Corrective and developmental work with children with disabilities in the art studio of the RC. Lesson summary for disabled children "in a fairytale forest" lesson plan on the topic: Psychologist's lessons with a disabled child
Summary of a lesson for children of senior preschool age on the topic: “They are the same as us!” to familiarize yourself with the concepts of disabled children and children with disabilities.
Objectives of the priority educational area:“Social and communicative development”:
Development of group cohesion and positive emotional attitude of participants towards children with disabilities.
Fostering in children a sense of humane and tolerant attitude towards children.
To form ideas about kindness, good deeds, and their meaning in human life.
Develop a desire to do good deeds and enjoy it. To develop knowledge about who needs good deeds.
Objectives of OO in integration:
"Cognitive development":
Introduce children to the concept of disabled children, children with disabilities.
Development of curiosity and cognitive motivation.
“Speech development”:
Introduce children to the concept of disabled children, children with disabilities.
Develop children's coherent speech.
"Physical development":
Promote the development of orientation skills, the development of movement coordination, hand-eye coordination, gross and fine motor skills, the formation of focus and self-regulation in the motor sphere.
Prerequisites for learning activities: the ability to listen, the ability to ask for help, express gratitude, follow instructions received, focus on your lesson, play by the rules.
Equipment: multimedia equipment, video presentation “Disabled Children”; matches, glass, glass of water, ball, skates, roller skates, paper, iron, thermometer, vacuum cleaner, lamp, ladder; audio recording – song and minus “We were born into the world to live joyfully...” (author of the text E. Zhigalkin, composer A. Hayt), D. Bilan’s song “Don’t be silent...”; audio recording of the exercise “Hey, couch potatoes”, song and minus “The Road of Good” (composer M. Minkov, text author Yu. Entin).
Preliminary work
With teachers:
Analysis of literature and Internet resources;
Planning and development of notes;
Note-taking;
Selection of attributes, production of video presentations. Children enter the hall and sing a song (lyricist E. Zhigalkin, composer A. Khait) “We were born into the world to live joyfully...”
We were born
To live joyfully.
To play together
To be strong friends.
To smile at each other
Give flowers too
To be fulfilled in life
All our dreams!
So let's arrange it
Big round dance,
May all the people of the Earth
They will stand in it with us.
Let it sound everywhere
Only joyful laughter
Let there be a song without words
Clear for everyone!
We want to tumble
In the green grass
And watch them float
Clouds in the blue
And into the cool river
Dive into the summer heat
And catch it in your palms
Warm mushroom rain!
So let's arrange it
Big round dance,
May all the people of the Earth
They will stand in it with us.
Let it sound everywhere
Only joyful laughter
Let there be a song without words
Clear for everyone!
(children stand up in a round dance)
Educator:
Guys! We all live on our planet Earth for happiness, joy, love! But there are children who lack joy, love and happiness! These are disabled people, or otherwise they are called children with disabilities! These are children who, due to their health, cannot always take care of themselves - that is, it is difficult for them to dress themselves, eat food, play, talk, read, sing, and for some, even move! They cannot see or hear, they experience constant pain and malaise! And soon a group will open in our kindergarten that will be attended by disabled children.
Showing a presentation about disabled children
Educator:
1 Child:
Who are disabled children?
Disabled children - Angels of the earth,
How much undeserved insult
They suffered
How many times do they face the pillow,
So as not to cry in front of everyone,
They spoke at night, like to a friend:
Is it a sin that we exist?
2 Child:
How many times did their mothers stealthily
They took the children aside,
So as not to hear this ugly whisper
Evil, unkind, weak people.
They are not weak in their mortal body,
Weak with their cold souls,
They didn’t try to help the poor children -
They were always driven away with an evil look!
3 Child:
Don't be sad, mothers, don't be,
Your children are Angels, not evil!
God gave them to us as a reward,
To bring love and warmth to the world.
Well, for those who don’t understand us,
May the Lord forgive their will,
Let them hear you cry
Mothers at the cribs of their sick children!
4 Child:
But not everyone in the world is indifferent,
More people who want to help us
Opening your soul to us cordially,
They help overcome grief.
May the Lord with His imperishable hand
Will overshadow the whole human world with a cross,
So that throughout the entire Earth, throughout the Universe
Peace always reigned, calm reigned.
So that no wars or earthquakes,
No terrible tsunamis, ever!
Save, Lord, from shocks,
All people, now and always!
(Lyubov Maksimova,
mother of a disabled child 01/30/05)
Educator:
Guys, there is a day on the calendar - December 3, when all countries celebrate the International Day of Persons with Disabilities. So that we do not forget that there are people living next to us who need our help and protection! These people especially need warmth and care! What can we do for them?
Children: Help, protect, care!
Educator: Right! Let's imagine how we will meet them and teach them how to greet each other!
