Training according to an individual curriculum at school

What is an individual curriculum

A curriculum is a document that describes in detail what subjects schoolchildren study, how many hours are devoted to studying each subject, in what sequence the training takes place and how it is controlled. The difference between an individual plan and a regular plan is established by the law on education: an individual educational plan (IEP) takes into account the characteristics of a particular student and his learning needs. When developing an IEP, the basic program is adjusted to the student’s capabilities so that he can successfully cope with his studies.

What are the features of IEP

The main task is to provide the child with an education taking into account his characteristics, choosing the optimal level of educational programs for him, the pace and timing of training. With the IEP, it is allowed to change the list of subjects, the depth of their study, and the sequence of studying subjects during the academic year. But there is an important limitation: the procedure for organizing training according to an individual curriculum should not go beyond the federal state educational standards of general education (FSES).

Peculiarities:

1. Ability to change the complexity of training. It is allowed to reduce or increase the hourly load. If a subject is taught at a basic level at school, a student in the IUP is allowed to study at an advanced level in that subject. For example, study mathematics in depth at a school with a humanitarian focus. If at school a subject is studied at an in-depth level, the student at the IEP is allowed to be given material at the basic level. For example, in a school with a mathematical bias, study geometry and algebra at a basic level.
2. Ability to change the sequence of study. If a school provides instruction in all subjects at once, a student using an individual plan is allowed to study subjects sequentially, in the form of blocks or modules. For example, first study the entire chemistry course, then the entire physics course, then the Russian language course. It is allowed to combine sequential and parallel study, when one or more subjects are taught weekly during the year, and the rest are studied in blocks.
3. Ability to change the list of items. It is allowed to add or remove subjects to the curriculum if this does not contradict the Federal State Educational Standard.

Forms and methods of speech therapy work in accordance with the Federal State Educational Standard for preschool education

Natalya Ezzhalova

Forms and methods of speech therapy work in accordance with the Federal State Educational Standard for preschool education

In the Federal State Educational Standard for Preschool Education, one of the psychological and pedagogical conditions for the successful implementation of the program is the use in the educational process of forms and methods of working with children that correspond to their psychological , age and individual characteristics.

The main form of correctional education in a specialized kindergarten is speech therapy classes , in which the development of all components of speech and preparation for school is systematically carried out. The program for raising and training children with speech impairments involves solving correctional problems in the form of :

frontal (subgroup)

classes;

individual lessons;

classes in mobile micro groups.

Classes are conducted by a speech therapist after the children in the group are examined at the beginning of the year.

Frontal (subgroup)
speech therapy classes allow you to effectively solve those problems of speech development and correction of its deficiencies that are a priority for all or most of the group’s pupils. This type of activity develops their ability to get into the general pace of work , follow general instructions, and focus on the best speech patterns .
Thematic and concentric approaches are the basis for planning classes with children with special needs.

The thematic approach to organizing the cognitive and speech material of a lesson involves focusing it on any topic from the objective world surrounding the child. This makes it possible to ensure close interrelation in the work of the entire teaching staff of the group. The study of the topic is studied in parallel in classes of different types of activities: when familiarizing with the environment, speech development, in drawing, modeling, appliqué classes, in games. The selection and arrangement of topics are determined by the following conditions : seasonality, social significance, neutral character.

One of the most important factors in the implementation of the thematic principle is the concentrated study of the topic, which ensures repeated repetition of the same speech content in a short period of time. Repeated repetition is very important both for children’s perception of speech (passive) and for its activation.

In accordance with the concentric approach, program content within the same topics deepens and expands from year to year.

When planning and conducting frontal subgroup speech therapy classes :

the topic and goals of the lesson are determined;

a subject and verb dictionary, a dictionary of signs that children must learn in active speech are highlighted;

lexical material is selected taking into account the topic and purpose of the lesson, the stage of remedial education, an individual approach to the speech and mental capabilities of children, while non-normative phonetic formatting of part of the speech material is allowed;

a gradual complication of speech and speech-thinking tasks is ensured;

when selecting program material, the zone of proximal development of preschool children and potential opportunities for the development of mental activity are taken into account;

Regular repetition of learned speech material is included in classes.

of work are implemented in parallel and organically complement each other to correct certain components of the speech system of preschool children , as well as deficiently developed mental and psychophysiological functions. For example, in classes on the formation of the phonetic - phonemic side of speech with the older group, when studying sound, we work on the clear pronunciation of this sound, at the same time we work on the development of phonemic hearing and the formation of phonemic perception, and we begin the formation of language analysis and synthesis when children work with symbols of sounds , trying to "read"

them together.

