Psychological and pedagogical support. Medical, psychological and pedagogical support for children with special educational needs Organization of the activities of the Support Service
Program
medical-psychological-pedagogical support
primary school students
in terms of implementation
Federal State Educational Standard
Prepared
teacher
primary classes
MBOU "Secondary School No. 34"
Afanasyeva I.V.
I am the leader of a problem-creative group that worked on drawing up a correctional and developmental program that is part of the structure of the general educational program of an elementary school. Our creative group included all participants in the psychological and pedagogical support of student development in the UVP (psychologist, speech therapist, defectologist, social worker, teacher, physics teacher, doctor, 2 elementary school teachers). One of the main mechanisms for implementing correctional work is the optimally structured interaction of all participants in the educational process, ensuring systematic support for children by specialists of various profiles.
The interaction of the efforts of different specialists in the field of psychology, pedagogy, medicine, and social work makes it possible to provide a system of comprehensive medical, psychological, and pedagogical support and effectively solve the child’s problems. It is by organizing psychological, pedagogical and medical-social support that it is possible to level out the starting capabilities of students and create conditions for obtaining universal educational activities in accordance with the Federal State Educational Standard
The most effective and efficient form of organized interaction between specialists at the present stage can be called a medical-psychological-pedagogical council, which provides multidisciplinary assistance to the child and his parents (legal representatives).
The purpose of organizing PMPK is to develop and plan a system of comprehensive support for students within the educational process in accordance with the special needs, age and individual characteristics of students - in the name of preserving the health of all children.
This school year, I am the class teacher of the 1st grade, and using the example of psychological and pedagogical support for children in this class, I would like to present the work of the school council. The main tasks that were set for me for this year:
Tasks of PMPC:
Based on our goals, we chose different types of consultations. One of the types is the primary council, the meeting of which took place in May of the last academic year. The main goal of this consultation is the formation of 1st classes. The decision of this consultation helped me, as a teacher, determine the level of development of future first-graders, highlight problem areas and determine the main directions of classroom and extracurricular activities of future first-graders.
The school has developed an entrance diagnostic system that helps the teacher see the real capabilities of future students.
The second type of consultation is a planned consultation. This consultation is very important for the teacher, because helps solve the following problems:
Determining ways of psychological, medical and pedagogical support for the child;
Development of agreed solutions to determine the educational and correctional and developmental route;
Dynamic assessment of the child’s condition and correction of the previously planned program;
Resolving the issue of changing the educational route, correctional and developmental work upon completion of training (academic year).
This consultation allows you to combine information about individual components of the child’s school status, which is owned by teachers, the class teacher, the school physician and psychologist, and based on a holistic vision of the student - taking into account his condition and the dynamics of previous development - to develop and implement a general line of his further education and development .We propose to consider the consultation as a more complex, multi-stage action. In the activities of the council, we distinguish 3 important stages: the preparation stage (diagnosis), the stage of joint discussion and the stage of implementation of decisions. As a rule, the study of a child by PMPK specialists begins with a request from teachers or parents. For this purpose, there is an agreement between the educational institution and parents, which is a regulatory document. Thanks to the consultation, support service specialists at the first stage have the opportunity to transfer the knowledge they have about a child or class directly to those adults who have significantly greater opportunities to influence and interact with him.
What data do I, as a teacher, receive from the support service:
Psychologist provides data about the level:
- the child’s cognitive sphere (perception, memory, attention, thinking) and the dynamics of its development, the maturity of educational activities;
- motivational sphere and dynamics of its development;
- the emotional-volitional sphere (level of anxiety, activity) and the dynamics of its development, the influence of the emotional state on the learning process, satisfaction with various aspects of the educational process;
- personal sphere (self-esteem, need for achievement, level of communication, value orientations) and the dynamics of its development
Speech therapist highlights the results of speech development at the time of the consultation, develops a program of correctional and developmental classes for students at educational risk.
defectologist provides diagnostic studies on the level of basic thought processes, as well as a program of correctional and developmental classes for students at educational risk.
Medical workerprovides information about the health status and physical characteristics of schoolchildren:
There are three main indicators:
1. Physical condition of the child at the time of the consultation:
- compliance of physical development with age standards;
- condition of the organs of vision, hearing, musculoskeletal system;
- physical activity tolerance (based on data from the physical education teacher).
2. Risk factors for developmental disorders:
- presence of diseases and injuries in the past that may affect the child’s development;
- risk factors for the main functional systems, the presence of chronic diseases.
3. Characteristics of diseases over the past year.
Social teacherprovides information about the child’s social status:
- information about parents, family type
- family parenting style
- relationships between parents and children in the family
- family security
I'm like a class teacher, based on the results of my own observations and conversations, I give a pedagogical description of the educational activities and behavior of specific students and classes as a whole. The information provided should concern the analysis of the causes of the difficulties experienced by the student in various pedagogical situations, and the characteristics, individual traits of his learning, communication and well-being. The characteristics of a student can consist of the following indicators:
Qualitative characteristics of educational problems:
- difficulties and features that appear when preparing homework;
- difficulties and features that appear during oral and written answers in class, features of answers at the board;
- difficulties and features that arise when performing creative tasks and routine labor-intensive work;
- difficulties that arise in the process of learning new material or repeating what has been learned;
- types of tasks or educational material that cause the greatest difficulties; hypothesized causes of the described difficulties and features.
Quantitative indicators of educational activities:
- academic performance in core subjects;
- suspected reasons for low or uneven performance.
Indicators of behavior and communication in educational situations:
- description and assessment of behavior in terms of learning activity and interest;
- description and assessment of behavior from the point of view of compliance with generally accepted rules;
- individual characteristics and difficulties that arise in the process of communication with teachers and peers.
Indicators of emotional state in educational situations:
- description of a “typical” emotional state for a student in a lesson;
- description of situations that cause various emotional difficulties in the student (crying, irritation, aggression, fear, etc.).
When characterizing a particular student, the teacher focuses only on those indicators that contain information important for the work of the council. The survey of subject teachers and the preparation of pedagogical characteristics is carried out directly by the class teacher, with organizational and administrative support from the head teacher and substantive assistance from a psychologist. As the council establishes itself in the school as an integral part of the educational process, such preparation becomes less and less difficult. Teachers gain experience and develop skills in observing students, formulating their opinions and conclusions.
The second stage of the council’s work is the stage of joint discussion of the content of the work. Based on the data obtained by specialists, the results are discussed at meetings of the PMPK and a collegial conclusion is drawn up with recommendations on the educational route in accordance with the child’s capabilities, as well as on medical care, if required.
We have developed a strategy to help a specific student.
The consultation participants stipulate:
- what kind of help does the student need;
- what developmental work is desirable to carry out with him;
- what features should be taken into account in the learning and communication process;
- what kind of work can the council participants take on;
- what can be done with the help of family and specialists in various fields outside of school.
At this stage, the decisions of the council are implemented. A plan of correctional and developmental measures is drawn up. They can be either extracurricular or included in the learning process. Corrective and developmental work takes place individually or in groups. In accordance with the developmental characteristics of the child and the specifics of the educational institution, the intensity and duration of the lesson cycles are determined.
In addition, the indicators of group occupancy and the duration of the cycle of classes and individual classes are determined. All these characteristics must be justified in the correctional work program.
For each child, appropriate documents are created that reflect the progress of correctional work.
This academic year the following programs are being implemented as part of extracurricular activities:
- “Smart Men and Women”, “Prevention of School Difficulties” - conducted by a speech pathologist teacher. These programs are aimed at developing universal cognitive and regulatory actions.
- “Learning to communicate” - classes are conducted by a teacher psychologist. The program is aimed at developing personal and communicative universal learning activities.
- “Development of phonetic-phonemic hearing”, “Development of sound pronunciation” - taught by a speech therapist teacher. The program is aimed at improving sound pronunciation and developing phonetic-phonemic hearing.
At the final stage, written recommendations are made in the form of a conclusion and recommendations to parents (legal representatives).
The work of the consultation ends with filling out the final document - the conclusion of the consultation.
Collegial discussion at such a meeting allows:
Develop a common understanding of the nature and characteristics of the child’s development;
Determine the general forecast of its development;
Determine a set of correctional and developmental measures;
Choose an educational route.