Let's play a greeting game “Hello, friend!”
Hello Friend! (shakes hands)
How are you doing? (pat each other on the shoulder)
Where have you been? (tugging each other's ears)
I missed! (fold arms over chest near heart)
You came! (spread arms to the side)
Fine! (hug)
Educator:
Disabled people especially love to live! They try not to despair, but to live a full life - some draw well without arms, some sing even though they are blind, some dance in wheelchairs. Having no legs! Many disabled people have achieved great success in sports, creativity and in work - remember this!
Performance by wheelchair children from the Rehabilitation Center "Overcoming" to the song by D. Bilan "Don't be silent..."
Educator: Let us try to imagine how disabled blind people feel.
Let's play the game "The Blind and the Guide"
Educator: Let's split into pairs. One of you will be “blind” - close your eyes, and the other will be a “guide” who holds the “blind” person by the hand and ensures his safety along the way. After some time, the “blind” and “guide” people change roles.
Educator: Guys, was it easy to trust the “guide”? Did you trust him? Why?
How did you feel as a “blind” person?
Educator: Not everyone is disabled from childhood; some people become disabled throughout their lives. There are professions associated with health hazards. Which?
Children: Submariners because they work underwater.
Children: People who work at NIIAR (Scientific Research Institute of Atomic Reactors) - their profession is related to radiation.
Children: Pilots, drivers, since their work is related to speed.
Educator:: Representatives of almost all professions are more or less exposed to some kind of danger. These are all types of big sports, ballet and circus are also very dangerous.
Educator:: In general, in life, in everyday life, dangers await us: electricity, boiling water, high-rise buildings, cars.
We don't think that danger is everywhere. Every item can be dangerous!
Let's play the game "Why is an object dangerous?"
(I offer options - matches, a glass, a glass of water, a ball, skates, rollers, paper, an iron, a thermometer, a vacuum cleaner, a lamp, a ladder, etc.)
Educator:: It happens that people don’t think twice or do rash things: they don’t follow traffic rules and cross the road at a red traffic light, swim in unfamiliar places or in too cold water, fish on thin ice and even ride on it. Thus, they do not protect the most valuable things we have - life and health!
Educator::In addition, car accidents, plane crashes, fires, earthquakes, hurricanes, floods, etc. occur in the world.
Educator::How many disabled people are left after the Great Patriotic War?
Educator::In addition, a person can become disabled even after an incurable disease! After all, not all diseases have yet been cured!
Educator::For us to always be healthy, we need to lead a healthy lifestyle! What does it mean?
Children: Eat right and exercise!
Educator::Right! Let's do some exercises!
(Flash mob “Hey, couch potatoes!”)
Educator:: Guys, disabled children from the Overcoming Rehabilitation Center have organized an exhibition of crafts and drawings for you! Look how hard they tried and what successes they achieved!
Display of an exhibition of works by children from the Rehabilitation Center "Overcoming"
Educator::Throughout the entire lesson, I saw how kind and bright your faces became! I see that you have become kinder and more sympathetic! I am sure that disabled children who come to our kindergarten will feel your care and attention!
I want to remind you that every disabled person wants to be treated as a full-fledged person! They don’t like it when we feel sorry for them, because a little sympathy is always better than a lot of sympathy! They need your friendship and help!!!
Educator::I am sure that if possible you will offer them your help! But how can we help them?
Children: Help with getting dressed, helping in class, teaching something, playing games, making friends!
Educator::Well done boys! Together we can make their lives easier, more interesting and happier!!! Because you are all KIND children! Let's give our new friends a heart, because it means a kind attitude towards loved ones!
Cutting out a heart from paper
The song “The Road of Goodness” is performed (composer M. Minkov, text author Yu. Entin).
Larisa Tagirova
IMG]/upload/blogs/detsad-178565-1445163700.jpg K
Correctional and developmental Job during classes in the studio
fine arts rehabilitation center for children with
It's been 9 years since I Working in a rehabilitation center for children with disabilities. I work according to the author's program. The main task programs: creative rehabilitation of the child, formation and development of the child as a creative personality. I teach classes in art therapy, as well as arts and crafts. Classes in art studio are prescribed to children with disabilities from 2 years.
At the initial stage of rehabilitation, I children I conduct classes in decorative drawing, since it is decorative drawing that is most understandable and accessible to children, starting from preschool age. Decorative drawing classes allow you to solve many developmental problems and corrections child at the initial stage of rehabilitation. First of all, you can actively influence the sensory development of students. Sensory processes are activated during a comprehensive examination of the details of the pattern, comparing them by size, shape, color.
In the process of decorative painting, a large amount of Job to clarify children's ideas about geometric shapes. The latter is especially important, since geometric shape as a decorative element is a transition to the assimilation of the shape of an object.