Reliance on play as the leading activity of preschoolers and the mandatory inclusion of different types of games in speech therapy classes provide a pronounced positive effect both in overcoming speech disorders and in the development of cognitive mental processes.

Based on all that has been said, the following requirements should be met for frontal exercises:

1. The lesson should be dynamic.

2. Game fragments and surprise moments must be included. You can include funny situations in which children will be participants.

3. There should be a frequent change of different activities.

4. It is necessary to develop a communicative orientation in children, teach them to communicate with the teacher and with each other.

5. During classes, it is necessary to teach children to listen, hear, and correct mistakes in other people’s speech and in their own.

6. Use a variety of teaching materials, colorful and convenient.

7. The most important thing is that children should talk a lot during classes.

The technologies used in the classroom should be arranged in order of increasing complexity and be varied .

Frontal classes, depending on the specific tasks and stages of speech correction, are divided into the following types:

1. Classes on the formation of the phonetic-phonemic side of speech.

2. Classes on the formation and development of coherent speech.

3. Lexical lessons with elements of grammar.

4. Classes on the formation of lexical and grammatical categories.

The main objectives of classes on the formation of the phonetic-phonemic side of speech are: the development of phonemic hearing and the formation of phonemic perception, skills in pronouncing words of various sound- syllable structures ; control over the intelligibility and expressiveness of speech; preparation for mastering basic skills of sound analysis and synthesis.

The specificity of this type of lesson determines the selection of lexical material rich in studied and correctly pronounced sounds.

The goal of classes on the formation and development of coherent speech is to teach children to speak independently. Based on the developed skills of using various types of sentences, children develop the ability to convey impressions of what they saw, about the events of the surrounding reality, to present the contents of pictures or their series in a logical sequence, to compose a story - a description.

In a lexical lesson with elements of grammar, “lexical”

an approach.
With this approach, children’s knowledge and information and their vocabulary are replenished. The speech therapist selects games that can be used to reinforce some grammatical form that is already present in the children’s speech.
In classes on the formation of lexical and grammatical categories, a lexical and grammatical approach is used. With this approach, the classes study the most typical forms of word formation , as well as the basic models of constructing phrases and sentences characteristic of the grammatical system of the Russian language. Thus , preschoolers with general speech underdevelopment develop grammatical concepts . The main objectives of these classes are the development of understanding of speech, clarification and expansion of vocabulary, the formation of general concepts , the formation of practical skills in word formation and inflection , the ability to use simple common sentences and some types of complex syntactic structures.

In our kindergarten, in the second junior and middle groups, lexical lessons with elements of grammar are held. In the senior and preparatory groups, classes are held on the formation of lexical and grammatical categories.

Why are different types of activities used? In the younger groups in the speech therapy , the main emphasis in the speech therapist’s work is on enriching the children’s vocabulary. And here we need lexical classes. That is, in accordance with the thematic annual planning, a lexical topic is selected, the attention of the speech therapist and children in the lesson is completely focused on the dictionary, and if lexical and grammatical categories are taken, then only those already known to the child. In this type of lesson, the study of lexical and grammatical categories plays a secondary role.

In older groups, the study of lexical and grammatical categories takes 1st place, that is, in one lesson, the speech therapist plans to study only one lexical and grammatical topic. This is due to the fact that not a single grammatical category can enter the independent speech of speech-language pathologists without repeated conscious use of it in different phrases and sentences. Topics for lexical and grammatical lessons are not chosen randomly, but in accordance with the physiological and psychological and pedagogical characteristics of the formation of a child with OPD .

Classes in mobile microgroups provide the speech therapist with the opportunity to vary their goals and content depending on the tasks of correctional work , speech and individual typological characteristics of the pupils. At the beginning of the year, when more time is allocated to producing sounds, children who have more or less homogeneous defects in the pronunciation of sounds are usually grouped together. Later, when the emphasis moves to consolidating the given sounds, the opportunity to include exercises aimed at expanding the vocabulary and mastering grammatically correct speech increases; it is advisable to regroup the children taking into account the entire volume of speech work . This approach helps to work differentiatedly with children whose deficiencies are expressed mainly in the sound aspect of speech. Also during classes in mobile microgroups, lexical and grammatical categories are consolidated, work on the development of phonemic hearing and the formation of phonemic perception.

