Education of children with disabilities in the dow. Raising children with disabilities in kindergarten

15.11.2020

The world of a special child - allows only its own.
The world of a special child is interesting and shy.
The world of a special child is ugly and beautiful.
Clumsy, sometimes strange, good-natured and open.
The world of a special child sometimes scares us.
Why is he aggressive? Why doesn't he speak?
The world of a special child is closed from the eyes of strangers.
The world of a special child - allows only its own!

The modern system of Russian special education defines priority goals and objectives, the solution of which requires the construction of an adequate system of psychological and pedagogical support for the upbringing and education of children with handicapped health.

V modern view the concept of education quality is not reduced to the level of education of pupils of preschool educational institutions, a set of knowledge and skills, but is associated with the concept of social well-being, security. In this regard, support for preschool children with disabilities cannot be limited to the tasks of overcoming difficulties in education and training, but includes ensuring successful socialization, maintaining health, and correcting violations.

Every child has the opportunity to be prepared for schooling at their level, according to their personal characteristics.

Organization of interaction between various specialists in preschool educational institution pursues the goals of the comprehensive development and correction of a pupil with disabilities, taking into account individual and potential capabilities. This provides equal opportunities for the full development of each child during preschool childhood, regardless of place of residence, gender, nationality, language, including disabilities.

These are children whose health condition prevents them from mastering educational programs outside the special conditions of education and upbringing, that is, these are children with disabilities or other children under the age of 18 who are not recognized in the prescribed manner as children with disabilities, but who have temporary or permanent deviations in physical or mental development and who need to create special conditions for learning and upbringing.

Groups of preschoolers are not homogeneous, it includes children with various developmental disorders:

children with disorders of the musculoskeletal system;
children with hearing impairments (deaf, hard of hearing)
visually impaired children (blind, visually impaired)
children with severe speech disorders;
children with mental retardation;
children with mental retardation;
children with autism spectrum disorder.

Basic the purpose of accompanying children with disabilities is the definition and implementation of individual educational routes of correctional and pedagogical work with children with disabilities.

The definition and implementation of individual educational routes for correctional and pedagogical work takes place in stages, according to a certain algorithm, and is carried out by a psychologist, speech therapists, teachers, medical workers of the preschool educational institution.

Exists the main directions of correctional and pedagogical work of preschool specialists with children with disabilities:

- Diagnostic. For the success of the upbringing and education of children, a correct assessment of their capabilities and the identification of special educational needs are necessary. The main purpose of this stage is to collect the necessary information about the features of psychophysical development, to identify the structure of n.p. speech disorder and potential of the child. The results of the diagnostic examination are brought to the attention of all participants in the correctional and pedagogical process.

- Consultative-projective stage. At this stage, specialists discuss possible solutions to the problem, determine the most effective methods and techniques of corrective work, draw up individual programs, distribute responsibilities for their implementation, and specify the deadlines. The specifics of support is such that each specialist performs certain tasks in the field of his subject activity. Drawing up an individual educational route contributes to the implementation of the educational needs of children with disabilities (eg speech impairment).

An important principle for defining and implementing individual route is an:

the principle of accessibility and systematic nature of the proposed material;
continuity;
variability;
observance of the interests of the pupil;
the principle of creating a situation of success;
the principle of humanity and realism;
promotion and cooperation of children and adults.

In this way, IOM is an integrated model of the psychological, medical and pedagogical space created by specialists in order to realize the individual characteristics of a child with disabilities over a certain period of time.

- Activity stage. During this stage, individual programs are implemented comprehensive support children with disabilities. Classes conducted by specialists provide an opportunity to create an enriched speech environment that allows you to form all aspects of speech: phonetic-phonemic, lexical-grammatical, coherent speech. Educators conduct classes in accordance with an individual educational route. The main directions are: the formation of cognitive processes using various games and exercises, the adaptation of the pupil in the children's team, the formation of self-service skills for children in the process of performing regime moments, the organization of gaming activities outside of class, on walks.

- Consultative and educational support of the family. Parents are full participants in the educational process. They should have all the information about the psychological and pedagogical impact on their child in preschool. The involvement of parents in the correctional and pedagogical impact entails an increase in their activity, an increase in pedagogical competence, and also changes the nature of the relationship of parents to the child and his characteristics. Speech therapy practice shows that the conscious inclusion of parents in joint teacher-speech therapist the corrective process can significantly increase its effectiveness.

The organization of work in a preschool educational institution with children with disabilities involves:

development of recommendations for parents in accordance with the individual characteristics of their child;
holding consultations, trainings, workshops on the implementation of correctional and developmental tasks;
conducting open classes;
work with parent-child couples.