Brightness, colorfulness, rhythm, characteristic of works decorative in nature contribute to the development of color perception. During the lessons, targeted observation, comparison and reproduction of color combinations are organized, children practice basic color discrimination, the ability to correlate the color of the details of their drawing with the standard.
Particular attention in the classes is paid to a comprehensive analysis and study of a pattern sample. The child needs to identify the elements of the pattern, analyze their alternation in shape, color, size, and establish the structure of the pattern.
Since the process of making a drawing is divided into a number of stages, children in the classroom learn to plan the construction of the drawing. Gradually, from drawing after a specialist, repeating all his actions, children move on to drawing based on an independent analysis of the pattern construction scheme. When composing patterns, great importance is attached to developing in children the ability to arrange the component parts of a drawing on a sheet of paper. To do this, graphic elements are cut out from colored paper in advance, then several composition options are made from them. (postcards, patterns). Children also practice placing pattern elements in accordance with a sample or verbal instructions. The children repeatedly practice the symmetrical arrangement of pattern elements. In the process of drawing details of different turns in the ornament, correction mirror image. Thus, in the process of learning decorative drawing, skills of both mental and practical spatial orientation develop.
The development of the eye occurs in the process of dividing geometric shapes into parts (dividing a circle, square, strip in half, etc., as well as in the process of drawing identical figures in a pattern.
The following tools are used in classes correction of hand motor skills, like making mosaic ornaments, drawing patterns using templates, using a stencil, using ready-made contour lines, using dotted lines, using anchor points, drawing ornaments on checkered paper, drawing in an album.
Development plays an important role children a variety of fine graphic skills, such as coloring, shading. Children master various visual arts materials: pencils (simple and colored, paints (gouache and watercolor). Children learn to draw vertical and horizontal straight lines, draw wavy lines, and repeatedly practice reproducing basic geometric shapes.
In order to overcome the difficulties in graphic activity that are typical for young children / or children with certain diagnoses /, you need to constantly monitor whether they are performing the techniques correctly when working with pencil and brush. This will improve coordination of movements, promote the development of fine muscles of the fingers and hands, and children’s drawings will become more correct and expressive. When teaching children skills work with a pencil and brush you need to use the following methods: How: imitation, conducting special exercises to train fine manual motor skills (drawing dots, ribbons, spirals, waves, pronouncing the method of action.
Classes in art studio contribute to the enrichment and development of children's speech. During the lessons, words are learned, denoting:
Name of items associated with the image;
Signs of an object or its parts (by size, color, shape,
Practical actions ( "conduct", "divide", "connect", "color",
Spatial relations ( "in the middle", "up", "left", "closer").
In addition, children also learn concepts such as "form", "magnitude", "contrast", "symmetry", "rhythm". During the classes, visual memory develops, since when drawing ornaments, the shape, color, and size of the elements are memorized.
Visual attention develops in the process of analyzing patterns, comparing one’s working with a sample, during practical work above the picture – repetition of elements of the same shape and color Maybe only subject to careful and accurate work.
Decorative drawing can be successfully used in the development of creative imagination in children, this is especially facilitated by such type of activity as independent drawing up of decorative drawings. It is important that children have in mind the decoration of a specific object; good results can be achieved if they know the purpose of the pattern that they will draw.
Decorative drawing is closely related to folk arts and crafts. Children get acquainted with Gorodets, Khokhloma, Gzhel painting. Working off brush writing skills, learning the alphabet of painting takes place on paper or cardboard silhouettes of products.
Opportunity creating is a strong incentive to show initiative, effort and diligence, and the resulting result usually brings a feeling of joy and satisfaction.
After decorative drawing, children move on to modeling toys from plasticine, dough or clay, followed by painting. Modeling helps children clarify their ideas about the shape, structure and proportions of objects. Modeling is associated with a real three-dimensional form, and therefore the process of modeling can be clearer and more accessible to a child than even the process of drawing. This is one of the fun art activities for children. They really like to create their own shape, work with material. At this stage we get acquainted with the Dymkovo toy. The world of Dymkovo toys is a fabulous world of expressive figurines: animals, people, birds. Children with interest make toys based on the Dymkovo toys.
Children also engage in applique work using paper, fabric, and yarn. Application classes are very useful in the system correctional classes, as they contribute to the development of constructive opportunities, creativity, awaken imagination, activate observation, attention and imagination, cultivate will, develop manual skills, sense of form, eye and color perception. Job over the composition contributes to the development of artistic taste in children.
Specific place in program Developmental activities are devoted to the study of decorative and applied arts of Bashkiria. Researchers of children's creativity have repeatedly pointed out that it is necessary to introduce children from preschool age to folk art, awakening in the child's soul the first imaginative ideas about the Motherland, its culture, and to contribute to the education of international feelings and a sense of beautiful, artistic taste through family and friends.
