunny children."
Group teachers Watch videos
Parents
“This is what sunny children do”
Development of mental processes.
"Breeze", "Hedgehogs"
May Development of fine motor skills and coordination. Formation of phonetic-phonemic hearing.
Inducement to onomatopoeia.
Development of mental processes.
Di:
"Catch a Fish"
"Boxes"
"Contour - figure"
“Pebbles” (primary colors)
Exercises:
"Blow out the candle"
Consultation “Summer is a time of change.”
Brochure “Sunny secrets. Issue 2"
Speech teacher
Group teachers→
Karabaeva Gulnara Ismagulovna
Deputy Director for HR
boarding school named after. Krupskaya
East Kazakhstan region,
Ust-Kamenogorsk
Mini case
“Individual educational route for children with disabilities”
Individual educational route - this is a movement in educational space, created for the child and his family in the implementation of educational and psychological-pedagogical support in order to realize individual developmental characteristics.
To solve this problem, in today's education system it is planned to draw up individual educational routes for children with disabilities.
The choice of one or another individual educational route is determined by a complex of factors:
the age of the child;
health status;
level of readiness to master the educational program;
characteristics, interests and needs of the child and his family in achieving the required educational result;
professionalism of specialists from educational institutions.
In practice, the process of training and education is mainly focused on average level child development, therefore not every pupil can fully realize their potential. This poses challenges to educators, speech therapists, and school psychologists. educational institution the task of creating optimal conditions for realizing the potential of each student. One of the solutions in this situation is the preparation and implementation of an individual educational route (hereinafter referred to as IOM).
An individual educational route is a personal path to realization personal potential child (pupil) in education and training.
The main goal of drawing up an individual educational route (IER):
This is the creation at school of conditions conducive to the positive socialization of schoolchildren and their social and personal development.
Social tasks personal development child:
Create a favorable subject-development environment for the social development of the child;
Organize unified system the work of the administration, teaching staff, medical staff of the school and parents on the social and personal development of the child;
Improve the style of communication between the teacher and the child: adhere to a psychologically correct style of communication, achieve the respect and trust of the student;
Create conditions for the development of a child’s positive attitude towards himself, other people, the world around him, and the communicative and social competence of children;
Create a feeling in a child self-esteem, awareness of their rights and freedoms (the right to have their own opinion, choose friends, activities, have personal belongings, use personal time at their own discretion)
The individual educational route is determined by:
government order;
the needs and requests of parents;
individual functional capabilities and level of development of pupils;
the capabilities of the educational institution;
Individual educational routes are developed:
For children who do not master basic general education program school education;
For children with disabilities, disabled children.
For children with high intellectual development.
An individual educational route includes the main directions:
development of general and fine motor skills;
development of cultural-hygienic and communicative-social skills;
formation of the child’s activities (manipulative, sensory-perceptual, objective-practical, playful, productive), which include modeling, appliqué, drawing) and other types of productive activities.
speech development (formation of the sensory basis of speech, sensorimotor mechanism, speech functions);
formation of ideas about the environment (the objective world and social relations);
formation of ideas about space, time
Methods used in the work:
Conversations, games, activities, reading fiction, sketches aimed at getting to know various emotions and feelings, with “magic” means of understanding;
Games, exercises and trainings that promote the development of emotional, personal and behavioral spheres (developing communication skills and improving relationships with others, relieving fears and increasing self-confidence, reducing aggression and weakening negative emotions)
Activities, games and exercises for the development of mental processes (memory, attention, perception, thinking, imagination);
Art therapy techniques (puppet therapy, isotherapy, fairy tale therapy);
Relaxation psycho-gymnastic exercises (relaxation of the muscles of the face, neck, torso, arms, legs, etc.)
When developing an individual route we rely on the followingprinciples :
The principle of relying on the child’s learning ability,
The principle of correlating the level of actual development and the zone of proximal development.
The principle of respecting the interests of the child.
The principle of close interaction and coordination of the work of a “team” of specialists in the course of studying the level of development of a child (phenomenon, situation);
The principle of continuity, when the child is guaranteed continuous support at all stages of assistance in solving the problem.
The principle of refusal of average rationing. The implementation of this principle involves avoiding a direct evaluative approach when conducting a diagnostic examination of the child’s level of development.
The principle of relying on children's subculture.
Based on the analysis of the literature studied, several stages of constructing an individual educational route were identified
1. Observation stage.
2. Diagnostic stage.
3. Design stage.
4. Implementation stage
5. Final diagnostic stage.
Let's take a closer look at each stage
First stage of observation.