I would like to dwell on one more type of consultation - this is an unscheduled consultation. The meeting of this council took place at the end of the first quarter.
— deciding on the need to take adequate emergency measures based on the identified circumstances;
— making changes to individualized correctional and developmental programs if they are ineffective.
Two 1st grade students were sent to the district PMPK to determine the type of further education program.
In cases where the educational institution in which the child is located cannot provide the necessary conditions or the child needs additional diagnostics, he is referred (with the consent of the parents) to the psychological, medical and pedagogical commission.
When a child is transferred to another type of educational service (correctional classes (groups), home education, etc.), his pedagogical characteristics, extracts from the individual development card, from the conclusions of PMPK specialists, the final conclusion and recommendations of the consultation are drawn up.
Today, in our school, the consultation has become the main tool that can determine for each student the optimal option for education and upbringing, identify problems and ways to correct them.
In order to ensure the quality of education that meets new standards, a modern teacher needs to master educational technologies based on an activity-based approach. The standard already defines the technologies to be used. One of them is a portfolio. Today we often talk about a personal portfolio, which reflects the student’s personal achievements. For several years now, our school has developed and actively used, speaking in modern language, a portfolio, and then called a class development dossier, which tracked the personal achievements of class students, mastery of knowledge, level of creative activity, level of adaptation. In connection with the introduction of the Federal State Educational Standard, we have made additions. The student development map, which includes such development parameters as cognitive UUD, regulatory, personal, communicative, self-esteem map becomes the closest to real assessment because includes not only teachers’ assessments, but also the child’s self-esteem, i.e. It turned out that the development dossier that we have been using for many years received a new name, and remained relevant for us and kept up with the times.
- Health status:
- health group
- chronic diseases
- morbidity during the school day
- complaints from parents
- observable signs of a child’s predisposition to health problems
- doctor's recommendations
- Features of educational activities:
- attitude towards educational activities
- leading motives for educational activities
- level of development of cognitive activity
- level of development of independence when performing educational tasks
- pace of activity
- level of self-esteem
- typical learning difficulties
- generalized indicator of educational outcomes
- Level of development of cognitive processes:
- attention
- memory
- thinking
- speech
- dominant modality of perception
IV Manifestation of personal qualities in a child’s behavior
IV.A Relevance:
- activity
- hard work
- responsibility
- initiative
- organization
- curiosity
- accuracy
IV.B Attitude towards people:
- collectivism
- honesty, truthfulness
- justice
- unselfishness
- sociability
- sense of camaraderie
- responsiveness
- politeness, tact
IV.B Attitude towards yourself:
- modesty
- self confidence
- self-criticism
- knows how to calculate his strength
- desire for success, championship
- self-control
IV.D Volitional qualities:
- courage
- determination
- perseverance
- self-control
V Card of psychological, medical and social assistance to the child.
VI. Appendix No. 1
Social and psychological profile of the child.
VII. Appendix No. 2
Assessment of the developmental characteristics of a preschool child.
VII. Appendix No. 3
Student development map.
Preview:
Psychological and pedagogical support of the educational process in the context of the implementation of the Federal State Educational Standard.
Afanasyeva I.V.
The fundamental difference between the new generation standards is their focus on the outcome of education. What comes to the fore is:
Development of the student’s personality based on mastering methods of activity and developing competencies;
− formation of universal and subject-specific methods of action, as well as a supporting system of knowledge that ensures the possibility of continuing education in primary school;
− education of the fundamentals of the ability to learn - the ability to self-organize in order to formulate and solve educational, cognitive and educational-practical problems;
− individual progress in the main areas of personality development - motivational, semantic, cognitive, emotional, volitional and self-regulation.
To achieve these results, it is necessary to implement a systematic and activity-based approach to training and education, which involves:
- taking into account the individual age, psychological and physiological characteristics of students, the role and significance of activities and forms of communication to determine the goals of education and upbringing and ways to achieve them;
- ensuring continuity of preschool, primary general, basic and secondary (complete) general education;
- a variety of organizational forms and taking into account the individual characteristics of each student, ensuring the growth of creative potential, cognitive motives, enrichment of forms of interaction with peers and adults in cognitive activity.
The development of these qualities, like no other, requires competent psychological and pedagogical support and participation in the educational process, both teachers and other specialists (psychologists, speech pathologists, speech therapists).
It is possible to level out the starting capabilities of children and create conditions for receiving universal educational activities in accordance with the Federal State Educational Standard by organizing psychological, pedagogical and medical-social support.
In our school, for several years now, a PPMS system has been functioning to support the development of a child in the educational process. Targeted programs have been developed and tested: “Psychological-pedagogical and medical-social support for the development of students”, “Health is a pedagogical category”, Adaptation and continuity in the educational process”, “System of working with students with learning difficulties”, “Gifted child".
All changes taking place in the education system require from modern schools new approaches to organizing psychological and pedagogical support for students within an educational institution. And as practice has shown, it allows us to successfully solve the problems currently facing the school.
In order to ensure the effectiveness of work with children who have certain learning difficulties and school maladaptation, in accordance with the concept of correctional and developmental education and on the basis of the order, a psychological, medical and pedagogical council was created, which included: speech therapist, psychologists, defectologist, social teacher, doctor.
The purpose of organizing PMPK is to develop and plan a system of comprehensive support for students within the educational process in accordance with the special needs, age and individual characteristics of students.
Tasks of PMPC:
- Timely identification and comprehensive examination of children with deviations in adaptation, learning and behavior.
- Prevention of physical, intellectual, emotional and personal overload of the child.
- Identification of reserve and current opportunities for student development.
- Determining the nature, duration and effectiveness of special assistance.
- Development of a program of corrective measures to overcome deviations in the development of children.
- Consulting in resolving difficult pedagogical situations.
- Preparation and maintenance of documentation reflecting the current development of the child and diagnosis of his condition.
- Organization of interaction between teachers and school specialists participating in the activities of the PMPK, the formation of holistic ideas about the causes, nature, and possible ways of the child’s difficulties.
And here we note that the tasks of PMPC closely resonate with the tasks of primary education in accordance with the introduction of the Federal State Educational Standard - this is to ensure “conditions for individual
development of all students, especially those who are most in need of special learning conditions - gifted children and children with disabilities”, with learning and adaptation difficulties, “taking into account the educational needs of children with disabilities”. At the same time, “strong” children also need some correctional work. In this case, the main concern of the teacher is not to delay the student’s development, to promote the formation of an initiative and creative approach to educational activities, the ability to think, reason, and independently search.
Educational program of primary general educationin our school was created taking into account the characteristics and traditions of the institution, providing opportunities for students to discover the intellectual and creative potential of the individual. In the main educational program of primary general education, which was developed in our institution in accordance with the Federal State Educational Standard, we tried to lay down all the specific features of teaching children with learning and adaptation difficulties: increasing the duration of training; correctional work program; special propaedeutic sections aimed at preparing students for mastering the main educational program; special material and technical conditions for the implementation of the basic educational program of primary general education, etc. The educational program of the NEO also includes a program of correctional work.
The specificity of the student population is determined by the fact that Municipal Educational Institution Secondary School No. 34 is a school for all children in a given microdistrict. First-graders who come to school have different initial preparation for learning. Many children find themselves in difficult life situations because their parents are busy at work, their parents are illiterate, their family is financially disadvantaged, or the absence of one of their parents.
Primary school teachers, together with a pedagogical psychologist, identified 5 areas of correctional work that are relevant for younger students in our school:
Increasing the educational motivation of children (according to psychological diagnostics for the 2010-2011 school year, 28% of primary school students have a low level of educational motivation);
Working with aggressive children (in each class there are from 1 to 4 students with signs of aggression);
Working with hyperactive children (the number of first-graders with signs of restlessness and attention deficit increases from year to year);
Working with low-performing students;
Work with children with disabilities (in general education classes of primary schools there are 4 disabled people and 12 students with type VII GPMPC protocols).
Every primary school teacher faces similar problems in the course of his teaching activities. But not every teacher has a sufficient level of psychological knowledge and life experience, so there is a need to develop an algorithm for the teacher’s actions when working with “at-risk” children. The correctional work program will help every teacher, including young professionals, approach their work consciously and systematically.