Arts and crafts classes not only develop children's artistic taste. They give opportunity In a short time and quite cheaply, you can prepare crafts with your own hands that can decorate your home, school, and the children themselves. Good luck and achievements in such classes, among other things, will help get rid of complexes that are quite understandable in their situation. Classes are structured so as not to tire children. Throughout the entire period, children maintain high performance and activity. In addition, thanks to the variety of materials and methodological techniques, there is a real opportunity to carry out corrective work in relation to each individual child throughout the entire course of rehabilitation.
It is not enough to teach a child something to do. If he remains in a confined space, no rehabilitation occurs. Rehabilitation of the soul begins through self-affirmation. It is necessary for those around you to see that you are not only flawed in some way, but that you also stand out for the better and know how to make beautiful and useful things with your own hands. Therefore, the results of the creative work of children with disabilities we make it a subject of observation by exhibiting children's work at exhibitions of children's creativity in our rehabilitation department and at exhibitions on a city and national scale. This undoubtedly influences the increase in the creative activity of those who watched and the increase in the prestige of the creative activity of those who are passionate about it.
The results allow you to clearly demonstrate the dynamics of the changes that have occurred and record progress. Positive dynamics of development in children in more than 80% of indicators.
Thus, based on observation and analysis of the results of rehabilitation, some results:
Children show improvement in graphic skills,
Children master basic arts and crafts skills, which contributes to the implementation of tasks corrections and compensation for their shortcomings;
They successfully carry out activities according to the model, according to the show;
Children have a desire for independent artistic creativity;
Children have a desire to bear their own work for everyone to see (participate in exhibitions of children's creativity);
Speech develops and vocabulary is enriched.
Acquired decorative skills work;
Children begin to distinguish and recognize types of artistic crafts;
Their emotional experiences are enriched and differentiated, and their sphere of interests and communication expands.
Alena Morozova
Summary of a group lesson by a psychologist “In the circle of friends” with children with disabilities
Tasks:
1. Unity, creation of a friendly, favorable environment in the children's team.
2. Development of coordination of movements, the ability to feel one’s own body, training the ability to balance one’s actions and control yourself.
3. Development of basic mental functions.
Duration classes - 45 min.
1. Let's get started finger play activity. Finger games are not only a stimulus for the development of speech and fine motor skills, but also one of the options for joyful communication.
The relevance of this work lies in next: finger games help to establish communication relationships at the levels of touch, emotional experience, contact "eyes to eyes"; have developmental significance, as they best contribute to the development of not only fine motor skills of the hands, but also speech.
1.1 “The children in our group»
They are friends in our group the fingers of both hands are joined into a lock
Girls and boys
You and I will make friends the rhythmic touching of the fingers of both hands
Little fingers
One, two, three, four, five alternately touching the fingers on both hands
One two three four five
1.2 "Meeting and seeing off". Turn the open palms of both hands towards the child. He does the same.
Serezhina (Name) palm - (Name) palm
Hello palms (palms pressed against each other)
And goodbye! (palms spread apart)
Serezhin (Name) finger - (Name) finger
Hello fingers! (fingertips touch)
Goodbye fingers! (disconnect and wave them)
Let's move on to the next exercise.
2. "Walking the Line"
Material: line (band) 3-4 centimeters wide in the shape of an ellipse, glued or drawn on the floor. The large diameter of the ellipse must be at least 4 meters long. Suitable items for wearing: filled tinted bottle or glass, bell, candle, torch flowers. A record player, a record with music without a pronounced rhythm.
Target: coordination of movements, balance training. Consciously feel your own body, experience a state of inner peace through concentration.
How to work with the material.
Children sitting around the ellipse. They are far enough away from him so as not to touch him with their feet. The exercise is offered to children who are interested in it and express their readiness for peace through their behavior. They wear light shoes or gymnastic slippers on their feet. Boots or heavy boots interfere with the child's ability to walk purposefully. Carrying items are visible to children and are located close to the ellipse. Psychologist walks along the line once, trying to draw the child’s attention to the placement of the entire foot along the line and to the naturalness of walking. The toes and heel are in line. In this example, the child understands the progress of the exercise. Then psychologist One by one, he calls the children by name and asks each one to start the exercise. Gradually all the children groups take part in the exercise. By observing, the teacher notices the difficulties of individual children and can then tactfully intervene, expressing general wishes, For example: "We try to step exactly on the line." Children are known to become very interested in moving around while balancing on a log, curb, or low wall. At the same time, the individual child is not corrected or his mistakes pointed out. Quiet music may be played during the exercise. With music, a child can feel more calm. When the exercise ends, the teacher invites each child passing by him to return to his place behind the line. This way the exercise gradually ends.
