If a child has been diagnosed with disabilities, after passing a special commission with the participation of psychologists, teachers, speech therapists, he is sent to the appropriate group. In the early stages of violations, it is possible to correct them, allowing you to eliminate disabilities forever. This article indicates the main aspects of these deviations in a child and how they are corrected. So, what kind of work is done with children with disabilities in preschool educational institutions, read in this article.
Children with disabilities and children with disabilities: what is the difference
Working with children with disabilities in preschool educational institutions. A child is considered disabled if he has not reached the age of majority and has persistent impairments of one or more body functions. According to the Family Code of the Russian Federation, a person with defects, pathologies or consequences of injury has a certain group of disabilities, due to which he is not able to perform all life processes without exception and has lost awareness of his own position in society.
The following are considered disabled:
- children who have lost the ability to move, who cannot control their behavior, do not have the opportunity to learn;
- completely or partially not performing self-service functions.
A medical certificate confirming disability is provided based on the conclusion of regional or city government health institutions.
Children with disabilities (CHD), unlike people with disabilities, have certain impairments in physical, as well as mental and emotional development. Such violations create obstacles for the patient to study educational programs and difficulty performing functions if appropriate conditions are not available. HIA is considered a simpler form of violation. Children with this diagnosis can perform viable activities, but they require special requirements.
Adapted educational program for a child with disabilities; methodological development on the topic
Appendix 2a
Plan of work with Maxim
teachers: L.A. Tsygankova,
S.A.Prokopyeva
Goal: formation of knowledge about the world around us, development of elementary mathematical concepts and comprehensive development of mental processes.
The main objectives are:
- the formation of generalized ideas about the properties of objects (color, shape, size), their location in space;
- accumulation of ideas and knowledge about objects and phenomena of the child’s immediate environment, natural phenomena;
- formation of ideas about a healthy lifestyle.
- increasing the level of sensory and mental development;
- enrichment and systematization of the dictionary, development of oral dialogic and monologue speech.
Work plan.
Games to develop attention and memory:
September
1.In a mirror store
Goal: development of observation, attention, memory. Creating a positive emotional background Forming a sense of confidence, as well as the ability to obey the requirements of another person.
Description. The adult (and then the child) shows movements that all players must repeat exactly after him.
Instructions: “Now I will tell you a story about a monkey. Imagine that you are in a store where there are a lot of large mirrors. A man came in with a monkey on his shoulder. She saw herself in the mirrors and thought they were other monkeys and began making faces at them. The monkeys responded by making exactly the same faces at her. She shook her fist at them, and they threatened her from the mirrors. She stamped her foot and all the monkeys stamped. Whatever the monkey did, everyone else exactly repeated its movements. Let's start playing. I will be the monkey, and you will be the mirrors.”
Note. At the stage of mastering the game, the role of the monkey is played by an adult. Then the children take on the role of a monkey. At the same time, it is necessary to ensure that over time each child can fulfill this role. It is necessary to stop the game at the peak of children’s interest, avoiding satiety and transition to self-indulgence. Those “mirrors” who often make mistakes may be eliminated from the game (this increases motivation for the game).
2. Find two identical objects
Goal: development of thinking, attention span, perception of shape, size, observation, development of the ability to compare and analyze.
Equipment: a drawing depicting five or more objects, two of which are the same; sharpened simple pencils.
Description. The child is offered:
a) a drawing depicting five objects, including two identical ones; you need to find them, show them and explain the similarities between these two objects;
b) a picture (card) depicting objects and a sample; it is necessary to find an object similar to the sample, show it and explain what the similarities are;
c) a drawing (card) depicting more than five objects from the depicted objects, you must form identical pairs, show them or connect them with lines drawn in a simple pencil, and explain the similarities of each pair.
Instructions:
a) Look carefully at this card and find two identical ones among all the drawn objects. Show these objects and explain how they are similar. Get to work.
b) Look, this picture shows objects. Each of them can be found a pair. Connect each resulting pair (two identical objects) with lines and explain how they are similar. Start completing the task.
3. Laying out from sticks.
Goal: development of voluntary attention, fine motor skills of the fingers.