1.Purpose of the stage : identify a group of schoolchildren experiencing difficulties: personal, regulatory, cognitive, communicative, psychomotor or complex. Based on the observation results, the table “Identification of groups of schoolchildren by difficulties” is filled out.
2.Diagnostic stage. At this stage, a number of diagnostics are carried out jointly with an educational psychologist. The purpose of this stage is to identify the causes of the child’s difficulties. Based on the results of the observation, the table “Identified difficulties of schoolchildren and their causes” is filled out.
FI -Identified difficulties – reasons - Result(at the end of the accompaniment)
3. Construction stage . The purpose of the stage: building individual educational routes for preschoolers, based on identified difficulties and established causes of these difficulties.
4. The stage of implementation of individual educational routes in the life of schoolchildren .
An individual educational route can be implemented in all types of activities, at any time, it all depends on the desire of the child, on his choice, self-determination!
On Stage 5 is the final diagnosis.
The purpose of the stage: to identify the results of the route (the difficulty was preserved or not preserved.
Expected result:
development of social competence;
development of communication skills;
correction of anxiety, self-esteem (approaching adequate);
development of a sense of self-worth;
correction of the child’s social and personal problems.
Thus, thanks to building individual educational trajectories development of children, we provide our students with equal opportunities when studying at school.
An example of an individual educational route for a preschooler (IOM) is a mandatory element of the effectiveness of every modern teacher.
The essence of a preschooler's IOM
Federal State Educational Standard defines a new approach to preschool education. One of the main requirements for it is the effective use of all pedagogical resources to achieve maximum results in the education and development of future schoolchildren. Considering that the program is aimed at the average student, it is possible that the weaker ones may not learn it well enough, and the most capable ones may lose motivation to learn.
That is why an individual approach to all children, taking into account all their characteristics, is provided by the IOM of a preschooler. It is understood as an educational program that is aimed at teaching a specific child and takes into account all his personal qualities.
Purpose and directions of IOM
A preschooler according to the Federal State Educational Standard, an example of which is found today in all educational institutions, is aimed at solving specific problems. The goal of developing and implementing an educational route is to form factors in kindergarten that will be aimed at positive socialization and social and personal development of pupils. The latter includes the basic processes of intellectual, emotional, physical, aesthetic and other types of development.
The main task that the individual educational route of a preschooler solves is the development of cognition, an example of which is demonstrated in open classes. The directions of work of the educational route are as follows:
Formation of movement, which includes improving motor skills;
Opportunity to engage in different areas of activity;
Improving speech skills;
Development of ideas about the surrounding world of objects and social relations;
Development of ideas about time and space.
At the same time, the implementation of an individual route involves regular monitoring in order to track the degree of mastery of the educational program by each pupil of a preschool institution.
IOM structure
In the process of introducing new standards into the education system, all educators were required to take advanced training courses. They were shown an example of an individual educational route for a preschooler, a sample of which was examined in some detail. However, this type of monitoring of child development is important not only for educators, but also for parents, who are often unaware of the purpose of this pedagogical tool.
The structure of the educational route should include the following components:
Target, which involves setting specific goals that meet new standards;
Technological, stipulating the use of certain pedagogical technologies, methods and techniques;
Diagnostic, defining complex of diagnostic tools;
Organizational and pedagogical, determining the conditions and ways to achieve the goals;
Effective, containing the final results of the child’s development at the time of transition to schooling.
Necessary preliminary actions before drawing up an educational route
Since the main goal of the educational route is to identify difficulties in the learning process and social development of each child, a thorough study of its characteristics is necessary.
An example of an individual educational route for a preschooler assumes preliminary research activities before recording the child’s results and is mandatory, including the following actions:
1. Drawing up a profile of the child. This document must indicate the pupil’s visits to other preschool institutions and the break between their shifts. It is also necessary to note the speed and level of adaptation to the group.
2. To determine the key difficulties in a child, a thorough study of his family is necessary, followed by drawing up its characteristics. In this case, it is worth paying attention to the relationship between the child and the parents, since excessive guardianship can cause suppression of the student.
4. Determining the degree of development of attention, memory, thinking, as well as speech development is mandatory for further monitoring of his success;
5. It is also necessary to identify the child’s propensity for specific types of activities in order to help in development through such games.
Registration of the educational program
An example of an individual educational route for a preschooler proves the degree of need for a thorough study of all areas of the life of each individual child. Having studied all the necessary data, the teacher begins to draw up an individual route, which includes the following sections:
General information about the preschooler;
Family characteristics;
Peculiarities appearance preschooler;
Health;
Features of motor skills;
Cognitive sphere of a preschooler;
Level of knowledge by program sections;
Level of speech development;
Attitude to classes;
Characteristics of activities;
Having difficulties in communication;
Individual characteristics;
Additional information about the preschooler.