The above system of psychological and pedagogical support for children with disabilities to ensure their development in a preschool provides:

an individual development route for each child with disabilities based on the integration of the activities of all preschool specialists;
the unity of diagnostics and correction - developing activities of children with disabilities;
the opportunity to demonstrate to parents the results of the successful development of the child.

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

Children with disabilities.

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

Psychological and pedagogical support of inclusive education of the territorial PMPK

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

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

Preparing Kindergarten for Inclusive Education

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

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

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

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

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

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

The system of state special education includes preschool educational institutions special purpose:

Nursery-gardens;

kindergartens;

Preschool orphanages;

preschool groups at nurseries, kindergartens and general-purpose orphanages, as well as at special schools and boarding schools.

Staffing of institutions occurs according to the principle of a leading deviation in development. Pre-school institutions (groups) for children have been created:

Hearing impaired (deaf, hard of hearing);

Visually impaired (blind, visually impaired, for children with strabismus and amblyopia);

With speech impairment (for children with stuttering, with general underdevelopment speech, phonetic-phonemic underdevelopment);

With intellectual disabilities;

With disorders of the musculoskeletal system.

The occupancy of groups in special preschool institutions is lower than in mass kindergartens (up to 15 pupils).

Specialists – speech therapists, deaf teachers, oligophrenopedagogues, typhlopedagogues, additional medical workers are being introduced into the staff of special preschool educational institutions.

The educational process in special preschool educational institutions is carried out in accordance with special comprehensive training and education programs developed and approved by the Ministry of Education of the Russian Federation for each category of children preschool age with special educational needs.

Classes in specialized preschool educational institutions are redistributed between educators and speech pathologists. So, classes on the development of speech, the formation of elementary mathematical representations, design, and the development of gaming activities in the part of special preschool institutions are conducted not by educators, but by teachers-defetologists.

In compensatory institutions, special types of classes are organized, such as the development of auditory perception, correction of sound pronunciation, the development of visual perception, physical therapy, etc. Similar areas of work are also available in ordinary kindergartens, where they are included in the content of general developmental classes.

For children with disabilities, visiting a special preschool educational institution is free of charge (letter of the Ministry of Education of the USSR dated 04.06.74 No. 58-M “On the maintenance at the state expense of children with defects in physical or mental development”).

For parents of a normally developing child, kindergarten is a place where the child can communicate, play with other children, have fun, learn something new. For families raising children with disabilities, a kindergarten may be practically the only place where conditions are created for the full development of the child.

In accordance with the model regulation on a preschool educational institution, approved by Decree of the Government of the Russian Federation of 07/01/95 No. 677, the preschool educational institution provides education, training, care and rehabilitation of children aged 2 months to 7 years. Children with disabilities are admitted to preschool educational institutions of any kind, provided there are conditions for corrective work, only with the consent of their parents (legal representatives) based on the conclusion of the PMPK.

Most children with disabilities are brought up in compensatory kindergartens and in compensatory groups of combined kindergartens. Training and education in preschool institutions are carried out in accordance with special correctional and developmental programs developed for each category of children with disabilities.

The occupancy of the groups is set depending on the type of disorders and age (two age groups: up to three years and older than three years) of children:

with severe speech disorders - 6-10 people;

with phonetic-phonemic speech disorders only over the age of 3 years - up to 12 people;

deaf people - up to 6 people for both age groups;

hearing impaired - up to 6-8 people;

blind - up to 6 people for both age groups;

visually impaired, children with amblyopia, strabismus - 6-10 people;

with disorders of the musculoskeletal system - 6-8 people;

with intellectual disabilities (mental retardation) - up to 6-10 people;

with mental retardation - 6-10 people;

with deep mental retardation only over the age of 3 years - up to 8 people;

with tuberculosis intoxication - 10-15 people;

with complex (complex) defects - up to 5 people for both age groups.

For children with disabilities who, for various reasons, cannot attend preschools as usual, short stay groups are organized in kindergartens. The tasks of these groups are to provide timely psychological and pedagogical assistance to children, consultative and methodological support for their parents (legal representatives) in organizing the upbringing and education of the child, social adaptation of children and the formation of prerequisites learning activities. In such groups, classes are conducted mainly individually or in small subgroups (2-3 children each) in the presence of parents at a time convenient for them. This new organizational form involves classes with different specialists of preschool educational institutions. The total duration of classes is five hours a week (instructive letter of the Ministry of Education of Russia dated June 29, 1999 No. 129 / 23-16 “On the organization of short-stay groups for children with developmental disabilities in preschool educational institutions”).