Equipment: counting sticks (pieces of thick insulating wire, cocktail straws, etc.), sample pattern.
Description. The child is asked to lay out a pattern or silhouette using sticks.
a) 1st level of complexity - patterns in one line;
b) 2nd level of complexity - simple silhouettes, consisting of 6 to 12 sticks;
c) 3rd level of complexity - more complex silhouettes, consisting of 6 to 13 sticks;
d) 4th level of complexity - complex silhouettes with a large number of details, consisting of 10 to 14 sticks
Instructions: Look what is shown in this picture (pattern, house, etc.)? Take the sticks and make exactly the same pattern out of them (house...). Be careful when posting. Get to work.
October
- Eliminating unnecessary things.
Goal: development of thinking and attention span.
Equipment: a card with a picture of objects, one of which is different from the rest.
Description. The child is asked to find
Of the five objects shown in the picture, one is different from the others, and explain your choice.
Instructions: “Look carefully at the objects depicted here and find among them one that is different from the rest. Show the item you found and explain why it is not like the others. Get to work."
- Find differences
Goal: development of voluntary attention, switching and distribution of attention.
Equipment: card showing two pictures that have differences.
Description. The child is offered:
a) a series of pictures
two pictures on each card; in each picture you need to find five differences;
b) a card depicting two pictures that differ from each other in details. It is necessary to find all existing differences.
Instructions: “Look carefully at this card. It shows two pictures that differ from each other in various details. It is necessary to quickly find all the existing differences. Start looking."
- Laying out a mosaic pattern.
Goal: development of concentration and attention span, fine motor skills, formation of the ability to work according to a model.
Equipment: mosaic, sample.
Description: the child is asked to lay out a pattern from the mosaic: numbers, a letter, a simple pattern and a silhouette.
Instructions: “Look, this picture shows a number (letter, pattern, silhouette). From the mosaic you need to lay out exactly the same number (letter, pattern, silhouette) as in the picture. Be careful. Get to work."
- Whose is this house?
Goal: development of observation skills.
Equipment: drawing depicting houses and people.
Description. The child is offered a drawing depicting houses and people hurrying in different directions. It is necessary, by carefully looking at the drawing, to find the owner of each house.
Instructions: “Look carefully at the picture. It shows a village. Find the owner of each house. Explain your choice."
November
- Mixed forest.
Goal: development of observation, formation of the ability to distribute attention.
Equipment: drawing depicting camouflaged trees.
Description. The child is given a drawing depicting camouflaged trees, among which he must find a birch (pine, the smallest Christmas tree).
Instructions: “Look, this picture shows camouflaged trees. Among them you need to find a birch (pine, the smallest Christmas tree) as quickly as possible. Start looking."
2. Store window.
Goal: development of attention span and observation.
Equipment: drawing depicting a store window.
Description: The child needs to find (not counting) the box with the largest number of candies and explain his choice.
Instructions: “Look, this picture shows a store window in which newly arrived candies are displayed. They are laid out in transparent boxes of different sizes. Mom told her son to choose any box. The boy wanted the box with more candies. You must help the boy find the box that contains the most candies. Explain your choice.
How can you check if your choice is correct? (You can count.)
Look again carefully at the drawing, think and say why at first glance it seems that there are different numbers of candies in the boxes. Get to work."
3.Who scored the goal?
Goal: development of observation skills.
Equipment: drawing depicting football players.
Description. The child is asked to find the player who scored the goal in the picture and explain his choice.
Instructions: “Look carefully at this drawing. It depicts football players. Find the player who scored the goal here, show him and explain why you think he scored the goal.
4.Tangram.
Goal: to consolidate ideas about geometric shapes, ways to modify them by composing new geometric shapes from two or three existing ones based on the model.
Equipment: cut out geometric shapes for laying out the whole figure; samples of silhouette figures.
Description. The child is asked to independently lay out a silhouette figure from geometric shapes according to the model.
Instructions: “Look carefully at the picture. Of all the geometric figures, make exactly the same figure next to the sample.”