This in-depth analysis allows us to build individual work quite effective with a preschooler.
Inclusive education and IOM for preschoolers with disabilities
The introduction involves removing barriers between children of all health groups through joint learning.
It is based on equal treatment of each child, but at the same time the creation of special conditions for children with health problems for a comfortable stay in an educational institution. All categories are included in the inclusive education system educational institutions: preschool, secondary, vocational and higher education. Considering that kindergartens also practice such training, the example of an individual educational route for a preschooler with disabilities justifies its relevance.
When compiling it, the teacher is obliged to bring to the attention of parents the following information:
Load limits;
Availability of additional correctional and developmental programs at the institution;
Possibility of making corrections to the current educational route.
The IOM of a preschooler with disabilities is compiled taking into account diagnostic data and recommendations of a psychological, medical and pedagogical council. It is based on maintaining the strengths of a preschooler with a sufficient share of compensation for developmental defects.
It is important to take into account that when drawing up an individual route for a specific child, changes in the number of classes and their forms are possible.
An example of an individual educational route for a gifted preschooler
Every baby is born with certain abilities that need to be constantly improved. And given that preschool is the first social institution child, it is he who plays the main role in this development.
This need is due to the fact that if you teach a gifted person according to a standard program, he will quickly lose interest in learning, and, consequently, motivation. To avoid such a phenomenon, each teacher must identify gifted children in his group and create an educational route taking into account all their characteristics.
To create an effective educational route, it is important to take into account:
The characteristics, needs and interests of the child himself, as well as the wishes of his parents;
Opportunity to meet the needs of a gifted child;
Available resources to achieve results.
In drawing up such a route, the participation of parents is also necessary, who should continue at home the methodology used in kindergarten.
An example of an individual educational route for a preschooler with ODD
The creation of an IOM for a preschooler with speech impairments should be carried out jointly with a speech therapist and the child’s parents. It should be aimed at creating conditions that will help overcome speech barriers.
A psychological examination is necessary to identify the interests and inclinations of such a child. This research will help improve work efficiency. The directions that the educational route should contain are:
Medical and health work;
Issues of learning and social adaptation;
Correction issues;
Physical education;
Musical education.
Individual educational route in fine arts
A clear indicator of the importance of a creative approach to educational activities will be the example of an individual educational route for a preschooler in fine arts. Since this item initially assumes the presence creativity in a child, it is necessary to direct it to their development. This can be either drawing or making various things with your own hands. The main thing is to identify what a particular child shows aptitude and ability for. Creating conditions for development will give every gifted preschooler the opportunity to discover hidden talents in him. Demonstration of creative achievements is an important stage of work, since a creative child needs public recognition of his abilities.
Sample of an individual educational route for a preschooler in fine arts
Conclusion
Thus, the example of an individual educational route for a preschooler proves the need personal approach to each child and taking into account all his characteristics.
These factors make it possible to develop the future student as effectively as possible, giving him the opportunity to choose his preferred activity.
Development of an individual educational route for a child with disabilities in educational organization.
Development of an individual educational route for a child with disabilities within an educational organization implementing inclusive practices.
The main goal of the administration and the entire teaching staff of an educational institution (organization) as part of the implementation of inclusive practice is to create special conditions for the development of educational programs and social adaptation of a child with disabilities. Interaction in an interdisciplinary team of psychological and pedagogical support specialists, teachers and parents is one of the most important conditions.
Under individual educational route for a child with disabilities in an educational institution we understand system of specific joint actions administration, main teachers, interdisciplinary team of specialists supporting the educational institution (PMPk), parents in the process of including a child with disabilities in the educational process.
Individual educational plan– document, reflecting the general strategy and specific steps of the interdisciplinary team and parents in organizing psychological and pedagogical support for the individual educational route of a child with disabilities within the school for a certain period, approved by the director of the educational institution and signed by the child’s parents.
Features of working on an individual educational plan:
1) It is developed collectively within the framework of the activities of the PMPK.
The teacher and parents are full participants in the work on the IEP;
2) Developed for a certain time-limited period (quarter, trimester, half-year);
3) At the end of the period, the child’s achievements are assessed - the dynamics of his development, mastering the educational program, adaptation to the peer group, school team. An analysis of the dynamics and efficiency of work is also expected. Based on the results of all conclusions, the plan is adjusted;
4) The formulation of goals and objectives, criteria for the achievements of a child with disabilities are
as specific as possible;
5) The responsibility and regulations for the activities of all participants in the joint work are established.