The innovative component of our program is:
- the need for significant correction of the teacher’s work with “at-risk” children (content, methods, forms, organization of the educational process) in the context of the implementation of the Federal State Educational Standard;
- the need to introduce modern forms of monitoring the achievement of planned results and personal development of children at risk
Purpose of this program- creation of favorable conditions for the development of the personality of each child and the achievement of the planned results of the basic general education program by children at risk.
Main goalscorrectional work programs:
Formation of motivation for educational activities of junior schoolchildren.
Development of hyperactive children’s abilities for self-control and planning their activities.
Creating a zone of proximal development for the child to overcome the shortcomings of aggressive behavior.
Helping students who have difficulty mastering the curriculum.
Implementation of an individual approach to all categories of children, including children with disabilities.
When solving the assigned tasks, it is important to create a complete picture of each child’s development, to correlate it with the family and school situation, with personality and character characteristics. This, in turn, is possible subject to joint efforts in the activities of a primary school teacher, a school psychologist, a speech therapist and parents.
Mechanism for program implementation.
One of the main mechanisms for implementing a correctional work program is the optimally structured interaction of specialists from an educational institution, which ensures systematic support for “at-risk” children by specialists of various profiles in the educational process.
Such interaction includes:
complexity in identifying and solving a child’s problems, providing him with qualified assistance from specialists in various fields at different age stages (starting from preschool age)(
multidimensional analysis of the child’s personal and cognitive development;
drawing up complex individual programs for the general development and correction of individual aspects of the educational-cognitive, speech, emotional-volitional and personal spheres of the child.
Materials and equipment.
A system has been created for wide access of children, parents (legal representatives), teachers to online sources of information, to information and methodological funds, including methodological manuals and recommendations for all areas and types of activities, visual aids, multimedia, audio and video materials (2 interactive whiteboards installed , 2 projectors, 2 laptops, there is a teaching room).
The arsenal of PMPC specialists includes psychodiagnostic tools, educational games, visual aids, and materials for art therapy.
Correctional work should be structured not as separate exercises to improve any personal qualities or norms of behavior of a child, but as an integral system of measures aimed at creating comfort in the education of younger schoolchildren.
Problem-based creative groups of primary school teachers, together with a school psychologist, developed subprograms in 5 areas of correctional work. Each program includes a number of main stages: diagnostic, correctional and developmental, advisory, information and educational.
The main stages of the implementation of the correctional work program.
The program is being implemented in four stages.
Stage 1 (April - May) preparatory or introductory.
Diagnostics at stage 1 will determine the level of development of future first-graders, highlight their problem areas, which will help the teacher identify the main areas of classroom and extracurricular activities with future first-graders. The form of diagnosis is screening testing, PMPK examination (at the request of parents or educational institution).
Parents need to know the requirements and conditions of education according to the standards of the new generation, and identify the child’s level of preparedness for school. For this purpose, parent meetings are held at the preschool educational institution “Is your child ready for school?”
The introduction of new generation standards is an innovative process. In order to overcome psychological barriers among teachers, we offer training “Relieving Anxiety” and a workshop-seminar “The path to the student lies through the teacher.”
Stage 2 (September - October) adaptive.
Diagnostics are carried out to determine the level of cognitive activity, the leading channel of information perception, temperament, and school motivation. Based on the diagnostics, the teacher draws up a complete psychological portrait of the class, which will help determine the appropriate pedagogical technologies for working with this class.
For parents, workshops are offered by specialists: a psychologist, a pediatrician. Program “Attention! First-grader!”, proposed by psychologists of the PPMS center for children with the goal of developing the ability to self-organize, will help create a favorable psychological microclimate in the classroom, which will lead to successful adaptation to school.
Stage 3 (November - May) formative.
The degree of socio-psychological adaptation of children to school is diagnosed, the emotional attitude towards academic subjects is determined, and sociometry is carried out. The identified structures of interpersonal relationships will complement the psychological portrait of the class.
Based on the diagnostic results, a psychological and pedagogical consultation is held, the purpose of which is to identify and eliminate those moments in the educational process and style of communication with children that can provoke various school difficulties.
Specialists of the PPMS center at this stage work as part of extracurricular activities with children who have difficulties in forming universal educational actions. The following educational programs are being implemented:
“Wise Men and Wits” (36 hours).
“Prevention of school difficulties” (30 hours).
“Psychological and pedagogical program for the development and correction of the cognitive, emotional and communicative spheres of the personality of a junior schoolchild” (10 hours). Classes are conducted by a speech pathologist teacher.
These programs are aimed at developing universal cognitive and regulatory actions.
“Learning to communicate” (25 hours). Classes are conducted by an educational psychologist. The program developspersonal and communicative universal learning activities,which the teacher further develops in children in the process of lesson activities.
"Working with hyperactive children"
This program presents a theoretical basis for the problem of hyperactivity (its medical, psychological and pedagogical aspects). The stages of program implementation are described. The program includes a calendar-thematic plan and the development of classes for 1 year of study.
“Correction of aggressive behavior of a child of primary school age”
The program substantiates the multiple causes of aggression in children of primary school age.
The most common forms of manifestation of aggressiveness in the behavior of preschool children are considered and analyzed at present.
A program for the correction and prevention of aggressive behavior in children of primary school age has been developed. An educational and thematic lesson plan is presented.
“Program to support low-performing students”
The program includes a plan of individual work to develop insufficiently mastered educational skills and abilities.
"Working with children with disabilities"
The program describes the characteristic features of children with disabilities and outlines the stages of accompanying children with disabilities. A system of comprehensive work with children with disabilities is presented, including the provision of differentiated, psychological, pedagogical, specialized conditions.
“Formation of motivation for educational activities of junior schoolchildren”
The program aims toformation of educational and cognitive motives,increasing self-confidence, developing independence,formation of adequate self-esteem.
The program presents methodological techniques aimed at creating an atmosphere of emotional acceptance that reduces feelings of worry and anxiety in learning and communication situations.
The appendices reflect different areas of the teacher’s work to increase students’ educational motivation.
The proposed training workshops on children's problems (aggression, anxiety and uncertainty, hyperactivity) will help eliminate the child's problems, which will have an impact on the unity of the educational team and maintaining motivation to learn.
A workshop “Individualization as a condition for quality learning” is offered to teachers.
For parents - workshop “Learning to hear and understand each other.” Throughout the academic year, specialists from the PPMS Center provide consultations to all participants in the educational process on the stated problems.
Stage 4 (May) final or analytical.
The final diagnostics of cognitive activity, educational motivation and socio-psychological adaptation will show the levelformation of universal educational actions at the end of the first grade.
A meeting is held for parents on the results of the data obtained and building further cooperation, for teachers - a round table on the results of all the work done.
Expected results of the program:
1. Construction of the educational process of first-graders on the basis of comprehensive diagnostics.
2. Reducing the level of stress of teachers.
3. Creating a positive information environment for parents and building emotionally favorable parent-child relationships.
4. Timely identification of students at risk.
5. Positive dynamics of the results of correctional and developmental work with them (increasing educational motivation, reducing the level of aggressiveness, acceptance of social norms of behavior by hyperactive children);
6. Reducing the number of students at risk;
7. Achieving subject, meta-subject and personal results in accordance with the OOP NOO
results implementation of a correctional work programare monitored through a system for assessing the achievement of the planned results of the development of the OOP LEO, which involvesan integrated approach to assessing resultseducation. The achievements of students in all three groups of educational outcomes are assessed:personal, meta-subject and subject.
The search for new educational technologies continues to excite teachers. The goals, content of education, as well as the requirements for monitoring learning outcomes have undergone significant changes and are correlated with the principles of student-centered learning. Portfolio technology has successfully “taken root” within the framework of school pre-professional and specialized training, as well as at the primary level of school, being an example of the technology of grade-free learning.
A portfolio allows you to take into account the results achieved by a student in a variety of activities - educational, creative, social, communicative and others - and is an important element of a practice-oriented, activity-based approach to learning.
A portfolio is not only a modern, effective form of assessment, but also helps solve important pedagogical problems.
The creative team at our school has developed a package of documents that the teacher collects into a class portfolio.
Today we present the class portfolio.