Note. Despite the instructions, some children try to place parts on the sample. It is necessary to stop the child and ask him to place the figure next to the sample. Samples of silhouette figures are obtained by cutting a 7x7 cm square in a certain way.
When composing silhouette figures, use all parts, attaching one to the other, without overlapping one on top of the other.
5. What is where?
Goal: development of voluntary attention.
Equipment: a form with standards for the shapes of objects corresponding to these standards, as well as a rack and cut-out figures for manipulation.
Description. The child needs to distribute objects relative to the proposed standard figures. The technique can be used in two versions.
1. Simplified version: a separate form shows a rack with standards of figures, and flat objects are cut out and laid out by the child on the shelves of the rack in relation to the proposed standards of figures (the standards are compared with the objects).
2. A rack with shelves and standards of figures, as well as objects are depicted on one form. The child must complete the task without manipulating objects. Show and explain your actions.
December
1.Builders.
Goal: development of observation, concentration and distribution of attention.
Equipment: a form with four drawings, one of which is a sample, and the other three differ from the sample in missing parts; simple pencil.
Description. The child is offered a sheet with four drawings containing elements of a tower. The first drawing is a sample, the other three are different from each other and the sample. It is necessary to complete the missing elements so that all three drawings correspond to the sample.
Instructions: “Look carefully at these four pictures. The first of them shows the finished tower, while the other three show the details of the tower unfinished. You need to add the missing parts to each tower so that all four towers are the same. Get to work."
- Find the heroes of the show.
Goal: development of observation, distribution, switching and attention span.
Equipment: pictures depicting the heroes of the children's program - Piggy, Stepashka, Fili, disguised in the picture; simple pencil.
Description. The child needs to find and trace with the back of a simple pencil each of the hero figures disguised in the drawing.
Instructions: “Look carefully at this drawing. It contains camouflaged figures of familiar characters from the children's show: Piggy, Stepashka, Fili, Karkushi. You need to find and trace each of the characters with your finger or the back of a pencil.”
- Reproduction of geometric shapes.
Goal: development of voluntary attention, attention span, memory, thinking.
Equipment: pencil, blank sheet of paper corresponding to the size of the sample (IЗхIО cm).
Description. The child is asked to look at different geometric shapes, remember their location, so that after 10 seconds they can reproduce them from memory on a blank sheet of paper.
Instructions: “Look carefully at these geometric shapes and try to remember their location. After a while, I will remove the card, and on a sheet of paper you will have to draw these same geometric figures from memory, arranging and coloring them as they were on the sample.”
- Who is more attentive?
Goal: development of attention span, observation.
Equipment: pictures depicting different numbers of stars.
Description. The child is asked to look at pictures with drawn stars for a few seconds and answer (without counting) where the greatest (smallest) number of objects is.
Instructions: “Look carefully at the pictures. The stars are drawn here. Which picture contains the smallest (largest) number of objects? Explain your choice. Start playing."
Games and exercises to develop fine motor skills
Visit the beading circle once a week.
September
1. Laying out a mosaic pattern “Wild Animals”
Goal: development of concentration and attention span, fine motor skills, formation of the ability to work according to a model.
Equipment: mosaic, sample.
Description: the child is asked to lay out a pattern from the mosaic: numbers, a letter, a simple pattern and a silhouette.
Instructions: “Look, this picture shows a number (letter, pattern, silhouette). From the mosaic you need to lay out exactly the same number (letter, pattern, silhouette) as in the picture. Be careful. Get to work."
2. Laying out from sticks. "Tree in Autumn"
Goal: development of voluntary attention, fine motor skills of the fingers.
Equipment: counting sticks (pieces of thick insulating wire, cocktail straws, etc.), sample pattern.
Description. The child is asked to lay out a pattern or silhouette using sticks.
a) 1st level of complexity - patterns in one line;
b) 2nd level of complexity - simple silhouettes, consisting of 6 to 12 sticks;
c) 3rd level of complexity - more complex silhouettes, consisting of 6 to 13 sticks;
d) 4th level of complexity - complex silhouettes with a large number of details, consisting of 10 to 14 sticks
Instructions: Look what is shown in this picture (pattern, house, etc.)? Take the sticks and make exactly the same pattern out of them (house...). Be careful when posting. Get to work.
