Individual development route for a pupil with disabilities

Why does a child need a route and how is it compiled?

Young children with mental or physical developmental disabilities need additional help, especially with regard to socialization and education. They can receive a disability status before even entering kindergarten. Once doctors can assess intellectual level and physical development, they will determine the presence of abnormalities.

Sometimes the diagnosis is already made from birth, but some diseases can only be seen after the baby is old enough to see the discrepancy between its development and age. For example, autism or mental retardation. As soon as a deviation from the norm is determined, if it falls under the HIA categories, a special commission will propose to formalize this status. It is used to a greater extent precisely to determine the methods and education system.

An individual route takes into account absolutely all the characteristics of the child:

• disease;
• state of the art;
• influence of surrounding factors;
• mental condition;
• possible goals;
• desire to learn;
• family influence on child development;
• contact and sociality;
• presence of genetic diseases.

Absolutely every person from the child’s environment, as well as the environment, family relationships, all this affects the psyche and perception of the world around him. Therefore, when drawing up a program, teachers set goals and try to achieve them with the child. It describes each step in as much detail as possible within a certain period. At the same time, these are not only educational tasks; to increase the intellectual level, attention is also paid to the ability to communicate, make friends, and build relationships.

The main goals of creating the IOM?

The main goal of design is the selection of a personal development system. Main tasks:

• development of a personal development program;
• creating a curriculum based on health issues;
• preparing the student for introduction into the social environment.

No one is forcing parents to switch to an individual route. The more differentiated the program is, taking into account absolutely all the features of development and environment, the greater the likelihood that in the future he will be able to become a full member of society. Loss of dependence on family and parents is another goal that the state pursues when trying to help families raising children with special needs.

Individual educational route for whom?

Drawing up an individual development route begins with studying the medical history and the parents’ decision that their child will study according to an individual program. After consent is received, the commission will discuss all the features of the program and formalize it properly. IOM is used for the most effective learning of a child. It is created jointly with a psychologist, attending physician and parents. This is a course of action designed to complement the individual curriculum.

There is one peculiarity: an individual educational route and an individual educational program are not legally approved documents, unlike an individual curriculum. By law, they are only advisory in nature, but recently programs have been actively developed in order to individualize the learning process as much as possible. This way the student will better perceive the world around him and educational information. In the first years of life, the route is drawn up in order to have a clearly developed plan of action.

Stages of developing an individual educational development route

In order to create a route, a teacher, psychologist and doctor working with a child:

• determine the level of mental development;
• the impact of the disease on educational progress;
• goals and methods for achieving them are calculated;
• the time to achieve them is determined;
• developing a plan;
• determining the method for assessing the results achieved.

Such careful work is carried out in order not to harm the fragile psyche. Since often in case of serious errors it will not be possible to try again.

Development and implementation of an individual educational route for preschoolers with disabilities

Development and implementation of an individual educational route for a preschooler

In practice, the process of training and education is mainly focused on the average level of development of the child, therefore not every student can fully realize their potential. This poses the task for educators, speech therapists, and psychologists of preschool educational institutions to create optimal conditions for the realization of the potential capabilities of each pupil. One of the solutions in this situation is the preparation and implementation of an individual educational route (hereinafter referred to as IOM).

An individual educational route is a personal way to realize the personal potential of a child (pupil) in education and training.

The main goal of drawing up an individual educational route (IER):

This is the creation in kindergarten of conditions conducive to the positive socialization of preschool children and their social and personal development.

Tasks for the social and personal development of the child:

• Create a favorable subject-development environment for the child’s social development;

• Organize a unified system of work for the administration, teaching staff, medical staff of preschool educational institutions and parents on the social and personal development of the child;

• Improve the style of communication between the teacher and the child: adhere to a psychologically correct style of communication, achieve the respect and trust of the student;

• Create conditions for the development of a child’s positive attitude towards himself, other people, the world around him, and the communicative and social competence of children;

• Develop in the child a sense of self-esteem, awareness of his rights and freedoms (the right to have his own opinion, choose friends, toys, activities, have personal belongings, use personal time at his own discretion)

The individual educational route is determined by:

government order;

the needs and requests of parents;

individual functional capabilities and level of development of pupils;

possibilities of the preschool educational institution;

Individual educational routes are developed:

— for children who do not master the basic general education program of preschool education;

- for children with disabilities, disabled children.