Individual lessons make up a significant part of a speech therapist’s working time each day. They allow for the correction of speech and other deficiencies in psychophysical development, which are deeply individual for each student.

The role of such activities is especially great in working with children of primary and secondary preschool age , the characteristics of which make it difficult to establish productive contacts with adults, and even more so with peers. Nevertheless, a gradual move away from individual lessons to lessons in small subgroups during the school year makes it possible to optimize time expenditure and move on to the formation of some skills in the joint productive and speech activity of children.

There are certain requirements for individual speech therapy When preparing and conducting them, the speech therapist must :

formulate the topic and goals of the lesson;

think through the stages of the lesson, their connection with each other;

plan a gradual complication of the speech material of the lesson;

carry out a differential approach to each child, taking into account the structure of the speech defect, age and individual characteristics;

formulate instructions briefly and clearly;

use varied and colorful visual material;

be able to create a positive emotional background in the lesson.

The main task of individual lessons is the initial formation of the sound side of speech, which includes a set of preparatory articulation exercises, correction of the pronunciation of defective sounds, the syllabic structure of the word , the development of phonemic hearing and the formation of phonemic perception.

When determining the content of an individual speech therapy lesson , selecting speech and practical material, the speech therapist should strive to make the lesson not only interesting, but also as productive as possible, with high speech activity of the child. To do this, you can select lexical and grammatical games and games for the development of the higher mental function with words rich in automated sound.

Individual lessons usually include the following stages: firstly, articulation gymnastics, then finger gymnastics, then work on staging or automating sound. Lexical material should contain the maximum number of fixed sounds. It is necessary to increase the pace of speech exercises from leisurely, exaggerated pronunciation to faster pronunciation and, finally, to tongue twisters. The requirement here is for a gradual complication of lexical material, a transition from simple types of speech activity to more complex ones - from elementary repetition of words with a speech therapist , to naming objects , descriptions, poems, retellings, compiling stories from pictures.

– health-saving technologies. Health-saving technologies are very important for our children with disabilities, since these are usually children with poor health. The selection of elements of various health-saving technologies depends on the age and psychophysiological characteristics of children.

Health-saving technologies include visual gymnastics, changing static and dynamic poses, voice and breathing exercises, outdoor games of a speech nature, exercises for the correction of general and fine motor skills. Gradually incorporating various types of massage, dynamic pauses, finger games, and eye exercises into each lesson, the speech therapist creates the necessary atmosphere that reduces tension and allows you to use the entire lesson time more effectively. All exercises should be performed against the backdrop of positive responses from the child.

Speech therapy intervention is carried out using various methods , among which visual, verbal and practical ones are conventionally distinguished.

Visual methods are aimed at enriching the content of speech, verbal methods are aimed at teaching retelling, conversation, storytelling without relying on visual materials. Practical ones are used in the formation of speech skills through the widespread use of special exercises and games. Practical methods include the recently widely used modeling methods and the project method .

method is one of the promising areas for improving the process of correctional and developmental education and is actively used in our kindergarten. The use of substitutes and visual models develops children's mental abilities. A child who masters forms of visual modeling has the opportunity to use substitutes and visual models in his mind, use them to imagine what adults are talking about, and foresee the possible results of his own actions. The introduction of visual models allows for more targeted reinforcement of skills in the process of remedial training. For example, when preparing to teach literacy, method allows you to solve the following problems:

— Introduce children to the concept of “word”

and its length;

- teach how to distinguish sounds in a word intonationally, find the position of sounds in a word and correlate with the diagram , depict vowel and consonant sounds using visual symbols;

- develop skills in analyzing and synthesizing words and sentences.

When teaching coherent speech, modeling can be used to work on all types of coherent utterances. At this stage, method contributes to:

- mastering the principle of substitution (the ability to designate characters in a work of art as substitutes, conveying events using substitutes;

- mastering the ability to identify fragments of a picture that are significant for the development of the plot, determine the relationship between them and combine them into one plot;

- developing the ability to create a special idea and develop it into a complete story;

The use of visual models in working on the monologue speech of children with special needs allows us to more successfully teach children how to compose a coherent speech utterance.