3. Stringing beads.
Goal: development of concentration and attention span, fine motor skills of the fingers.
Equipment: sample for stringing beads; beads corresponding to the sample, or equally cut pieces of colored thick wire insulation; to complicate the task - large beads.
Description. The child is asked to string beads according to the pattern.
Instructions: “Look at these drawn beads. Do you want to collect the beads yourself? I will give you beads and wire on which you need to string the beads one after another exactly as they look in the picture.”
October
1. Laying out the “Autumn Tree” mosaic pattern.
Goal: development of concentration and attention span, fine motor skills, formation of the ability to work according to a model.
Equipment: mosaic, sample.
Description: the child is asked to lay out a pattern from the mosaic: numbers, a letter, a simple pattern and a silhouette.
Instructions: “Look, this picture shows a number (letter, pattern, silhouette). From the mosaic you need to lay out exactly the same number (letter, pattern, silhouette) as in the picture. Be careful. Get to work."
2. Drawing by cells “Hare”
Goal: development of concentration and attention span, formation of the ability to follow a pattern, development of fine motor skills.
Equipment: a blank sheet of paper in a large square (IxI cm); sample for drawing; sharpened pencils.
Description. The child is asked to draw a figure according to the sample on a blank checkered sheet with a simple pencil. The task has two levels of difficulty:
1st level of complexity - the sample consists of open figures;
2nd level of complexity - the sample consists of closed figures.
Instructions: “Look carefully at the picture. It depicts a figure consisting of lines. Draw exactly the same figure in cells on a blank sheet of paper. Be careful!". Note. It is not recommended to use a pen or felt-tip pen for drawing. If desired, the child can shade the closed figure with a colored pencil.
3. Laying out “Forest” from sticks
Goal: development of voluntary attention, fine motor skills of the fingers.
Equipment: counting sticks (pieces of thick insulating wire, cocktail straws, etc.), sample pattern.
Description. The child is asked to lay out a pattern or silhouette using sticks.
a) 1st level of complexity - patterns in one line;
b) 2nd level of complexity - simple silhouettes, consisting of 6 to 12 sticks;
c) 3rd level of complexity - more complex silhouettes, consisting of 6 to 13 sticks;
d) 4th level of complexity - complex silhouettes with a large number of details, consisting of 10 to 14 sticks
Instructions: Look what is shown in this picture (pattern, house, etc.)? Take the sticks and make exactly the same pattern out of them (house...). Be careful when posting. Get to work.
4.Coloring finished images
Goal: fine motor skills of fingers.
November
1. Modeling from flagella “Flag of Russia”
Goal: development of voluntary attention, fine motor skills of fingers
2. Laying out from sticks. "The house I live in"
Goal: development of voluntary attention, fine motor skills of the fingers.
Equipment: counting sticks (pieces of thick insulating wire, cocktail straws, etc.), sample pattern.
Description. The child is asked to lay out a pattern or silhouette using sticks.
a) 1st level of complexity - patterns in one line;
b) 2nd level of complexity - simple silhouettes, consisting of 6 to 12 sticks;
c) 3rd level of complexity - more complex silhouettes, consisting of 6 to 13 sticks;
d) 4th level of complexity - complex silhouettes with a large number of details, consisting of 10 to 14 sticks
Instructions: Look what is shown in this picture (pattern, house, etc.)? Take the sticks and make exactly the same pattern out of them (house...). Be careful when posting. Get to work.
3. Hatching according to the “Desert Inhabitants” model
Goal: development of concentration and attention span, fine motor skills, formation of the ability to work according to a model.
4. Laying out the mosaic pattern “Flowers for Mom”
Goal: development of concentration and attention span, fine motor skills, formation of the ability to work according to a model.
Equipment: mosaic, sample.
Description: the child is asked to lay out a pattern from the mosaic: numbers, a letter, a simple pattern and a silhouette.