Further exercises: children wear different items: a glass or bottle filled almost to the brim with colored water, a bell, a lit candle, one flower, flowers in a basket on the head (in our case we used items such as a bell and a glass of water). When carrying an object, attention is directed not only to the position of the foot, which must be placed exactly on the line, but also to the hands that hold the object. The child walks along a line so that at each step the heel of one foot touches the toe of the other. The main difficulty here is maintaining balance. When walking along a line, the child pays attention to taking equal steps. When performing the exercise, the child looks closely at how other children do it.
Error control: leaving the line. The water is spilled, the bell rings, the candle goes out. Colliding with another child.
The next exercise is the final one.
3. "Exercise in Silence"
Material: This exercise does not require any special material. The exercise can use furniture and objects in the room.
Target: experience complete silence. Training the ability to balance your actions and control yourself. Perception of low noise.
How to work with the material.
Psychologist invites the child to sit comfortably and not move. He says approximately following: "We are all absolutely silent; our mouths are closed; we do not move; our hands remain at rest." The exercise is not suitable for instantly overcoming momentary anxiety or worry. The psychologist is waiting, until everyone, including himself, relaxes. The premise is that the child, by acquiring skills useful for everyday life in other exercises, has already partially learned control yourself. In a few minutes psychologist calls the children to him one by one, calling each child by name in a quiet voice. The child gets up and walks to the teacher as quietly as possible. It is very important for children to be called by their names. They have to listen carefully to hear their name.
Error control: one of the children is making noise.
Further exercises: in silence, children listen to a separate noise or sound that they did not pay attention to before attention: ticking clock, birdsong, sound of rain. Exercises are only useful when children do them completely voluntarily! Psychologist in a quiet voice he gives instructions to one of the children he named. For children it is better when the room is slightly darkened. At the same time, attention and concentration shift from visual perception to auditory perception. By exercising in silence you can create a very special atmosphere. Psychologist must use the increasing perceptual abilities of children: offer them a story, looking at pictures, a song.
After completing this exercise, praise the children for their effort, obedience, present memorable medallions, (which were prepared in advance for classes) so that children have pleasant memories of useful time spent.
Publications on the topic:
Paranyak S.I. - instructor in FC GBDOU d\s No. 62 of the Primorsky district of St. Petersburg Udalova S. V. - swimming instructor GBDOU d\s no.
Integrated parent-child event for children of the preparatory group “Neo among friends” Integrated parent-child event for children of the preparatory group “Neo among friends” Paranyak S.I. - FC instructor.
Summary of a group lesson on differentiating sounds [R] and [L]. Goal: to differentiate the sounds [P] and [L] in isolation, in syllables and words. Objectives: educational: repetition and consolidation of articulation of sounds.
Summary of the group lesson “In the Land of Fairy Tales” Goal: To activate children's speech activity by using non-standard technologies in working with fairy tales Objectives: 1. Develop.
Municipal institution of additional education -
Extracurricular Activities Center
Marks city, Saratov region
Lesson outline
for disabled children and children with disabilities
Association "Puppet Therapy"
Supervisor: additional education teacher
Lesson topic:“Visiting the fairy-tale heroes of the Russian folk tale “Turnip”.
Compiled by: additional education teacherIqualification category
Gritsenko Galina Anatolevna
Lesson topic:“Visiting the fairy-tale heroes of the Russian folk tale “Turnip”.
Purpose of the lesson: development of children's creative abilities through artistic activities.
Lesson objectives:
educational: teach how to work correctly with a doll, see the image of a fairy-tale hero and convey it, enrich your ideas about the world around you;
developing: develop fine motor skills of the hands, motor system, attention, memory, speech, imagination, intelligence, group play skills, thinking, help in overcoming fears and complexes;
educational: to cultivate a love for dolls and puppet theater, patience, and self-confidence.
Type and type of lesson: comprehensive: communication of new material, repetition and consolidation of existing knowledge, abilities and skills, application of knowledge, abilities and skills in practice; lesson-exercise.
Lesson form: group with an individual approach.
Lesson methods: verbal: conversation, dialogue, story; visual: showing exercises for developing fine motor skills of the hands and motor system, showing exercises with dolls; practical: completing tasks proposed by the teacher; an activity using fantasy: an activity - a fairy tale, an activity - a journey; game method; activity using art.
Equipment: script, scenery, props, theatrical puppets, technical means.
Lesson plan:
1. Organizational moment: preparing children to work for class. Conversation “What is a fairy tale.”
2. Exercises for the development of fine motor skills of the hands and motor system.
3. Working on the script for the Russian folk tale “Turnip”.
Progress of the lesson:
Music sounds and a storyteller appears on the screen.
The floorboard creaks quietly, and the children can’t sleep again.
Sitting down on the bed, ears were already pricked up on the pillows.
And immediately the faces change, the sounds and colors change.
The floorboard creaks quietly, and a fairy tale moves around the room.