Thus , the results of the ongoing correctional training indicate the wide possibilities of using visual modeling in speech therapy work with children of senior preschool age underdevelopment .

Recently, the project method . The use of this method is a fundamentally different approach to building the educational process , based on the active research position of children, taking into account their personal interests. This is a way to achieve a goal through detailed development of a problem , the result of which is a product designed in one way or another. This year, the preparatory group developed and then presented a project on the topic: “Motives of Autumn”

.
This project develops the emotional sphere and musical and aesthetic feelings of older preschoolers with speech disorders.
By exploring the world around us, the child gains generalized experience in the development of speech, cognitive, musical and aesthetic abilities. In order for children to show musical and aesthetic feelings, it is necessary to instill in them a love of good music and teach them to understand this music, and this is impossible without the development of musical abilities.

The activities of teachers in this project were focused on introducing children to a highly artistic and accessible musical repertoire, and on developing the creative activity of children.

Another innovation in the work of our kindergarten is the use of such a method of correcting speech disorders in children as logostories . We are just beginning to develop this project , the goal of which is to create conditions for early propaedeutics of speech disorders in children through play activities. With the help of logostories , we hope to solve the following problems of speech therapy correction of the communicative sphere of children:

— creation of a favorable psychological atmosphere during educational activities ;

- enrichment of the emotional and sensory sphere of children through communication with a fairy tale;

- development of dialogic and monologue speech;

- increasing the effectiveness of play motivation of children's speech, its artistic and aesthetic orientation;

- introducing children to the beauty of artistic expression and folklore;

— development of cooperation between teachers, speech therapists and educators with children and with each other based on a personality-oriented model of interaction.

Who can go

Those who need special learning conditions are transferred to an individual curriculum:

• schoolchildren who master educational programs slower or faster than their peers;
• schoolchildren who find it difficult to attend school on a common schedule due to sports (professional athletes), creative activities, or family circumstances;
• children who were unable to adapt to school;
• children with disabilities;
• schoolchildren with academic debt.

Transfer to an individual plan is permitted only with the consent of the parents and upon their written application.

The purpose for which individual curricula are developed depends on the reasons for the transition:

• in order to provide a deeper education than in the basic program;
• provide general education to children with persistent maladjustment to school;
• provide general education to children with disabilities;
• provide general education to children who are unable to master educational programs in a large group of children.

Schools issue local acts on transfer to IUP, which indicate other cases of transfer to individual education.

Planning speech therapy activities with children 2-3 and 3-4 years old

September October November December

Development of speech understanding

To develop in children the ability to listen to spoken speech.

Learn to highlight the names of objects, actions, and some signs.

Develop an understanding of the general meaning of words.

Prepare children to master dialogic and monologue speech.

Activation of speech activity and development of lexical and grammatical means of language

Learn to name words with a one-, two-, three-syllable syllable structure (cat, poppy, fly, vase, shovel, milk).

Teach children initial word formation skills: teach them to form nouns with diminutive suffixes -ik, -k (house, forehead, ball, mouth; pen, leg, paw, fur coat, etc.).

Teach the skills of using grammatical categories in speech: numbers of nouns and adjectives.

Learn to differentiate the names of objects according to the category of animate/inanimate. Teach the skill of using quality adjectives in speech (big, small, tasty, sweet, beautiful, etc.).

Teach the skill of using masculine and feminine possessive adjectives “my - mine” in speech and their agreement with nouns.

Strengthen the skill of composing simple sentences using the model: address + verb in the imperative mood (Misha, go! Vova, stop!).

Learn to transform imperative verbs into indicative verbs (Misha is walking. Vova is standing).

Development of independent phrasal speech

To strengthen children's skills in composing simple sentences using the model: “Who? What is he doing? What?"

Teach children to memorize short couplets and nursery rhymes.

Develop dialogue skills, the ability to listen to a question, understand its content, adequately answer the question asked, redirect the question to a friend (I’m walking. What about you? Misha is eating. And you?).

Teach how to independently formulate questions (Who is walking? Where is the doll? Can I take it?).

Learn to make proposals to demonstrate actions and questions.

Strengthen the ability to finish a sentence started by a speech therapist.