An individual educational route (and, accordingly, an individual educational plan) within an educational institution for a child with disabilities is developed in several stages. Let's list the most important of them.
1.School administration together with the inclusion coordinator defines, which teacher and which class (group) the child is entering. It is also determined which psychological and pedagogical support specialists can join the interdisciplinary team. If the school does not have any specialist, the administrative group is looking for possible options for attracting additional resources (cooperation with the PPMS center, attracting volunteers, etc.). An agreement is concluded with the parents.
2. Planning an individual educational route a child with disabilities upon entering the first grade of school begins with careful collection and analysis of preliminary (initial) information about the child and his family. Such information may include the following areas
| Contents of information | Possible documentation |
| Psychological and pedagogical report on the child’s condition at the time of admission to school; A list of special conditions necessary for a child to master the educational program and social adaptation in a given educational institution. | Conclusion of the PMPC |
| The current state of the child’s health, doctor’s recommendations at the time of admission to school. | Medical card of a first-grader |
| Education and psychological and pedagogical support of the child before entering school: whether the child attended kindergarten, what group or structural unit, what specialists worked with him in kindergarten or additionally; Have you attended school preparation groups outside of kindergarten - a PPMS center, another school, additional education institutions, etc. | - Psychological and pedagogical characteristics of the child; - psychological-educator diary. escort |
| Information about the family: complete or incomplete, family composition; is there support from other relatives; whether the child has a nanny or a permanent attendant. ! This information is important for understanding the need and scope of assistance to the family of a child with disabilities, as well as for determining the child’s stay at school. In addition to formal information, school staff, in conversation with parents, find out their attitude to certain school requirements, their readiness to cooperate with teachers and administration, specify their idea of education for their child in an inclusive class, find out what immediate and long-term goals they have for their child. parents. | |
| Information about additional education: – does the child attend any clubs, sections, creative associations; – does he work with teachers at home; – what is the mode and duration of additional classes? | |
| Information about current psychological and pedagogical support: does the child work with any specialists (psychologist, defectologist, speech therapist, etc.) at the time of admission to school; Do parents plan to continue classes with these specialists in parallel with their studies at school? If so, how can they “contact” these specialists to determine the general direction of work? |
IMPORTANT: Parents may, but are not required to, inform school staff of the child’s medical diagnoses and whether the child is being seen by a particular doctor. If a relationship of trust and cooperation develops between parents and school specialists, parents of their own free will report anything that may affect the quality of education or require special conditions for the child’s adaptation to the school environment.
At the stage of information collection and goal setting, the main task of the school administration and staff is to agree with parents on one common goal for a certain, “understandable” period of time - for example, one year. In a conversation with parents, it is necessary to set priorities in the development of the child based on his capabilities - in accordance with them, the teacher and the entire interdisciplinary team will solve practical problems in the field of education and social adaptation of the child. At the same time, by signing a cooperation agreement and then taking part in the development of an individual educational plan For his child, a parent must be aware of the extent of his responsibility for the child’s quality of life, not only within the family, but also at school.
3. Development of an individual educational route(and – accordingly – IOP) precedes diagnostic stage, during which, during two (maximum - three) weeks of the child’s stay at school, the teacher and psychological and pedagogical support specialists (PMPc) conduct a comprehensive assessment of his condition at the time of admission to school. If school specialists find it difficult to choose certain forms and tactics of diagnosis and interpret the results obtained, you can, through the inclusion coordinator, seek advice from specialists from the PMPC or PPMS center, who are a resource in this area. As a result, at the PMPK meeting on the development of the IEP, a conclusion is made about the psychological characteristics of the child, the development of his educational skills, and the specifics of interaction with peers and adults. The main task of complex diagnostics in this case is to determine what educational needs the child has, what capabilities can be relied upon first, and which areas of activity of teachers and specialists are the most relevant.
The actual development of the Individual educational route (and, accordingly, the IEP) at a meeting of the school’s psychological, medical, pedagogical (psychological and pedagogical) council.
5. Joint activities administration, teachers, psychological and pedagogical support specialists, parents as part of the implementation of the child’s individual educational route (Individual educational plan for a certain period of time).
6. Analysis of the results of the activities of teachers and specialists - the dynamics of the child’s mental and physical development, the level of his adaptation in the school environment, mastering the educational program, family involvement in the educational process, as well as identifying the most effective forms and methods of teaching and socializing a child with disabilities, organizing interaction with parents.