Instructions: “Look, this picture shows a number (letter, pattern, silhouette). From the mosaic you need to lay out exactly the same number (letter, pattern, silhouette) as in the picture. Be careful. Get to work."
December
1.Applique “Snowflake”
Goal: development of concentration and attention span, fine motor skills, formation of the ability to work according to a model.
2. Hatching according to the “Herringbone” pattern
Goal: development of concentration and attention span, fine motor skills, formation of the ability to work according to a model.
3. Drawing by cells “Gifts under the Christmas tree”
Goal: development of concentration and attention span, formation of the ability to follow a pattern, development of fine motor skills.
Equipment: a blank sheet of paper in a large square (IxI cm); sample for drawing; sharpened pencils.
Description. The child is asked to draw a figure according to the sample on a blank checkered sheet with a simple pencil. The task has two levels of difficulty:
1st level of complexity - the sample consists of open figures;
2nd level of complexity - the sample consists of closed figures.
Instructions: “Look carefully at the picture. It depicts a figure consisting of lines. Draw exactly the same figure in cells on a blank sheet of paper. Be careful!". Note. It is not recommended to use a pen or felt-tip pen for drawing. If desired, the child can shade the closed figure with a colored pencil.
4. . Laying out a mosaic pattern “Christmas tree toy”
Goal: development of concentration and attention span, fine motor skills, formation of the ability to work according to a model.
Equipment: mosaic, sample.
Description: the child is asked to lay out a pattern from the mosaic: numbers, a letter, a simple pattern and a silhouette.
Instructions: “Look, this picture shows a number (letter, pattern, silhouette). From the mosaic you need to lay out exactly the same number (letter, pattern, silhouette) as in the picture. Be careful. Get to work."
Getting to know the world around you
September
1. Outdoor game “Tops - Roots”
Goal: to clarify and consolidate the names of vegetables and fruits, where they grow, to develop reaction speed.
2. didactic game “Who needs what”
Goal: fixing the names of professions, what items are needed to work in a certain profession.
October
1.D/i “My room”.
Target. Identify each child’s ideas about what his room should be like. Find out what objects, things, toys he likes, whether he is interested in books, how the child correlates color schemes, what his mood is. Develop spatial thinking.
Material. Sheets of paper of different colors (empty rooms), one for each child; cards depicting furniture of various color shades, toys, curtains (dark and light tones); cards depicting indoor plants, pets, books, computer.
Tasks.
1. Arrange your room.
2. Choose cards with items you like.
3. Arrange everything yourself.
4. Talk about your choice.
2.D/i “Let’s put animals in our forest.”
Target. Introduce children to the habitats of various animals. Find out how the image of an animal and its habitat are related. To develop children’s ability, based on the appearance of the animal, to relate it to its habitat (land, water, air).
Material. A didactic picture depicting a forest area in which there is a river, various dwellings of wild animals, cards depicting forest inhabitants.
Tasks.
1. Choose one of the animals, think about where it would be convenient for him to live, explain why.
2. Move the animal into a certain house and explain your choice (why he can live in one house or another and cannot live in others).
3. D/i "River fish".
Target. Reveal children's knowledge about fish, their structure, and the characteristics of their habitat. To develop the ability to correlate the structure of a living creature with its environment and way of life. Find out how the coloring of river fish helps them hide or protect themselves from other river inhabitants. Develop logical thinking, speech, imagination. Instill an interest in the natural world.
Material. A didactic picture depicting a flowing pond, a river; carved images of river fish.
Tasks.
1. Look carefully at the fish offered.
2. Select only river ones from them and name them.
3. Place in a reservoir in a separate place - where this or that fish likes to live.
4. D/i “Outfits of Mother - Earth”.
Target. Clarify and expand children's ideas about the change of seasons, the main features of each season, and the natural phenomena characteristic of it.
Material. A didactic picture, divided into four parts (depicting autumn, winter, spring, summer); cards depicting natural phenomena (rain, snow, wind).
Tasks.
1. Select cards depicting those natural phenomena that correspond to a particular time of year and place them on the corresponding part of the didactic picture.
2. Talk about the reasons for the choice.
November
1.D/i “City and Village”.