To develop in children the skill of using personal pronouns in speech (I, you, he, she, they).

Teach children to compose their first simple stories of two or three sentences (using a question plan).

Lexical topics: “Kindergarten premises”, “Clothing”, “Shoes”, “Dishes”, “Fruits”, “Vegetables”, “Food”, “Toys”, “Autumn”, “Winter”, “New Year holiday” ", "Entertaining children in winter", etc.

II period of study:

January February March April May

Activation of speech activity and development of lexical and grammatical means of language

Teach children to use individual ordinal numbers in speech (one, two, many).

Learn to use common sentences in independent speech by introducing homogeneous subjects, predicates, and objects into them (Tata and Vova are playing. Vova took a bear and a ball.).

Continue learning to change nouns according to case category (dative, instrumental, genitive cases).

To develop an understanding and skill in using some simple prepositions in independent speech (on, in, under).

Learn to understand and use some of the most commonly used prefix verbs in independent speech (ate, drank, slept, served, left, carried away, removed, etc.).

Continue to develop skills in using nouns with diminutive meanings.

To consolidate the initial skills of agreeing adjectives with nouns in children’s independent speech.

To consolidate in independent speech the initial skills of coordinating numerals with nouns with productive endings (many tables, many mushrooms, many cows, etc.).

To develop initial skills in coordinating personal pronouns with verbs (I am sitting, he is sitting, they are sitting).

Teach children to select homogeneous subjects, predicates, objects in response to a question (For example: Who is sleeping? Dog, cat).

Learn to name the parts of an object to determine the whole (back - chair, branches - tree, hands - clock).

Learn to select words for the named word according to the associative-situational principle (sled - winter, ship - sea).

Learn to select nouns for the name of the action (ride - bicycle, fly - plane, cook - soup, cut - bread).

Teach children to guess the names of objects, animals, birds from their descriptions.

Teach children to use in independent speech some names of geometric shapes (circle, square, oval, triangle), primary colors (red, blue, green, black) and the most common materials (rubber, wood, iron, stone, etc.).

Development of independent phrasal speech

Strengthen the skills of composing simple sentences using the model: “Who? What is he doing? What?"; "Who? What is he doing? How?".

Expand the scope of sentences by introducing homogeneous subjects, predicates, objects (Tata and Vova are playing. Vova took the bear and the ball.).

Learn short couplets and nursery rhymes.

Strengthen dialogue skills: the ability to adequately answer questions and formulate them independently, redirect a question to a friend (I’m walking. And you? Vova is playing. And you?).

Continue to develop the skills of writing short stories of two, three or four simple sentences (using a picture and question plan).

Learn to make proposals to demonstrate actions and questions.

Improve the ability to finish a sentence started by a speech therapist with one or two words.

Development of the pronunciation side of speech

Teach children to distinguish between speech and non-speech sounds.

Teach children to identify the source of sound.

Learn to differentiate sounds that are distant and close in sound.

Clarify the correct pronunciation of sounds in the child’s speech.

Cause missing sounds (early and middle ontogenesis).

Automate delivered sounds at the level of syllables, words, sentences.

Teach children to clap the rhythmic pattern of words suggested by the speech therapist.

Form the sound-syllable structure of a word.

Teach children to differentiate short and long words by ear.

Teach children to remember and pronounce combinations of homogeneous syllables, for example: “pa-pa-pa” with different stress, voice strength, and intonation.

Learn to reproduce chains of syllables consisting of the same vowels and different consonant sounds (pa-po-pu) and from different consonants and vowels (pa-to-ku).

Learn to reproduce syllables with a combination of consonants (ta - kta, po - pto).

Lexical topics: “Games and entertainment for children in winter”, “Christmas”, “Epiphany”, “Christmas time”; “Help for birds and animals in winter”, “Warm clothes”, “The arrival of spring”, “Maslenitsa”, “Defender of the Fatherland Day”, “March 8”, “The arrival of birds”, “Natural phenomena of spring”, “People’s work in spring”, “Garden”, “Transport”, “Professions”, “Summer”, etc.

How to create an individual study plan

It is compiled by school employees. The main principle in compilation is to include in it items that are mandatory for the general education school curriculum. At certification, a child who has studied under the IUP goes through the same tests as his peers, without any concessions or special conditions.