Guys, do you like fairy tales? Do you know what kinds of fairy tales there are and what a fairy tale is? There are fairy tales old and young, big and small. There are famous fairy tales, world famous, decorated with miracles and witchcraft. And there are modest, inconspicuous, unknown to anyone, such as the fairy tale about a chicken who one night saw a golden star in a puddle near the barn. Either it fell from the sky, or was simply reflected in a drop of water, but the chicken really liked it and ate it. And no one in the whole world noticed the disappearance of the star - one more, one less. And then from this chicken a pretty motley hen grew and, unexpectedly for everyone, laid a golden egg for grandfather and grandmother. And then they came up with another fairy tale about her, also small, but which became well known to all people, loved by everyone. That's how it happens. Guys, what is this fairy tale called? (Children answer.)
What is a fairy tale? A fairy tale is a fictional story, something that is impossible in our lives. Impossible? Yes. But sometimes everything happens to those who believe in it. Very rarely with adults and very often with children. However, you should not sit waiting for a miracle. You can make a fairy tale yourself, with your own hands. Want to try? (Children answer.)
Then let's take you on a fabulous journey to the heroes of the Russian folk tale "Turnip". Does everyone know this fairy tale? (Children answer.)
Topic of the lesson: “Visiting the fairy-tale heroes of the Russian folk tale “Turnip”.
And so that we can easily get to a fairy-tale land, not get tired on the road and meet fairy-tale characters, help them come to life, tell us a fairy tale, we need to be well prepared. Galina Anatolyevna will help us with this. I'll call her now. And I say goodbye to you: “Goodbye!” The storyteller waves her hand and leaves the screen. (Music sounds). A teacher appears from behind the screen.
Hello guys! Hello everyone in this room!
The storyteller called me to help you, asked me to help you get to the fairyland. I really want to help you. Let's start preparing for our trip. Let's do exercises for our arms, legs and torso so as not to get tired on the road.
Performing exercises to develop fine motor skills: “My Family”, “Guests”; performing exercises for the development of the motor system: “Janitor”, “We sank to the poplar”.
Now we are ready to travel. And now, guys, let's go with you on the journey to fairy-tale heroes. Sit up straight, close your eyes, I will wave my magic wand and a miracle will happen. One, two, three... (Music sounds, the teacher lays out the dolls and props). Open your eyes. We have arrived with you in a fairyland. And here are our fairy-tale heroes, they are still resting. Let's try to wake them up and with their help we will tell everyone a fairy tale. Guys, let the dolls greet each other. How do they know how to do this?
Children are invited to take the dolls, put them on their hands, a greeting ritual that functions to establish an emotionally positive mood for the lesson - the dolls greet each other. The greeting can be person-oriented (addressed to each participant in the lesson, to highlight its significance) and addressed to the entire group (uniting children into a single whole), which contributes to the formation of a sense of belonging to the group.
Guys, let's show what our dolls can do. Performing small exercises with dolls, during which the attention and interest of children in joint creativity is awakened, the inertia of physical and mental well-being is reset. The task of this stage is to set up children for active work and partner communication with each other in images (dolls).
Guys, look at our dolls, they have come to life, how funny they are! Now you can tell a fairy tale.
Work on the script for the Russian folk tale “Turnip” - acting out small scenes with theatrical puppets, improvising on the theme of the fairy tale. After the roles are assigned, the children, in the images of their heroes, act out a fairy tale according to the script, in the circumstances proposed by the teacher, which allows them to better understand the character of the heroes and find deeper colors to create the image.
Storyteller:
Sit quietly, children, and listen about the turnip...
The tale may be small, but it’s about important matters.
It begins as it should: once upon a time there lived a grandfather and a woman,
Granddaughter, Bug, Murka the cat and in the underground a tiny mouse.
The red spring has come, bringing care to everyone.
Get ready, people, go out to the garden.
Children, in the images of their heroes, act out a fairy tale according to the script, in the circumstances suggested by the teacher.
Storyteller:
The earth was watered, fertilized and loosened together,
Finally the day came and a sprout appeared.
And as it happens in a fairy tale, the turnip grows quickly.
She climbed up to the fence and filled herself with sweet juice!
Turnip.
I'm growing, growing, growing. I pull leaves to the sky,
I’ll gather the power of the sun and store it in a box.
Higher, higher, wider, wider. I’m growing, I’m trying, I’m filling myself with juice.
All! I'm a little tired! Now you can relax!
Storyteller:
What a turnip, what a miracle! And she's big and beautiful,
You can’t reach the top, you have to call your grandfather!
Children, in the images of their heroes, act out a fairy tale according to the script, in the circumstances suggested by the teacher. The grandfather comes out, is surprised, tries to pull out the turnip, but it doesn’t work. He calls his grandmother for help, then his Granddaughter, Bug, Murka the cat and Little Mouse. They pull out the turnip, everyone rejoices. ( Happy music sounds ).