Separately, I would like to say about the creation of a system of methodological support for primary school teachers in the field of correctional work as the most important condition for ensuring the effectiveness of the transition to the new generation Federal State Educational Standard
GOAL - improving the level of professional competence of primary school teachers in the field of correctional work with categories of students requiring special attention, through the detailed development of a mechanism for the transition to the new Federal State Educational Standards and providing them with effective methodological assistance.
TASKS: | IMPLEMENTATION INDICATORS AND GOALS |
1. Create a package of diagnostic tools to identify the level of development of learning skills in students with disabilities 2. To diagnose the development of learning skills in students with disabilities 3. Conduct a problem-oriented analysis of the state of work with students with disabilities 4. Create a “Corrective Work” Program. 5.Develop regulations on work programs in individual academic subjects for students with disabilities. 6. Make changes to the work programs for students with disabilities in accordance with the requirements of the Program for the formation of educational skills. 7. Conduct an external examination of the “Correctional Work” Program and an internal examination of the work programs of primary school teachers for students. | 1. A package of diagnostic tools for identifying the level of development of learning skills in students with disabilities. 2. Analytical report on diagnostic results. 3. Problem map. 4.Section of OOP NOO - Program “Correctional Work”: Goals and objectives; Areas of work; Characteristics of the content; Stages of program implementation; Requirements for the conditions of the program implementation 6.Work programs in academic subjects for students with disabilities. 7. Expert opinions, reviews of compiled program materials. |
Stages | Directions | Types of jobs | Expected results | Deadlines |
First stage | Carrying out a problem-oriented analysis of the activities of primary schools in the area of correctional work with students with disabilities | Collection of diagnostic tools for diagnosing students with disabilities. | Bank of methods. | December - January |
Carrying out a comprehensive diagnosis of the level of development of learning skills in children with disabilities. | Analytical report on the level of development of learning skills in children with disabilities. | February March |
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Studying the section “Correctional work” of the Approximate basic educational program of primary general education. | Determination of changes for the design of correctional work in the educational institution. | November March |
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Diagnosis of professional difficulties of teachers, specialists, home-based teachers in the field of correctional work. | Analytical information “On the professional difficulties of teachers and specialists.” | November January |
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Round table on the topic “Problem-oriented analysis of the state of work with students with disabilities. | Problem map. | February March |
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Creation of a section of OEP NEO “Planned results of mastering OEP NEO” for students with disabilities | Section of OEP NEO “Planned results of mastering OEP NEO” for students with disabilities. | January February |
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Second phase | Creation of a regulatory framework for the transition of primary schools to the Federal State Educational Standard in the field of correctional work. | Creation of a component of the OOP NOO - “Correctional work”. Definition of the Program structure "Corrective work." | Section of the OOP NOO “Corrective work in accordance with the following structure: Goals and objectives; Areas of work; Characteristics of the content; Stages of program implementation; Program implementation mechanism; Requirements for the conditions of the program implementation | February - April |
Development of an exemplary curriculum and an exemplary individual curriculum for students with disabilities that meets the requirements of the Federal State Educational Standard. | Explanatory note to the curriculum. Explanatory note to the sample individual curriculum for children with disabilities studying at home. | March, April |
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Third stage | Adjusting the content of work programs in academic subjects and extracurricular activity programs in accordance with the requirements of the Corrective Work Program. | Practice-oriented seminar “Formation of learning skills for students with disabilities.” | Work programs for teaching literacy, Russian language, mathematics, labor training, etc. | December February |
Workshop on teacher designing work programs in academic subjects and extracurricular activity programs. | A bank of diagnostic materials assessing the level of development of learning skills of students with disabilities. | December |
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The work of creative groups to adjust the content of work programs in academic subjects in accordance with the requirements of the UUD Formation Program. | Round table program | February March |
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Development of diagnostic tools for assessing the quality of development of learning skills in students with disabilities. | Set of techniques | March, April |
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Round table with a creative group of school teachers developing a system for assessing the planned results of the activities of elementary school students. | Round table program | April |
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Fourth stage | Examination of compiled program materials | External examination of the Corrective Work Program. | Review Expert opinion | April |
External examination of the curriculum for students with disabilities. | Order of approval. | April |
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Internal examination of teachers' work programs. | Expert opinion Order on approval of work programs. | May |
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Publication of materials on the project topic in the media (school website) |
IRINA KOMAROVA
Medical, psychological and pedagogical support for children with special educational needs
Medico-psychological-pedagogical accompanying children with special educational needs
The world in which a modern child lives has changed significantly. Socio-economic problems in society give rise to conditions under which the level of physical and neuro-mental health is significantly reduced children.
At the present stage of system development education the tasks of creating conditions for the development of the personality of each child in accordance with features his mental and physical development, capabilities and abilities. Therefore, in our institution special attention is paid to organizing a comprehensive medical- psychological and pedagogical accompanying children. Integrated system accompanying children allows you to identify developmental deviations and select educational route, allowing you to adjust the development of the child. Under medical-psychological-pedagogical accompaniment we understand the system medical, psychological, pedagogical influences, promoting full development children with special educational needs, overcoming developmental disabilities and serving the goals of their habilitation and rehabilitation.
Quality requirements education, both in mass and in correctional schools are equally high, and the capabilities of students are different, primarily due to the complexity of the population in the school for the blind and visually impaired children. Our school decides not only educational and educational tasks, but also compensates for developmental deficiencies children with visual impairments, corrects their secondary defects, i.e., solves correctional problems.
The school has a multi-level system of correctional and developmental work, which includes: myself:
I. Comprehensive diagnostics and consultation
II. Medical direction
III. Psychological direction
IV. Social and pedagogical direction
V. Correctional pedagogical direction
Lately, a large number of people have been coming to school children with speech impairment. One of the most severe speech defects is Systemic Speech Impairment. Even with a mildly expressed general underdevelopment of speech, students have deviations in the formation of all components of the speech system (phonetic-phonemic side of speech, vocabulary, grammatical structure, therefore schoolchildren in this group experience great difficulties in mastering writing and reading.
The purpose of speech therapy escort involves the correction and development of the speech of a child with developmental problems.
Written language disorders make up a significant proportion of speech disorders observed in primary school. They are a serious obstacle to students' ability to master the school curriculum. Based on the diagnosis, a specific work program is drawn up to implement a differentiated approach in the learning process children having speech disorders.
I examined children entering 1st grade. The test results were reflected in the speech card of each child. 90% have speech disorders.
The children were divided into groups with phonetic-phonemic underdevelopment of speech, with general underdevelopment of speech of varying degrees of severity, systemic underdevelopment of speech, guided by psychological and pedagogical classification.
In 2010-11 speech norm among children Only two students reached 1st grade. (Khanevsky Sasha, Kudryavtseva Tanya) U children who have not reached the speech norm, the risk of dyslexia and dysgraphia is increased.
Based on the diagnostic results, I draw up an individual correctional plan for each child. I conduct correctional training based on the methodological recommendations of R. I. Lalaeva, E. F. Sobotovich, L. S. Volkova.
Corrective work is carried out on several directions:
Development of phonemic awareness
Development of articulatory motor skills
Correction of broken sound pronunciation
Development of language analysis skills
Formation of the lexical and grammatical structure of speech
Development of inflection skills and word formation;
Development of coherent speech;
The main methods of work are practical; exercises, game. At the same time, I widely use visual and verbal methods
An analysis of the results of the work done for the first half of the year showed that the level of phonemic awareness among primary school students increased by 20%, articulatory motor skills by 25%, sound pronunciation by 15%, sound-syllable structure of words by 20%, language analysis skills by 25%, grammatical speech structure by 16%, vocabulary - word formation by 20%, the level of development of coherent speech increased by 24%.
In written works children There are not only errors in mixing and substitution of consonants, but also errors due to insufficiently formed ideas about the sound composition of the word. Therefore, in the process of correctional work with this group of schoolchildren, attention is focused on additional development of such program topics that are fundamentally important for mastering the Russian language, such as “Vowel sounds and letters”, “ Consonants: hard and soft, voiced and unvoiced", "Syllable, stress", "Designation in writing of hard and soft, voiced and unvoiced sounds", "Spelling of words with soft and hard consonants at the root, with unpronounceable consonants at the root", "Shi -zhi, cha-sha”, etc., the assimilation of which may be delayed due to speech underdevelopment.