Mandatory points of the IUP:

• the IUP includes all compulsory subjects at the basic level;
• include additional items at the basic level;
• include a regional component - those subjects that are required to be studied in specific regions of the Russian Federation (region, republic);
• take into account the requirements for students adopted at the school in which the student is transferred to the IEP.

General algorithm for making a curriculum:

1. Talk with the student and his parents, find out all the features, the purpose of the transfer, the needs of the student.
2. Determine the child’s level of knowledge, what he has learned, what he can do.
3. Study the basic curriculum. The federal basic curriculum and exemplary curricula are in the appendix to the Order of the Ministry of Education of the Russian Federation dated 03/09/2004 No. 1312 “On approval of the federal basic curriculum and exemplary curricula for educational institutions of the Russian Federation implementing general education programs.”
4. Study the school's educational program.
5. Compile an IEP based on these data.

Sample of a student's individual educational plan

Features when eliminating academic debt

The transition to the IEP is an opportunity not to leave the child for the second year, but to conditionally transfer him to the next grade. In this case, an individual curriculum for academic debt is drawn up so that the student improves in problematic subjects, passes the debt and continues his studies.

Frontal speech therapy session with presentation for the senior group, taking into account the Federal State Educational Standard for Preschool Education

Frontal speech therapy lesson for children of the senior group “Jam from the clouds”
The article was compiled based on materials from Elena Matvienko, Lydia Slutskaya, E. Koshkarova, T. Kersten.
This material is intended for speech therapists and kindergarten teachers.
The lesson notes were compiled taking into account the federal educational standard for preschool education. Frontal speech therapy lesson for children of the senior group “Jam from the clouds” Goal: the formation of positive attitudes towards various types of work and creativity. Program content Educational objectives: - teach children to establish contact with each other, promote group cohesion; - help reduce emotional stress and impulsiveness. Developmental: - develop attention, speech, imagination, memory, thinking. Educational: - cultivate a friendly attitude towards each other. Preliminary work: Vocabulary work: self-massage, landscape. Materials and equipment: multimedia presentation, gas scarves of different colors, handouts for non-traditional finger painting “Baby Elephant”, stereo system, fermented milk product.
Progress of activities:
I. Organizational moment. 1. Game - greeting with musical accompaniment. 1: Come in, come in, all the kids! It's good that you came. - Well, hello, guys! - Hello! - How are you feeling? - Very good! - It's time for us to get busy. - Yes Yes Yes! - We will all try - Just like always. - We will draw and answer questions. I ask you guys to repeat after me. 2: Come in, the puppies have come to visit us. Answer as they do. - Well, hello, puppies! - Woof woof woof! - How are you feeling? - Woof-woof-woof-woof-woof! - It's time for us to get busy. - Woof woof woof! - We will all try - Woof-woof-woof-woof-woof! - We will dance and sing songs. I ask you, puppies, to repeat after me. 3: Come in, come in, all the kids! It's good that you came. - Well, hello, guys! - Hello! - How are you feeling? - Very good! - It's time for us to get busy. - Yes Yes Yes! - We will all try - Just like always. - We will draw and answer questions. I ask you guys to sit down at the table now. II. State the topic and purpose of the lesson. - Today you and I will play with the clouds. And you will find out how we will do this a little later. III. Main part. 1. Conversation about what color clouds are. — Guys, what color are clouds? - White! - Is it only white? No. Clouds come in other colors, and you will find out which ones by watching the presentation. Attention to the board. 2. Multimedia presentation with musical accompaniment “Sunset Jam” Have you ever tried Sunset Jam? Here it is strawberry, Well, and then blueberry. A bit unusual, but tastes great. Such a wonderful dinner is always ready for us. Don't forget to blow off the foam from the fresh clouds. 3. Discussion of what was seen. — What color are clouds? - Red, orange, blue, purple, gray, single, crimson. - Why is this happening? — The sun rises and sets, painting the clouds in different colors. 4. Self-massage with handkerchiefs. The guys receive gauze handkerchiefs of different colors and do self-massage under the guidance of an educational psychologist. — The clouds are falling onto our palm. — First we stroke the right palm, then the left palm. — We stroke the arms from the shoulder to the fingers. — We pass the handkerchief between our fingers. - Let's hide the cloud in our fist and release it. Place tissues next to the child. 5. Physical exercise “Baby Elephant on a Cloud.” There lived a gray little elephant on a white cloud. He flew quietly across the blue sky. And the little elephant trumpeted colorful songs about what he saw and loved. When he looked at the bright Sun, He sang red songs cheerfully. When he lowered his head down, he sang green songs. 6. Collective work in the non-traditional technique of finger painting (trunk) with the help of a baby elephant. – We are not releasing the baby elephant. We will ask him to stay with us and help us draw clouds in the sky. IV. Summary of the lesson. - What did you like?
-What was fun? “And now we’ll all taste the clouds together.” The guys taste the clouds (fermented milk product). Presentation for frontal speech therapy classes for the senior group, taking into account the Federal State Educational Standard for Preschool Education