-for children with high intellectual development.

An individual educational route includes the main directions:

• development of general and fine motor skills;

• development of cultural-hygienic and communicative-social skills;

• formation of the child’s activities (manipulative, sensory-perceptual, objective-practical, playful, productive), which include modeling, appliqué, drawing) and other types of productive activities.

• development of speech (formation of the sensory basis of speech, sensorimotor mechanism, speech functions);

• formation of ideas about the environment (the objective world and social relations);

• formation of ideas about space, time

Methods used in the work:

• Conversations, games, activities, reading fiction, sketches aimed at getting to know various emotions and feelings, with “magic” means of understanding;

• Games, exercises and trainings that promote the development of emotional, personal and behavioral spheres (developing communication skills and improving relationships with others, relieving fears and increasing self-confidence, reducing aggression and weakening negative emotions)

• Activities, games and exercises for the development of mental processes (memory, attention, perception, thinking, imagination);

• Art therapy techniques (puppet therapy, isotherapy, fairy tale therapy);

• Relaxation psycho-gymnastic exercises (relaxation of the muscles of the face, neck, torso, arms, legs, etc.)

When developing an individual route, we rely on the following principles:

- the principle of relying on the child’s learning ability,

— the principle of correlating the level of current development and the zone of proximal development.

- the principle of respecting the interests of the child. Another name for it is “on the child’s side.” Those educators must treat the child and his problems objectively! Always be on the child's side!

— the principle of close interaction and coordination of the work of a “team” of specialists in the course of studying the level of development of a child (phenomenon, situation);

— the principle of continuity, when the child is guaranteed continuous support at all stages of assistance in solving the problem.

— the principle of rejecting average rationing. The implementation of this principle involves avoiding a direct evaluative approach when conducting a diagnostic examination of the child’s level of development.

— the principle of relying on children's subculture. Each child, enriching himself with traditions, norms and methods developed by the children's community, lives a full-fledged childhood experience.

Based on the analysis of the literature we studied, several stages of constructing an individual educational route were identified

Approximate diagrams of IOM for preschoolers of the 1st junior group

Child's name: Misha

Age: 2 years

Group: 1st junior

Difficulties: Lag in speech development, problems with communication.

Expected result

1. Development of fine motor skills of the fingers.

2. Improving the child’s oral speech, the ability to pronounce words correctly.

3. Development of communication skills.

4. Development of sensory perception of the surrounding world.

Individual development route

Child's full name: Aksinya

Age: 2.5 years

Group: 1st junior

Difficulties: Speech delays, communication problems

Expected result

1. Development of fine motor skills of the fingers.

2. Improving the child’s oral speech, the ability to pronounce words correctly.

3. Development of communication skills.

4. Development of sensory perception of the surrounding world.

Individual development route

Child's name: Veronica

Age: 2.5 years

Group: 1st junior

Difficulties: the child painfully and slowly adapts to the external environment of the kindergarten.

Expected results:

1. Painless adaptation of children to preschool conditions
2. Reducing morbidity in children during the adaptation period
3. Improving the mental and physical level of children
4. Formation of closer cooperation between parents and preschool educational institutions (participation in group affairs)

Main components of an individual educational route

The individual route plan is based on a standard document consisting of several sections:

Components of IOM

The routes are aimed at individualizing work with each child so that they can be taught in a regular school. It takes into account not only mental and physical abilities, but even the number of children in the family, relationships with parents and other factors that can affect the mental state.

Structure of an individual educational development route

Designing an individual educational route. The task of a special commission, which includes doctors, psychologists and teachers. They develop an individual plan. Its structure will differ depending on several factors:

• diagnosis;
• state of the art;
• age;
• goals.