Another type of educational institutions where the upbringing and education of children with disabilities is organized is educational institutions for children in need of psychological, pedagogical and medical and social assistance, the model provision was approved by Decree of the Government of the Russian Federation of July 31, 1998 No. 867. These are various centers: diagnostics and counseling; psychological, medical and social support; psychological and pedagogical rehabilitation and correction; curative pedagogy and differentiated learning. These institutions are designed for children from 3 to 18 years old. The contingent of institutions consists of children:

WITH a high degree pedagogical neglect, refusing to attend educational institutions;

With violations of the emotional-volitional sphere;

Subjected to various forms of mental and physical abuse;

Forced to leave the family, incl. due to the underage of the mother;

From the families of refugees, internally displaced persons affected by natural Disasters and man-made disasters.

The main activities of these institutions are:

Diagnosis of the level of psychophysical development and deviations in the behavior of children;

Education of children in accordance with their age and individual characteristics, the state of somatic and mental health;

Organization of correctional-developing and compensatory training;

Psychocorrectional and psychoprophylactic work with children;

Carrying out a complex of medical and recreational activities.

For children in need of long-term treatment, there are various health-improving educational institutions of the sanatorium type (sanatorium boarding schools, sanatorium-forest schools, sanatorium orphanages for orphans and children left without parental care). These institutions assist the family in raising and educating, carrying out rehabilitation and health-improving activities, adapting to life in society, social protection and diversified development of children in need of long-term treatment. In accordance with the model regulation approved by Government Decree No. 1117 of August 28, 1997, groups for preschool children can be opened in such institutions.

It is not uncommon for children with disabilities to 5-6 years of age did not attend a preschool educational institution. To prepare for schooling, a number of organizational forms are provided. For children with severe developmental disabilities, preschool departments (groups) are created at special (correctional) schools and boarding schools. Educational programs in them are designed for 1-2 years, during which the child forms the prerequisites for learning activities in the necessary correctional and developmental environment. The contingent of such departments (groups) consists mainly of children who have late revealed developmental disabilities, or children who did not previously have the opportunity to attend a specialized educational institution (for example, in the absence of a compensatory kindergarten in the place of residence of the family).

In addition, according to the instruction letter of the Ministry of Education of Russia dated 22.07.97 No. 990 / 14-15 “On preparing children for school”, favorable conditions for preparing for school can be created for children 3-6 years old on the basis of a preschool educational institution or for children 5 -6 years on base educational institutions("School of a preschooler"). For conducting classes, groups focused on the comprehensive development of children in accordance with the tasks of preschool education, advisory groups for children attending classes with a speech therapist, psychologist, defectologist can be completed. The number of classes depends on the age of the child.

The selection of children with disabilities in all types and types of educational institutions is carried out by the psychological-medical-pedagogical commission. Parents can independently apply for an appointment at the PMPK, but more often the child is referred by specialists from the educational institution that the child attends or from a medical institution (polyclinic, children's hospital, audiology center, etc.). The commission gives an opinion on the state of the psychophysical development of the child and recommendations on further forms of education.

Similar information.

Hello dear friends! I have news: finally, they paid attention to children and began to open up groups for children with disabilities in kindergartens. Some educators who have not completed courses (on the organization of inclusive education for children with disabilities) are discouraged by the fact that educators of such groups receive higher salaries and additional vacation days. Today I will try to clearly explain what it is like working with this contingent of children and why teachers who have undergone special inclusive training are given some privileges.

By the way, if anyone wants to study the regulatory framework for this issue on my own, I can recommend a guide “Education of children with disabilities in accordance with the Federal State Educational Standard of the IEO. Local legal acts», you can buy it on the portal "Labyrinth.ru".

So, it is worth noting that a referral to a group for children with disabilities can be obtained after passing a special psychological, medical and pedagogical commission and only with the consent of the parents or guardians of the baby. Given the child's right to choose the form and method of education, experts can only recommend that the mother transfer the baby to a special group.

The fact is that sometimes parents do not notice deviations in the child's behavior, which indicate the presence of a certain disease, which reduces his ability to receive education in the usual way. There are children who were born with obvious deviations in health and development, and there are cases when only by some signs, visible to a specialist, it is possible to determine the presence of some kind of defect.

You need to be very attentive to your children and, at the slightest suspicion, turn to specialists. After all, most minor defects in development and health can be corrected and forgotten about, but only with early diagnosis.

Children can be trained in a correctional group if they have the following defects:

Hearing, vision, speech impairment;
Slight mental retardation;
Negative mental states;
Psychopathic forms of behavior;
Pedagogical neglect;
Mild motor pathology;
Complex forms of allergies;
Frequently recurring common diseases.

It is worth noting that the listed pathologies should be in a mild form, but if the pathology is severe, the child simply cannot physically be out of the house and without parents.

Features of working with children with disabilities

You need to understand that regardless of the state of physical and mental health of the child, he has equal rights to education, like other children. Just for children with disabilities, an individual development program is drawn up and a deeper focus on the development of the child.