We recommend watching:

Notes on speech therapy for the senior group. Notes on a game lesson in the senior group on speech development. Notes on an individual lesson on differentiating sounds etc. for children in the senior group. Correctional and developmental activities with a subgroup of children 5-6. Abstract

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How to register the transition to an IEP

The order of training according to the IEP is determined by the school. Not every school has the capabilities (free classes, staffed teaching staff) to organize it. But even in this case, any school must provide the opportunity to eliminate academic debt by switching to an IEP. The opportunity to study at school according to an individual curriculum is prescribed in the local regulations of the school. The regulations on the IEP are reviewed and adopted by the school’s pedagogical council, after which they are approved by order of the director.

We will provide a step-by-step procedure for transitioning to school.

Step 1. Parents write an application addressed to the school principal with a request to transfer to education under the IEP. In high school, the application is written by the student himself. The application indicates the period for which the IUP is required.

Sample application form for transfer

Step 2. The head teacher, together with the teaching staff, prepares an IEP. The plan is approved and its validity period is indicated. The schedule of classes and consultations will be agreed upon with parents.

Step 3. Parents enter into an IEP training agreement with the school.

Step 4. The school director issues an order to transfer the child to an IEP. The child is educated according to an individual plan, is enrolled in this school and is subject to all its rules.

Sample order

Step 5. Information about the student is entered into the training log according to the IEP.

Plan of individual correctional and developmental classes for a teacher-defectologist

Logical connections and relationships:

installs with errors (it is difficult to find an extra item).

Mathematical representations

Check:

within 5, sums up after the prompt, does not count backwards.

Correlation between number and quantity:

correlates within 5.

Correlation of figure, number and quantity:

correlates within 5.

Computing skills:

with mistakes.

Calculates:

based on a specific material.

Performs tasks:

both independently and with the help of an adult.

Solving arithmetic problems:

solves within 3.

Learning ability

Help:

needs stimulating help when having difficulty completing a task.

Nature of assistance:

Stimulating and guiding assistance and step-by-step adult supervision are required.

Scope of assistance:

average

Transferability to similar assignments:

the transfer is carried out, but additional time is required to assimilate and consolidate the demonstrated method of action.

Defectological conclusion:

Specific difficulties in developing study skills.

The level of learning is average.

Cognitive activity is at an average level.

Planned events:

Classes with a speech pathologist teacher individually and in a subgroup with a frequency of three lessons on the formation of elementary mathematical concepts and two on familiarization with the outside world per week.

The content of the work .

I
(October 2021 – December 2020)
1. Familiarization with the outside world

- continue to introduce objects of the immediate environment: toys, clothes, shoes, etc.;

- learn to correctly use sensory standards in speech, compare familiar objects;

- consolidate ideas about oneself, one’s family, family members, learn to determine the degree of kinship.

- continue to introduce the kindergarten, the work of adults, its contents: teacher, salesperson, cook, nurse, etc.;

-expand ideas about holidays: New Year, winter entertainment.

- expand ideas about the seasons and natural phenomena;

- introduce the names of the parts of the day;

- learn to determine the state of the weather, changes in nature, describe them, establish the simplest connections between natural phenomena;

-expand ideas about the plant world: vegetables, fruits, trees, mushrooms, berries;

-continue to introduce the animal world: wild animals, their young, domestic animals, their young, poultry, note their characteristic features, expand ideas about the characteristics of behavior, movement, and the benefits they bring to people;

— introduce people to the work of caring for pets;

- learn to differentiate general concepts.

- learn to compose a story of 3-4 sentences about the subject, the content of the plot picture according to the reference diagram.