The route of a preschooler can usually have two main goals - getting into a kindergarten group or preparing for inclusive education in a comprehensive school. To achieve this, a set of measures is being developed to improve mental, communication and social skills.

After drawing up the route and approving it with the management of the kindergarten or school, its execution is supported by a special service provided in the management team of the educational institution.

To a greater extent, the route concerns the teacher or teacher and parents. So, as soon as their joint work will help achieve results. It affects your class schedule, the difficulty of your assignments, and even your walks or visits to public places. Moreover, it indicates the level of workload in studying, the possible complexity and tasks that the child must definitely cope with. When changing educational institutions, the document remains valid, as well as when replacing a teacher.

Individual educational route for a child with disabilities.

Municipal preschool educational institution general developmental kindergarten No. 4 “Zhemchuzhinka”

Individual educational route for a child

__________________________________________________________________

General information about the child.

Child's name______________________________________________________________________________________________________________________________________________________________

Date of Birth ___________________________________________________________________

Home address __________________________________________________________________

Group___________________________________________________________________________

Date of admission to the preschool educational institution_________________________________________________________________

Health group__________________________________________________________________________

Regime of a child’s stay in a preschool educational institution_________________________________________________________

Conclusion of the CPMPK________________________________________________________________________________

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Family characteristics.

Information about parents (persons replacing them) and other family members.

Social characteristics of the family.

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Living conditions:

(separate apartment, communal apartment, dormitory, with relatives) ______________________________________________________________________________

Child's living conditions:

(separate room, corner in the common room, own desk, separate sleeping place, shared bed with one of the children, etc.)________________________________________________________________

Family financial situation:

(extremely low, below average, average, fairly high) _______________________________________________________________________________

The nature of the relationship between parents and child:

_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Who is raising the child:

(mother, father, grandmother, others) ________________________________________________________________________________

Features of relationships with other children in the family:

(friendly, conflict) ________________________________________________________________________________

Child's behavior at home:

(active, chaotic, easily excitable, aggressive, lethargic, gloomy, anxious, fears) ___________________________________________________________________________________

Features of the motor sphere.

Gross motor skills:

(normal, slightly impaired coordination, tempo, rhythm of movement)________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Manual motor skills:

(normal (preserved function), lack of fine motor skills, motor limitation, range of movements (full, incomplete, strictly limited), pace (normal, fast, slow), switchability (accurate, inaccurate), coordination (normal, minor violations, impaired, incomplete).________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Leading hand:________________________________________________________________

Characteristics of the child’s cognitive sphere

.

Attention:

(during classes, he cannot be attentive and concentrate on something for a long time; he is constantly distracted; he is able to concentrate for a long time on any task, he is diligent and careful in completing tasks; what kind of attention predominates - voluntary, involuntary, other) ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Memory:

(slowly remembers and quickly forgets, quickly remembers and quickly forgets, it is difficult to memorize poems, retelling the content of a fairy tale, a story, introduces fictitious borrowings (something that is not in the text), concentrates on secondary objects, not catching the main idea of ​​the content, the predominant type of memory: visual, auditory)________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Thinking:

(poorly understands the essence of spatial relationships (left, right, in front, behind, above, below, from, under, above, etc.; (does not) carry out the simplest classifications according to a pattern or word for various reasons (who lives where? Who flies, and who runs?, etc.; (does not) select a generalizing word for a number of objects (pictures) within the program material; (does not) know how to establish the simplest cause-and-effect relationships (it’s snowing outside - winter); (not) understands the content of plot series and pictures; (does not) highlight the main thing in the perceived information; (does not) perform counting operations; (lack of) formation of temporal representations within the program material (knowledge of parts of the day, days of the week, seasons)
;
(does not) understand the meaning proposed tasks)________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

The state of the child’s knowledge by sections of the program.