The main task is to promptly identify and overcome written language disorders, preventing their transition to subsequent stages of education, which complicates the educational and cognitive activity of students.
Collaboration with the class teacher plays a big role. Within the school, correctional work is carried out in collaboration with all specialists; a creative group has been organized, in which included: ophthalmologist, defectologist, psychologist, speech therapist. Collaboration promotes child development, disclosure and implementation of it abilities in various fields, improving the quality of life.
Publications on the topic:
Integration of children with special needs in a general education group to solve social and communicative problems The integration of children with special educational needs into the environment of normally developing peers is recognized today in our country.
Corrective and developmental support for children with special educational needs in kindergarten Dissemination in our country of the process of integration and inclusion of children with mental or physical disabilities.
Qualification characteristics of the head of the psychological, medical and pedagogical consultation. Job responsibilities of the head of the psychological-medical-pedagogical consultation (PMPC). Plans and organizes the work of the PMPK in accordance with.
From experience working with children with special needs using the ebru technique Kuznetsova V.A. MBDOU Kindergarten No. 27 “Sadko” I became acquainted with the ebru technology three years ago and realized that my students would definitely use it.
Currently, in the context of modernization of Russian education, the problem of creating optimal conditions is becoming particularly relevant.
Features of the implementation of various principles in the formation of self-service skills in children with special needs in different One of the central tasks of special preschool education is to create conditions for the social development of children with disabilities.
In a special / correctional / educational institution, an escort service is being formed, whose task is not only to help in overcoming learning difficulties, but also to work to preserve and strengthen the health of students, provide conditions for correction and personal development, protect the rights of students, as well as further successful socialization in society.
The quality of support is determined by its basic principles:
- complexity,
- continuity,
- interdisciplinarity,
- priority of the interests of the child,
- team approach,
- coordinated work of all support specialists - psychologist, social teacher, speech therapist, speech pathologist, medical worker (pediatrician and psychiatrist), exercise therapy teacher, teacher, etc.
In the Russian language dictionary, to accompany means to go, to travel with someone as a companion or guide. In accordance with this, accompanying a child along his life path is moving with him, next to him.
The leading idea of support is that specialists understand the need for a child’s independence in solving his or her developmental problems. Within this ideology, conceptual implications of support can be identified that include:
Firstly, systematic monitoring of the child’s psychological and pedagogical status and the dynamics of his mental development during schooling;
Secondly, creating socio-psychological conditions for the development of students’ personality and their successful learning;
Thirdly, creation of special socio-psychological conditions to provide assistance to children with problems in psychological development and learning.
Maintenance as a process, as an integral system of activity, is based on certain principles.
1. The fundamental principle is the interests of the child.
The support system specialist is called upon to solve each problematic situation with maximum benefit for the child: to inform family members about adequate conditions for the education, upbringing and treatment of the child both at school and at home, that is, to contribute to the creation of conditions at the level of the family and educational institution.
The success of helping a child often depends on several specialists or on how the specialist and the parent interact, that is, how the principle of multidisciplinarity (stereognosis) is implemented. This means close interaction, coordination of the work of a “team” of specialists in the course of studying a child (phenomenon, situation): teachers, psychologists, doctors and other specialists, the use of scientific research methods by each specialist, which allows obtaining highly specific results that are part of a holistic study of characteristics development and condition of the child.
2. The principle of continuity, when the child is guaranteed continuous support at all stages of assistance in solving the problem. The support specialist stops supporting the child only when the problem is solved or when he finds an approach to solving it. This principle also means that children who are constantly exposed to risk factors will be provided with continuous support throughout their entire developmental period.
3. The principle of systematic support. Systemic and socio-pedagogical accompanying design is carried out by centers and services in several directions:
- participation in the development and implementation of programs for the development of educational systems;
- designing new types of educational institutions that children need;
- creation of preventive and correctional development programs.
A systematic, holistic approach to a person involves an analysis of connections and relationships not only within the system (the inner world of a person), but also outside it. The integrity of the child as an individual can only be understood in relation to broader social systems - family, social environment, society.
The purpose of psychological and pedagogical support of a child in the educational process can be: ensuring the normal development of the child, correcting existing deficiencies, socializing the child in a group of peers. The general objectives of psychological and pedagogical support are:
- assistance (assistance) to the child in solving current problems of development, training, socialization: learning difficulties, problems with choosing an educational and professional route, violations of the emotional-volitional sphere, problems of relationships with peers, teachers, parents;
- psychological support of educational programs;
- development of psychological and pedagogical competence (psychological culture) of students, parents, teachers;
- correction of existing developmental deficiencies.
- Screening diagnostics of all children at transitional stages of development or in problem situations to identify a potential “risk group”.
- Identification from a potential “risk group” to a real “risk group”. Individual diagnosis of children's problems.
- Development of targeted support programs for problem children.
- Development and implementation of programs to prevent the development of problematic situations in an educational institution.
- identifying problems during mass diagnostics;
- parents seeking advice;
- seeking advice from teachers, the administration of an orphanage, or a school;
- appeal in connection with the problems of the child himself;
- requests from other children for advice and assistance regarding a child;
- appeals from specialists from other social services.
Class (group) level. At this level, the leading role is played by teachers and the class teacher, who provide the necessary pedagogical support to the child in solving the problems of learning, education and development. The main goal of their activities is to develop independence in solving problem situations, preventing child maladjustment and the emergence of acute problem situations.
Level of specialized institution. Specialized assistance is provided to children with complex problems, involving the participation of specially qualified specialists, comprehensive (interdisciplinary) approach and special working conditions (availability of special equipment, technologies, etc.). Support of the educational process by specialists from the psychological, medical and social center based on an agreement with an educational institution. The specialist of the center takes part in the development of the educational program of the institution, development program, design of the management system, conducts examination and analysis of plans for educational and educational work, decisions made by pedagogical councils and management of educational institutions, as well as the current state of the educational process from the point of view of their psychological validity and practical effectiveness in the development and education of individuals and educational groups, makes appropriate proposals to management and individual employees for the management of the institution.
Considering support as a system, we can distinguish several main stages. Among them:
- diagnostic,
- search,
- consultative-projective,
- active
- reflective.
Design stage- Search and consultative-projective are combined into one.
Activity stage, or the implementation stage of support consists of providing. This stage ensures that assistance is achieved in implementing the plan for solving the desired result.
Reflective stage- a period of understanding the results of the support service’s activities in solving a particular problem. This stage can be the final stage in solving a separate problem or the starting stage in the design of special methods for preventing and correcting mass problems.
When creating a support service and the work of specialists, it is necessary to take into account the motivational conditions and resources of the educational institution.
An important condition for organizing support is the information resources necessary for analysis, formulation of goals and objectives of the institution’s activities to create a support service.
In the system of correctional and developmental education, it becomes possible to distinguish between correctional and developmental work.
If in correctional work a support system specialist has a certain standard of mental development to which he strives to bring the child closer, then in developmental work he is guided by average age development norms in order to create conditions in which the child can rise to the optimal level of development for him. The latter can be either higher or lower than the statistical average.
Corrective work has the meaning of “correcting” deviations, and developmental work has the meaning of revealing the child’s potential. At the same time, developmental work is not just training of a certain ability, but is focused on working with other factors that determine progress in educational work (N.I. Gutkina).
Today, in the system of psychological and pedagogical support, along with the traditional types of activities discussed above, such a complex direction as the development (design) of educational programs is being implemented.
Such opportunities are opening up in connection with the emerging distinction between training and educational programs. The curriculum focuses on mastering knowledge, skills, and abilities. The educational program focuses on the formation, development and education of the individual in the totality of his cognitive, emotional, motivational and need characteristics. Thus, the educational program, unlike the educational one, must perform not only educational, but also diagnostic, prognostic, and correctional functions, which involves studying the starting capabilities and dynamics of the child’s development in the educational process and, therefore, involves building a system of psychological and pedagogical support for the educational process.
The educational program is designed jointly by an educational psychologist and a class teacher, a speech pathologist, and a speech therapist.