Storyteller:
Wait a little, old man...
Come eat turnips and listen to other fairy tales.
The turnip will be very sweet, I know you will remember your grandmother,
Grandfather, Granddaughter, Bug, Cat, Mouse.
Remember me too! You need my fairy tale!
There is some truth here... The work will not be in vain.
And if we work together, we will always achieve our goal.
Lesson summary: summing up the lesson. (Music sounds).
This is the kind of fairy tale we have. Guys, did you like our fairy tale? (Children answer). Let's say goodbye to our fairy-tale heroes and set off with you on the way back home (Children say goodbye to dolls). We are leaving the fairyland with you. Sit up straight, close your eyes, I will wave my magic wand and a miracle will happen. One, two, three... (Music sounds, the teacher removes the dolls and props). Open your eyes. We have returned home with you. Well, this is where our journey ends. Our lesson is coming to an end, we will say goodbye.
Goodbye! Good luck and good mood to everyone! (Music sounds).
Psychologist's work with disabled children
Currently, the problem of psychological support for disabled children is the subject of research by specialists in many branches of scientific knowledge. Psychologists, philosophers, sociologists, teachers, social psychologists, etc. consider various aspects of this process, explore mechanisms, stages and stages, factors of psychological support.
However, the problems of psychological support for people with disabilities in general, and children with disabilities in particular, are still not the subject of special research in the domestic literature. Although the problem of psychological support for children, adolescents and adults with mental and physical developmental disorders is very relevant in both theoretical and practical terms.
Disability in children means a significant limitation in life activity; it contributes to social maladjustment, which is caused by developmental disorders, difficulties in self-care, communication, learning, and mastering professional skills in the future. The acquisition of social experience by disabled children and their inclusion in the existing system of social relations requires certain additional measures, funds and efforts from society (these may be special programs, special rehabilitation centers, special educational institutions, etc.).
The issue of psychological support for children with existing developmental disabilities is one of the main and most important in the history of special education, since the system of psychological support must be subject to the main requirement - correction, weakening of developmental defects of children with disabilities, as well as the development of the personality of children with disabilities generally.
Education is an inalienable human right. However, not all children with disabilities, regardless of the forms of its manifestation, have the opportunity to study in general education schools. Almost all schools are completely inaccessible for people with disabilities who have difficulty moving: they are not equipped with the necessary ramps or elevators. Regular schools, as a rule, do not have conditions for teaching children with hearing, vision, speech impairments...
In addition, disabled children often face negative attitudes towards themselves: they are most often viewed as sick children who need constant special attention and, most importantly, are unable to study at school. They can receive education in specialized schools or boarding schools, or by studying at home. This practice is by far the most common in our country, but this approach is now outdated.
Children with disabilities are also children. Like all children, they need communication with peers to develop. They, like other children, have their own interests, hobbies, dreams of “becoming someone when you grow up,” acquiring a profession and getting a decent job. And all these dreams can be in vain just because, say, a child in a wheelchair or crutches cannot get to school because it is not equipped with a ramp. However, it is possible to create conditions for the education of children with disabilities, regardless of the forms of its manifestation (blindness, deafness, cardiovascular diseases, developmental delays, etc.).
Another important aspect when working with disabled children and children with disabilities is ensuring psychological support. It should be noted that when interacting with children with disabilities, the educational psychologist often has to deal with a different range of disorders. Children with abnormal development are more limited in their research capabilities, and painful experiences associated with frequent and long stays in the hospital cause a negative attitude towards the world around them. “Special” pupils, regardless of the type and complexity of the defect, are often characterized by difficulties in the motivational and emotional-volitional spheres.
Parent messages and reports - they help improve literacy in the field of correctional pedagogy and psychology; awaken interest and desire to engage with their children at home.
You can also suggest using so-called thematic questionnaires and projective drawings in your work. Since the social teacher works together with the psychologist, it is he who must process and provide the results. And based on the results of the study, the social teacher builds his work with parents, in particular with the mother.
For closer interaction between parents, children, teachers, social educators and other specialists, it is necessary to organize concerts: “Hello, we are looking for talents!”, where everyone could participate.
Carrying out work with parents must be considered as the most important element in the comprehensive rehabilitation of children with developmental disabilities, since only through interaction with the family can a social teacher help a disabled child.
It is especially important to note that the implementation of the proposed recommendations will be effective if the teacher-psychologist builds his work in conjunction with a social worker, doctors, speech therapists and other school specialists.
The goal of psychological and pedagogical support for families is to help children with disabilities find their place in life, become not only an object of attention, but also take an active life position, forming and strengthening certain healthy life skills.