Stock of general information about the environment:

(says (does not) state his name, age, names of parents, home address, denotes the seasons with a word (difficulty); names the signs of the seasons (difficulty) does not know; knowledge about flora and fauna meets the program requirements, is insufficient)________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Development of drawing skills:

______________________________________________________________________________________________________________________________

Formation of elementary mathematical concepts

(quantity and counting, color perception, shape perception)________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Attitude to classes:
(
not able to control one’s activities, does not complete the task, interferes with the teacher and children, quickly exhausts oneself, works slowly and unevenly, the pace of activity is fast, but the activity is “chaotic and stupid”); does he accept help and what kind: (verbal, practical, stimulating, guiding, organizing, teaching); how he overcomes difficulties that arise in the process of activity: (does not) strive to overcome, quits work, spies on others, cries, worries and is nervous, turns to the teacher, children for help, independently looks for a way out) ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Characteristics of the child’s speech:

Sound side of speech:(

features of sound pronunciation: within the age norm, the phonetic structure of speech is not sufficiently formed, in isolation all sounds are pronounced correctly, but with an increase in speech load, general blurred speech, phonemic defects in sound pronunciation (omission, distortion), phonological defects (substitutions, confusion) are observed; features of phonemic hearing: intact, underdeveloped, impaired)

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Dictionary:

norm (sufficient vocabulary, corresponds to age norm), within the limits of everyday life, sharply limited; to what extent: sharply limited, somewhat limited, without visible restrictions; due to what words (parts of speech) it is limited; the syllabic structure of the word is not broken, minor defects in the syllabic structure of the word, the syllabic structure is broken, (does not) break the structure of polysyllabic words)

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Grammatical structure of speech:

(formed, insufficiently formed, not formed; features of inflection, word formation: formed, correspond to the age norm, in the stage of formation, not formed)

_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Connected speech:

(corresponds to the age norm, in the formative stage, requires further development, not formed)________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Characteristics of activity:

Self-care skills:

_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Game activity:

(indifference or interest in toys, favorite games, does he understand the rules of the game, does he follow them, does he make changes to the content of the game, accessibility of an imaginary situation, role in a group game, behavior in a conflict situation, does he reflect his experience in the game, (not) knows how to support the game) _____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

The main difficulties noted in communication:

(no difficulties; cannot support play; prefers to be alone; cries, has little contact with adults and children; conflict-ridden; other)

_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Personal characteristics:

(adequacy of emotional reactions, activity or passivity in various activities, presence or absence of initiative, compliance, irritability, passivity in the process of communication with children and adults; shyness, capriciousness, tearfulness, apathy, obsession, timidity; prevailing mood; behavior: calm, adequate to the situation, restless; moral qualities: adequacy of relationships with family, peers, other people, a sense of affection, love, kindness, a tendency to help or harm, to offend others, aggressiveness, deceit, etc., the ability to obey the demands of adults, accuracy , cleanliness, adequacy of emotional reaction to approval and censure)

______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Features of the emotional-volitional sphere: (

prevailing mood (gloom, depression, anger, aggressiveness, isolation, negativism, euphoric cheerfulness), anxious, excitable, insecure, impulsive, shy, friendly, calm, balanced, motor-disinhibited, fearful of the possibility of failure, emotionally passive, suggestible, emotional reactions are adequate, the presence of affective outbursts, a tendency to refusal reactions, anger; general animation when performing a task (motor, emotional), calms down on its own, at the request of an adult, when switching to another activity, the presence of phobic reactions (fear of the dark, closed space, loneliness, etc.); presence of courage, determination, perseverance, ability to restrain oneself; activity or passivity in different types of activities; the presence or absence of initiative, compliance, irritability, passivity in the process of communicating with people; shyness, moodiness)

_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Additional features of child development:

(what type of activity are the child’s aptitudes for, manifestation of creative abilities, positive and negative qualities)

_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Criteria for assessing the level of development of a child_____________________________________________

high (H), medium (C), low (L)

Interaction between preschool educational institutions and families.

Map of the participation of the child and his family in holidays, competitions and other types of activities.

Medical health card
__________________________________________________________________________