The design process includes several stages:
Stage 1 - motivational- establishing emotional contact between the teacher and the psychologist, joint discussion of the expected results and conditions of cooperation, clarifying professional expectations;
Stage 2 - conceptual- revealing to the teacher the meaning and content of the upcoming work, developing a common language, defining the role, status and general professional position of the teacher and psychologist regarding the child, distributing functional responsibilities between them, forming a common goal, tasks, motives, meanings of cooperation;
3rd stage - design- development of a draft educational program based on an indicative diagnosis of the current level of development; familiarization with the draft program of other participants in the educational process: psychological and pedagogical preparation of participants in the educational process (who did not take part in the development of the draft program);
Stage 4 - project implementation- practical implementation of the educational program: at the same time, ongoing pedagogical diagnostics, analysis and reflection of the program implementation process are carried out; in case of difficulties, current psychological diagnostics are carried out to determine the causes and directions for resolving difficulties;
Stage 5 - reflective-diagnostic- completion of the process: final diagnosis, joint analysis of results, reflection, making proposals for the design of an educational program for transition to the next stage of education (development).
Psychological and pedagogical support today is not just the sum of various methods of correctional and developmental work with children, but acts as a complex technology, a special culture of support and assistance to the child in solving problems of development, training, education, socialization.
The tasks of psychological and pedagogical support at different levels (stages) of education are different. Primary school - determining readiness for learning at school, ensuring adaptation to school, increasing the interest of schoolchildren in educational activities, developing cognitive and learning motivation, developing independence and self-organization, support in the formation of the desire and “ability to learn.”
Basic school - support for the transition to basic school, adaptation to new learning conditions, support in solving problems of personal and value-semantic self-determination and self-development, assistance in solving personal problems and socialization problems, the formation of life skills, the prevention of neuroses, assistance in building constructive relationships with parents and peers, prevention of deviant behavior, drug addiction.
High school - assistance in profile orientation and professional self-determination, support in solving existential problems (self-knowledge, search for the meaning of life, achieving personal identity), development of time perspective, goal-setting abilities, development of psychosocial competence, prevention of deviant behavior, drug addiction.
At the same time, special attention must be paid to transitional stages in the development and education of children, which involves identifying levels of support.
Class (group) level. At this level, the leading role is played by teachers and the class teacher, who provide the necessary pedagogical support to the child in solving the problems of learning, education and development. The main purpose of their activities - development of independence in solving problem situations, preventing maladaptation of the child, the emergence of acute problem situations.
Institution level. At this level, work is carried out by educational psychologists, speech therapists, social teachers (optimally united in a service, council, etc.), identifying problems in the development of children and providing primary assistance in overcoming difficulties in learning, interaction with teachers, parents, peers. At this level, preventive programs are also implemented, covering large groups of students, and expert, advisory, and educational work is carried out with the administration and teachers.
The most important area of psychological and pedagogical support for the development of students is the preservation and strengthening of children’s health.
Modern approaches to building effective preventive programs affirm the need not only to provide students with information about behavioral risks that are dangerous to health, but also to develop healthy lifestyle skills. A necessary condition for the effectiveness of teaching a healthy lifestyle is the use of a wide range of interactive activities (trainings, role-playing games, modeling situations, etc.). A specific subject of psychological and pedagogical support for a child is the child’s relationship with the community of peers.
The support specialist is called upon to solve a special type of problem situations associated with the child’s rejection by the community, for example, due to ethnic differences, appearance characteristics, etc. Resolving such situations requires both working with the child’s environment to overcome negative stereotypes among peers, developing the ability to accept, tolerance , and with the child himself to develop self-acceptance and support his belief in his own strength. The seriousness of such problems as stigmatization (nicknames and nicknames), ridicule of the child, exclusion from general games and school activities cannot be underestimated.
Psychological and pedagogical support for the transition to specialized education in high school should include the organization of a comprehensive study of the individual and personal characteristics of secondary school graduates.
Solving the problems of psychological and pedagogical support for a child cannot be limited to the area of direct interaction between the psychologist and the child, but also requires organizing work with teachers and parents as participants in the educational process.
Position
about the service of psychological-pedagogical and medical-social support
students of educational institution
1. General Provisions
1.1. This Regulation defines the basis for the activities of the Service for Psychological, Pedagogical, Medical and Social Support of an Educational Institution (hereinafter referred to as the Support Service).
1.2. The activities of the Escort Service allow you to:
- implement a special type of assistance to the child in ensuring effective development, socialization, preservation and promotion of health, protection of the rights of children and adolescents in the educational process;
- provide assistance in the development and implementation of development programs for educational institutions, taking into account the creation of more favorable conditions for the development and upbringing of children;
- create comprehensive preventive and correctional programs aimed at overcoming the psychological, pedagogical and medical and social problems of students.
1.4. The management of the Escort Service is carried out by the head (head of the service), appointed by order of the head of the educational institution.
All service specialists carry out joint support activities in accordance with job descriptions; the functions of all specialists are clearly defined. Teachers, educators, parents of students, heads of clubs (sections), vocational training masters and teachers, representatives of public associations and other interested parties can be involved in the activities of the service.
1.5. In its activities, the Service is guided by international acts in the field of protection of children's rights: the Constitution of the Russian Federation, the UN Convention on the Rights of the Child, the UN Declaration on the Rights of Persons with Disabilities, the Convention against Discrimination in Education, the World Declaration on the Survival, Protection and Development of Children; Laws of the Russian Federation “On Education”, “On Basic Guarantees of the Rights of the Child in the Russian Federation”, federal laws, decrees and orders of the President of the Russian Federation, decrees and orders of the Government of the Russian Federation, orders and instructions of the Ministry of Education and Science of the Russian Federation, education department of the City Administration, ethical codes of psychologists and social workers, these Regulations, and the charter of the educational institution.
1.6. The main principles of the Service are:
- priority of the interests of the child;
- continuity and integrated approach in organizing support;
- advisory nature of assistance and services;
- work using the interdisciplinary team method.
2. Goals and objectives of the Escort Service
2.1. The purpose of the Educational Institution Support Service is to organize psychological, medical and social support of the educational process through the implementation of a set of preventive, educational, diagnostic and corrective measures aimed at creating conditions for the successful development, training and socialization of the individual. In this case, the object of support is the educational process, the subject of support is the child’s development situation.
2.2. Tasks of the Support Service:
- protection of the rights and interests of the individual pupils, ensuring safe conditions for their psychological and physical development and training, support and assistance in solving psychological, pedagogical and medical and social problems;
- qualified comprehensive diagnosis of the capabilities and characteristics of a child’s development with the goal of identifying children who require special attention from specialists as early as possible to prevent the occurrence of development and learning problems;
- assisting the child in solving current problems of development, learning, socialization: implementing programs to overcome learning difficulties, disorders of the emotional-volitional sphere, problems of relationships with peers, teachers, parents; assistance in choosing educational and professional routes; participation of support specialists in the development of educational programs that are adequate to the capabilities and abilities of students;
- development of psychological, pedagogical and medical-social competence of all participants in the educational process - students, teachers, parents;
- promoting the strengthening of mutual understanding and interaction between all subjects of the educational process, assisting the teaching staff in optimizing the socio-psychological climate of the educational institution;
- psychological and pedagogical assistance to parents ( persons replacing them), teachers and educators of students requiring special attention from specialists;
- advisory and educational work among students, teaching staff, parents;
- preventive work and promotion of a healthy lifestyle among students, teachers and parents;
- participation of support specialists in the psychological, medical and pedagogical examination of the professional activities of teachers, educators of family educational groups, adoptive parents; in the examination of educational programs and projects, teaching aids and other teaching aids.
3. Organization of the activities of the Escort Service
3.1. The composition of the Escort Service specialists is determined by the goals and objectives of a particular educational institution. Service specialists organize their activities in accordance with the principles listed in paragraph 1.6. of this Regulation in accordance with their job descriptions.
The main activities of the head of the Escort Service are:
- organization of long-term and current planning of the Service’s activities;
- ensuring compliance with the requirements of regulatory legal acts for the content and results of comprehensive support for participants in the educational process.
- coordinates the work of Service specialists to implement the annual, current activity plan, correctional and developmental programs, organizes and improves methodological support for the support process;
- supplies Service specialists with the necessary information on issues of regulatory support and advanced training;
- organizes work to create and provide conditions for providing comprehensive assistance to participants in the educational process;
- exercises control over the quality and effectiveness of psychological, pedagogical and medical-social assistance provided to participants in the educational process;
- participates in the organization and conduct of certification of Service specialists for the second and first qualification categories, participates in the examination;
- conducts a problem analysis of the support process and the results of the activities of the Service specialists;
- makes proposals to improve and improve the conditions for the educational process;
- at the end of the academic year, submits a report on the work of the Escort Service to the head of the educational institution.