Basic methods of achieving the goal of the process of psychological and pedagogical support
families raising children with disabilities:
Psychological support for parents in acquiring the knowledge, skills and abilities necessary to organize the healthy life of their child;
Consulting parents and other family members about the process of psychophysical development of the child and convincing them of the correctness of the actions of support specialists who help in developing tolerance, responsibility, confidence, ability for integration and socialization in children
10 GENERAL RULES OF ETIQUETTE
When speaking to a person with a disability, speak directly to them and not to a chaperone, parent, or sign language interpreter.
When meeting someone, it is quite natural to shake hands with a person with a disability - even those who have difficulty moving their hands, or who use a prosthesis, can shake hands - right or left, which is completely acceptable.
When you meet with someone who has little or no vision, be sure to identify yourself and everyone with you. If you are having a general conversation in a group, do not forget to explain who you are currently addressing and identify yourself.
When offering help, wait until it is accepted, and then ask what to do and how to do it. If you don’t understand, don’t hesitate to ask again.
Treat disabled children by name and treat teenagers as adults.
Leaning or hanging on someone's wheelchair is the same as leaning or hanging on the wheelchair owner. A wheelchair is part of the untouchable space of the person who uses it, including the child. This must be explained to children.
When talking to someone who has difficulty communicating, listen carefully. Be patient and wait for him to finish his sentence. Don't correct or finish speaking for him. Don’t hesitate to ask again if you don’t understand your interlocutor
When speaking to someone who uses a wheelchair or crutches, try to position yourself so that your eyes are at the same level. It will be easier for you to talk, and your interlocutor will not need to throw back his head.
To get the attention of someone who is hard of hearing, wave your hand or pat them on the shoulder. Look him straight in the eyes and speak clearly, although keep in mind that not all people who are hard of hearing can read lips. When talking with those who can read lips, position yourself so that the light falls on you and you can be clearly seen, try to ensure that nothing interferes with you and nothing obscures you.
Don't be embarrassed if you accidentally say, "See you later," or, "Have you heard about this...?" to someone who cannot actually see or hear.
During classes they use interactive working methods, which allow children to better understand and experience each situation for themselves, and express their thoughts and ideas on various issues.
They tell the children:
– what are the characteristics of people with disabilities,
– what adaptations and conditions allow them to lead an independent life,
– how and where they can study,
– where and by whom they can work,
– what kinds of sports and creativity can they engage in,
– there is also a lot of talk about joint education of children with disabilities and children without disabilities.
A significant role is played by the fact that it is young disabled people who conduct such classes, so children in the class have the opportunity to form their attitude towards people with disabilities by communicating with them directly. Also, the guys can ask questions that interest them, and in most cases they begin to understand that disability does not mean that in front of them is a completely different person: the only thing that is different about a disabled person is either his appearance, or his manner of communication, or an unusual method of movement. Thus, during classes, the children gradually come to the conclusion that disabled people are the same people as everyone else: they do the same things as other people, only sometimes in different ways.
The most important thing is that children make all their own conclusions and feel the novelty of the discovery, which helps to better consolidate the material covered. It is this form of communication (an interactive form of conducting classes) that helps break stereotypes and create more or less comfortable conditions for communication. During classes, visual material is often used - videos, Braille books, photographs - which allows children to better understand and assimilate new knowledge.
Sources:
1. The school is open to everyone. A manual for teachers of secondary schools working with disabled children, Moscow 2003
Methodist of MBU "MMC"
Application
THEMATIC QUESTIONNAIRE
1. My life path
My successes: My failures:
_______________________ _______________________
2. My fulcrum in life
What helps me: What hinders me:
_______________________ _______________________
_______________________ _______________________
_______________________ _______________________
3. Assessment of human qualities
Like them. Do not like.
______________________ _______________________
______________________ _______________________
______________________ _______________________
4. What I like and what I don’t like about my child
Like. I do not like.
______________________ _______________________
______________________ _______________________
______________________ _______________________
5. What is my attitude towards my child?
¨ What gives me discomfort in my child:
Appearance;
Intellectual capabilities;
Behavior;
Motor awkwardness;
Inability to walk.
¨ Do I think that I have a kind, loving child:
Don't know;
¨ How my child’s love for me is manifested:
Caresses;
Kisses, hugs;
He says he loves him;
He likes it when I caress him;
Does something I like.
¨ When I get irritated by something about my child, I:
I can hit;
I suppress my anger, but I myself feel bad;
¨ When I suppress my anger caused by something in my child, I experience:
I relieve irritation;
The desire to attack him and do everything your way;
Weakness, depression;
I want to cry;
Desire to leave it for a while;
The need to be alone.
¨ How do I get my child to love me?
______________________________________________________
Tkachev’s work with mothers raising children with developmental disabilities. Workshop on forming adequate relationships. – M.: Publishing house “Shom-Press”, 1999. – p. 62.