To help myself and all my colleagues who work or plan to work in a correctional group, I picked up thematic books in the same "Labyrinth":

“Inclusive education. Handbook of a teacher working with children with disabilities "- it Toolkit with recommendations for overcoming defects in development will be of interest to all interested parties;
"Socio-communicative development of children with disabilities in accordance with the Federal State Educational Standard"– the CD-ROM of the “Pedagogical Video Workshop” series contains materials on creating such a developing environment that will maximize the potential of each child.

Children with disabilities have the right and should be brought up and developed in a team of their peers. For this, special groups are created or such children are integrated into a regular group in the so-called mass kindergarten(as opposed to a specialized one). By the way, the stay of children with disabilities in kindergartens is free.

I really like the expression: creating a barrier-free developing space. This is a capacious phrase, isn't it, which characterizes the main task of a teacher who works with this contingent of children. We must do everything so that children with disabilities can receive full-fledged preschool education and education in the conditions of a regular kindergarten.

The main feature of working with children with disabilities is the constant psychological, medical and pedagogical accompanying children competent professionals who work closely with each other. Working with these kids is a comprehensive search for ways to overcome defects and complete socialization in society.

Educators alone cannot solve the problem of correcting the physical or psychological problems of children. Only together we will overcome everything, including with the help of our parents. And this is not only my opinion, as many experts with whom we were on think so.

Methodological support for teachers

Today there are different forms self-education, including literature, seminars, courses, etc. How to do everything? You can, without leaving your home, study online and get the appropriate certificates that will not be superfluous in your portfolio.

I always find especially advantageous offers for seminars in UchMag:

"Development of fine motor skills in children with disabilities using non-traditional equipment";
"FGOS IEO: correctional and pedagogical support for children with disabilities";
"Special Education for Children with Special Educational Needs";
"Methods, techniques and forms of work with parents on the development and correctional and pedagogical assistance to children with disabilities".

What are the difficulties of working with not quite healthy children?

The fact is that such children are characterized by some motor retardation or hyperactivity, insufficient coordination of movements, poor performance, low socialization, intellectual deficiency, deviations in cognitive processes, etc.

Usually, the adaptation of such a child takes place with great difficulty, since there is low self-esteem, various fears. But at the same time, according to experts, one defect is compensated by an overestimated positive quality in such children. For example, hearing-impaired babies have sharp eyesight and a great interest in fine arts. And visually impaired children have a well-developed so-called sixth sense.

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

For each child with disabilities, a characteristic is written by each specialist who works with him. Periodic monitoring of the dynamics of the development of the child, control of health, both physical and psychological, is carried out.

In short, very difficult, but such an important work is being done - the correction of defects in the child's health.

In simple terms, they simply deal with children and teach them not to be shy, but to be successful in other activities among their peers. The teacher should pay attention to the abilities of the child, the pupils of the group.

Directions of corrective work with children

With the kids who attend the correctional group, they are engaged on the same principle as with ordinary children, but taking into account the characteristics of this contingent.

Thus, much attention is paid to the following areas:

Development of physical health. Instructor for physical education or in physiotherapy exercises develops for each baby individual program which provides for the correction of certain physical defects.

The educator, together with the psychologist, uses physical education as a tool to strengthen willpower, an active life position, motivates children to make independent decisions and develops the ability to get out of difficult situations. This strengthens the emotional health of the baby and makes him stronger in every way.

The development of cognitive qualities. Using the principle from simple to complex, relying on the principle of visibility, other methods and techniques that are suitable for each individual child, teach kids the skills of independent exploration of the world. The difficulty is that each child has his own peculiarity in terms of health and psychosomatics, therefore, a careful selection of methodological tools is required.
Social and communicative development. This is an extremely important area for children with disabilities. They need to be taught the most basic everyday things that will facilitate their socialization. Healthy guys learn self-service and communication skills naturally, little by little.

Toddlers with disabilities have difficulty with the simplest actions and often have speech problems. A speech therapist and an educator from two fronts solve these problems, dealing individually with each baby. Both teachers and parents of children with disabilities participate in the organization of a communicative and developing environment. A separate area is educational work with moms and dads.

Joint efforts are teaching everyday skills and communication skills.

The development is artistic and aesthetic. Through classes in music, drawing, modeling, etc. children develop very effectively fine motor skills, master the skills of working with different materials, learn to interact with the educator and comrades. Art is very important for such children, they are often extremely receptive to music, they love everything beautiful.

Instead of concluding...

As you understand, in order to ensure the fulfillment of such difficult tasks that teachers of special groups face, knowledge is needed, definitely special training and a great desire to help kids with disabilities. An increased salary and increased vacation will not please the teacher if he feels that he does not live up to his professional qualities to take on such a burden.

Sincerely, Tatyana Sukhikh! Till tomorrow!

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

Children with disabilities.

Psychological and pedagogical support of inclusive education of the territorial PMPK

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

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

Preparing Kindergarten for Inclusive Education

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

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

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

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