3.3. Specialized assistance to participants in the educational process, as well as assistance in the professional activities of specialists from the Support Service of an educational institution, is provided by institutions designed to provide in-depth specialized assistance to children with problems in learning, development and upbringing: district, city and regional centers of psychological, medical and social support.
3.4. Scientific and methodological support for the activities of the Support Service is carried out by scientific institutions, departments of higher educational institutions, the city Center for Advanced Training of Educational Workers, the Institute of Education, as well as scientific institutions of the Russian Academy of Education.
3.5. The support service works in close contact with institutions and organizations of education, healthcare, social protection of families and children, guardianship and trusteeship authorities, internal affairs bodies and the prosecutor's office, public organizations that provide assistance to educational institutions in the upbringing and development of students.
4. Main activities of the Escort Service
The main activities of the Escort Service include:
- psychosocial diagnostics - conducting research on the socio-psychological climate of an educational institution; determination of the individual characteristics and inclinations of the individual, his potential in the process of training and education, in professional self-determination, as well as identifying the causes of violations in learning, development, and social adaptation; identification of potential and actual social risk groups;
- psychocorrectional work - joint activity of a teacher-psychologist, social teacher, speech therapist, teacher-defectologist, doctor (children's psychotherapist, psychiatrist, neurologist) to develop psychocorrectional education programs; organizing and conducting socio-psychological trainings, role-playing games, group discussions among students, parents, teaching staff on the development of general and special abilities of participants in the educational process;
- psychological, pedagogical and medical-social education of participants in the educational process in order to create conditions for the full personal development and self-determination of students at each age stage, as well as for the timely prevention of possible violations in the formation of personality and development of intelligence;
- socio-pedagogical and psychological counseling of participants in the educational process on various psychological, pedagogical and socio-medical problems, issues of self-determination, personal growth, relationships; assistance to students and parents (legal representatives) in overcoming difficult life situations; consulting teachers, other employees of educational institutions, guardianship and trusteeship authorities, the Department of Internal Affairs, social protection institutions, health care, the Commission on Minors' Affairs, etc. in matters of development, education and training of minors;
- study of the society of an educational institution and microdistrict in order to study their educational potential and organize interaction;
- socio-pedagogical and psychological prevention of possible troubles in the child and adolescent environment in the context of the educational process, prevention of the phenomena of maladaptation of students, facts of antisocial behavior; development of recommendations for teachers and parents to provide assistance in matters of education, training and development; promotion of healthy lifestyles;
- organizational and methodological activities - carrying out organizational, methodological and scientific-methodological work (analysis and generalization of the results of support, development of recommendations for its improvement, processing of scientific research materials); participation in methodological associations, workshops, conferences on problems of education and socialization; participation in the development and implementation of health improvement programs for pupils, taking into account their health status; organizing and conducting seminars, trainings and consultations on mastering innovative techniques; formation of a data bank of achievements of domestic and foreign science and practice in psychological, pedagogical and medical and social support;
- identification and support of students in need of social protection, guardianship and trusteeship in order to protect the legal rights and interests of minors, including the priority right of the child to life and upbringing in the family.
5. Sample documentation of the Escort Service
5.1. Uniform for all specialists of the Service (documents are filled out jointly and are located in the office of the head of the Service).
5.1.1. Long-term annual work plan (monthly, weekly work plan), approved by the head of the educational institution.
5.1.2. Work schedules for specialists (weekly, monthly, half-yearly), approved by the head of the institution.
5.1.3. Social passport of an educational institution, which is compiled by social teachers based on the data of social passports of classes and groups.
5.1.4. Schedule of thematic group consultations and consultations for certain categories of parents.
5.1.5. Projects in the most relevant areas of activity and training programs.
5.1.6. Cards of psychological-pedagogical and medical-social support for students and pupils in need of comprehensive support (not subject to publicity outside the Service)
5.1.7. Documents of the psychological-medical-pedagogical council
5.1.8. List of children in need of accompaniment
5.1.9. Annual analysis of the Service's work.
5.2. Specialists of the Service additionally maintain official documentation in accordance with job descriptions and regulations on offices approved by the head of the educational institution.
5.3. Job descriptions and regulations on offices are kept by specialists and (or) the head of the Service.
6. Responsibility of Escort Service specialists
6.1. In accordance with the procedure established by the legislation of the Russian Federation, Service specialists are responsible for:
- non-fulfillment or improper fulfillment without good reason of the Charter and Internal Labor Regulations of the institution, legal orders of the head of the Service and other local regulations, job responsibilities;
- life and health of children during classes;
- unjustified issuance of a conclusion on the examination of a child within one’s competence, resulting in a deterioration in the latter’s physical or mental health;
- respect for the rights and freedoms of the child;
- confidentiality of materials obtained during the examination;
- maintaining documentation and its safety;
- compliance with labor discipline, industrial sanitation and fire safety rules; With
- security of the workplace, material assets taken against receipt from the financially responsible person.
SCHEME OF PSYCHOLOGICAL-MEDICAL-EDUCATIONAL SUPPORT
A system of comprehensive psychological, medical and pedagogical support for children with disabilities in the educational process.
Psychological and pedagogical support for a child with disabilities can be considered as a comprehensive technology of psychological and pedagogical support and assistance to the child and parents in solving problems of development, training, education, socialization by specialists of different profiles acting in a coordinated manner.
To ensure the effective integration of children with disabilities in an educational institution, it is important to carry out information, educational and explanatory work on issues related to the characteristics of the educational process for this category of children, with all participants in the educational process - students (both those with and without developmental disabilities), their parents (legal representatives), teaching staff.
Our institution has created a service that provides psychological, medical and pedagogical support for children with disabilities, which guides the child throughout the entire period of his education. The support service includes specialists: a speech pathologist teacher, a speech therapist teacher, a music director, a physical education instructor, an educational psychologist, educators and medical workers - a head nurse and a pediatrician from the Rakhmanovskaya outpatient clinic attached to the kindergarten.
A comprehensive study of the child, the selection of work methods that are most appropriate to the child’s problem, and the selection of educational content are carried out taking into account the individual psychological characteristics of the children.
The main areas of work of the support service during the entire period of study in groups with disabilities are:
1. Diagnostics of the cognitive, motivational and emotional-volitional spheres of the personality of pupils.
2. Analytical work.
3. Organizational work (creation of a unified information field for the kindergarten, focused on all participants in the educational process - holding large and small teacher councils, training meetings with representatives of the administration, teachers and parents).
4. Consultative work with teachers, students and parents.
5. Preventive work (implementation of programs aimed at solving problems of interpersonal interaction).
6. Correctional and developmental work (individual and group classes with children).
Consolidating the efforts of various specialists in the field of psychology, medicine, pedagogy and correctional pedagogy will provide a system of comprehensive psychological and medical-pedagogical support and effectively solve the problems of a child with speech disorders and mental retardation.
Forms of training, content and implementation plan
The tasks of developing speech, thinking and correcting its deficiencies, which are priorities for all pupils of compensatory groups aged 5-6 and 2-8 years, are implemented in group and individual lessons.
The topic, purpose, content, methodological arrangement of classes is determined in accordance with the programs:
“An approximate adapted program of correctional and developmental work in a compensatory group of a preschool educational institution for children with severe speech impairments (general speech underdevelopment) from 3 to 7 years” - N.V. Nishcheva
“Correctional and developmental training and education” E.A. Ekzhanova, E.A. Strebeleva
“Education and training of children with developmental disorders” S.G. Shevchenko; R.D. Trigger; G.M. Kapustina; I.N. Volkova.
and the long-term work plan of a speech therapist, a speech pathologist, and a teacher-psychologist.
The basis for planning classes with children with disabilities isthematic and concentric principles . The thematic principle of organizing the cognitive and speech material of the lesson offers the choice of not only a language (or speech) topic, but also the study of the objective world surrounding the child. This allows for a close relationship in the work of the entire teaching staff of the group. The topic is revealed in different types of activities: in classes on familiarization with the outside world, speech development, drawing, modeling, appliqué, design, and games. Some are carried out by a speech therapist, some by a teacher, so there is a close interweaving of the tasks posed and solved while being studied at the same time.
Corrective and developmental work is carried out systematically and regularly. The knowledge, skills and abilities acquired by the child in individual lessons are reinforced by educators, specialists and parents. An individual notebook is issued for each child in the compensating group. Tasks are written into it to consolidate the knowledge, skills and abilities acquired in the classroom. Considering that the child is studying under the guidance of parents and educators, the speech therapist in the notebook gives methodological recommendations for completing the proposed tasks. On weekdays, teachers work with the child using a notebook; at the end of the week, the notebook is given to parents for homework.
Description of special conditions for the education and upbringing of children with disabilities
Psychological and pedagogical support :
Providing differentiated conditions (optimal training loads)
Providing psychological and pedagogical conditions (corrective orientation of the educational process; taking into account the individual characteristics of the child in an age-appropriate form of working with children - play activities, maintaining a comfortable psycho-emotional regime; the use of modern pedagogical technologies, including information and computer technologies to optimize the educational process and increase its effectiveness ;
Providing specialized conditions (promoting a set of special educational objectives aimed at pupils with disabilities; introducing special sections into the educational content aimed at solving child development problems that are absent in the educational content of a normally developing peer; using special methods, techniques, teaching aids, specialized educational and correctional programs focused on the special educational needs of children; differentiated and individualized education taking into account the specifics of the child’s developmental disorders; complex impact on the student, carried out in individual and group correctional classes);
Providing health-preserving conditions (health and protective regime, strengthening physical and mental health, prevention of physical, mental and psychological overload of pupils, compliance with sanitary and hygienic rules and norms);
Ensuring the participation of all children with disabilities, regardless of the severity of their developmental disorders. Together with normally developing children in conducting cultural, entertainment, sports, recreational and other leisure activities;
Development of a system of education and upbringing of children with complex mental and (or) physical developmental disorders.
Staffing
An important aspect of the implementation of correctional work is staffing.
Corrective work is carried out by appropriately qualified specialists with specialized education, and teachers who have completed mandatory coursework or other types of professional training within the framework of the designated topic.
In order to ensure that children with disabilities master the basic educational program of preschool education and correct deficiencies in their physical and (or) mental development, kindergartens have:
1 speech therapist teacher,
1 teacher-speech pathologist
1 educational psychologist,
2 musical directors,
1 physical education instructor.
Educational and didactic material, special teaching aids, educational, game and didactic materials, multimedia, audio and video materials for collective and individual use are systematized in the following sections:
Speech development and correction of its deficiencies.
Albums, tools for speech therapy examination.
Demonstration materials on lexical topics.
Preparing for literacy.
Development of cognitive mental processes.
Improving fine and gross motor skills.
A mechanism for interaction in the development and implementation of correctional activities between educators, specialists in the field of correctional pedagogy, medical workers of educational institutions and other organizations specializing in the field of family and other institutions of society.
Internal interaction mechanism:
In correcting general underdevelopment of speech and leveling out mental retardation in children of senior preschool age, the interrelation of all areas of the teacher’s work - speech therapist, speech pathologist, educational psychologist and teachers of correctional groups - plays an important role. The joint work of the music director and the director of physical education with them is very significant. The need for such interaction is caused by the characteristics of children with disabilities.
In compensatory groups with TNR and ZPR, when building a system of correctional work, the joint activities of specialists are planned in such a way that teachers build their work with the child on the basis of general pedagogical principles, not in isolation, but complementing and deepening the influence of each.
The model of correctional and developmental activities is an integral system. The goal is to organize educationally
Correctional work in the institution is aimed at the development of children with disabilities, which include:
· children with speech disorders (general speech underdevelopment, phonetic-phonemic underdevelopment);
· children with mental retardation (constitutional, somatogenic, psychogenic);
· children with disturbed forms of behavior of organic origin (hyperactivity, attention deficit disorder);
· children with cerebral palsy;
The purpose of correctional work:
Systematization, generalization and enrichment of the content of correctional and developmental education for children with disabilities in a preschool educational institution.
Tasks:
1. Create conditions for the comprehensive development of a child with disabilities in order to enrich his social experience and harmonious inclusion in a group of peers;
2. Form cognitive processes and promote mental activity; mastering and enriching knowledge about nature and society; development of cognitive interests and speech as a means of cognition.
3. Improve the functions of the developing organism, develop motor skills, fine manual motor skills, and visual-spatial coordination.
4. Ensure optimal inclusion of children with disabilities into public life.
5. To form in children an aesthetic attitude towards the world, the accumulation of aesthetic ideas of images, the development of aesthetic taste, artistic abilities, and the development of various types of artistic activities.
The content of correctional work is determined by the following principles:
Respect for the interests of the child. The principle determines the position of specialists who are called upon to solve the child’s problem with maximum benefit in the interests of the child.
Systematicity. The principle ensures the unity of diagnosis, correction and development, i.e. a systematic approach to the analysis of the developmental features and correction of disorders of children with disabilities, as well as a comprehensive multi-level approach of specialists in various fields, interaction and coordination of their actions in solving the child’s problems; participation in this process of all participants in the educational process.
Continuity. The principle guarantees the child and his parents
(legal representatives) continuity of assistance until the problem is resolved or an approach to its solution is determined.
Recommendatory nature of assistance. The principle ensures compliance with the legally guaranteed rights of parents (legal representatives) of children with disabilities to protect the rights and interests of children, including mandatory agreement with parents (legal representatives) on the issue of sending (transferring) children with disabilities to combined groups.
Areas of work
The program of correctional work at the preschool level of education includes interrelated areas. These directions reflect its main content:
Diagnostic work ensures timely identification of children with disabilities, carrying out a comprehensive examination of them and preparing recommendations for providing them with psychological, medical and pedagogical assistance in an educational institution;
Correctional and developmental work provides timely specialized assistance in mastering the content of education and correction of the deficiencies of children with disabilities in a preschool educational institution, promotes the formation of communicative, regulatory, personal, cognitive skills;
Advisory work ensures continuity of special support for children with disabilities and their families on issues of implementation, differentiated psychological and pedagogical conditions for training, education, correction, development and socialization of pupils;
Information and educational work is aimed at explanatory activities on issues related to the characteristics of the educational process for children with disabilities, their parents (legal representatives), and teaching staff.
Content characteristics
Diagnostic work includes:
Timely identification of children with disabilities;
Early (from the first days of a child’s stay in a pre-school) diagnosis of developmental disorders and analysis of the causes of adaptation difficulties;
Comprehensive collection of information about the child based on diagnostic information from specialists in various fields;
Determining the level of current and zone of proximal development of a pupil with disabilities, identifying his reserve capabilities;
Studying the development of the emotional-volitional sphere and personal characteristics of pupils;
Study of the social situation of development and conditions of family education of children with disabilities;
Studying the adaptive capabilities and level of socialization of a child with disabilities;
Systematic, comprehensive monitoring of specialists over the level and dynamics of child development;
Analysis of the success of correctional and developmental work.
Corrective and developmental work includes:
Selecting the optimal correctional programs/methods and teaching methods for the development of a child with disabilities in accordance with his special needs;
Organization and conduct by specialists of individual and group correctional and developmental classes necessary to overcome developmental disorders and learning difficulties;
Correction and development of higher mental functions;
Development of the emotional-volitional sphere and personal spheres of the child and psychocorrection of his behavior;
Social protection of the child in cases of unfavorable living conditions under traumatic circumstances.
Advisory work includes:
Development of joint substantiated recommendations on the main areas of work with children with disabilities; uniform for all participants in the educational process;
Consulting by specialist teachers on the choice of individually-oriented methods and techniques for working with students with disabilities;
Advisory assistance to families in matters of choosing parenting strategies and methods of corrective education for a child with disabilities.
Information and educational work includes:
Various forms of educational activities (lectures, individual conversations, counseling, questioning, individual workshops, information stands, printed materials, media, presentations) aimed at explaining to participants in the educational process - children with disabilities, their parents (legal representatives), teaching staff - issues related to the characteristics of the educational process and support.