Target. Reveal children's knowledge about people living in cities and villages, about the types of their activities. Find out what causes the differences. To develop the ability to think logically and generalize already known information about the world around us. Foster respect for working people.
Material. Cards depicting various objects of the city and village (forest, field, farm, cinema, stadium, factory, urban and rural houses, people of different professions (combine operator, poultry house, milkmaids, worker, doctor).
Exercise. One team must create a picture of the city, the other – a picture of the village.
2. D/i “Types of labor”
Target. To give an idea of the physical and mental labor of people in our country. Identify children’s knowledge about the activities of people with mental and physical labor, find out the significance of each type of labor. Develop interest in people's work activities. Instill respect for working people.
Material. Large map divided into two parts; one depicts a man at a table, the other a man with a hammer, cards depicting a teacher with children, a doctor in a medical office, an engineer with drawings, an astronomer with a telescope, a factory worker, a bus driver, a builder at a construction site.
Tasks.
1. Select cards depicting people with physical (for one team) and mental (for another team) labor.
2. Talk about your chosen professions.
3.D/i “Do the right thing.”
Target. To form in the child ideas about the positive and negative actions of a person in everyday life.
Material. Poem by V. Mayakovsky “What is good and what is bad”; a series of pictures depicting children in various everyday situations corresponding to the plots of the poem - examples of both positive and negative behavior of children, green and red circles.
Tasks.
1. Carefully examine the card received and evaluate the actions of the heroes.
2. Set aside cards depicting positive actions in one direction and negative ones in the other.
4. D/i “Birds’ nesting grounds”.
Target. Introduce children to the variety of types of bird nesting sites. To consolidate children's knowledge about the building materials used by birds to build nests, the process of birds building nests, and the natural adaptations of building birds. Develop the ability to correlate the size of the nest with the size of the birds, the types of natural materials with the builder bird, the characteristics of the bird’s lifestyle depending on the place where it builds its nest.
Material. Two canvases with bird nests, cards with images of birds - the builders of these nests, sets of building materials for various types of nests.
Exercise. Place the birds in nests according to their preferences (near the water, high above the ground).
December
1. D/i “Snowflakes”.
Target. Introduce children to the protective properties of snow. Talk about the structure of snowflakes, the variety of patterns and shapes. Strengthen the ability to cut out various shapes of snowflakes.
Material. Didactic picture of a winter forest (snow only on trees and bushes); pencils, paper, scissors - for each child.
2. D/i “Journey along the map of the winter forest.”
Target. In a playful way, reveal children’s knowledge about the inhabitants of the forest, the homes of wild animals, their way of life, and nutrition. To develop children’s ability to correlate the appearance of an animal with its habitat and the unique construction of its house. To develop the ability to compose a coherent story about a tenant in whose house children ended up, etc.
Material. A large painting depicting a forest with houses of forest animals and birds. Along the map of the forest there is a path of circles; red arrows extend from some of the circles, connecting them with the houses of the forest inhabitants; two arrows (green and blue) extend from the houses.
Exercise. Follow the circles to the finish line, naming the animals' houses and their owners.
3. D/i "Cook".
Target. Reveal children's knowledge about products that adults use to prepare a certain dish (for example, borscht); About. What tools and utensils do they use? Develop the ability to correlate the amount of food needed for cooking; plan your activities.
Material. Utensils for various uses (kitchen, camping, dining); pictures depicting various food products (sausage, meat, frankfurters, eggs, potatoes); cards depicting the cooking process; knife, spoon, ladle.
Exercise.
1. Think about and choose dishes for preparing the dish.
2. Choose the right products in the right quantities.
3. Lay out cards depicting the process of preparing this dish in the correct sequence.
4. Talk about the cooking process
4. D/i “Sky. Earth. Water".
Target. To consolidate children's knowledge about the habitat of living beings; about the adaptability of animals to their environment. Find out the reasons why they cannot live in other conditions and environments.
Material. A large didactic picture, divided into four parts: on one part the sky is depicted, on the other - the earth, on the third - water, on the fourth there are cards depicting people, animals, birds, fish, amphibians.
Exercise. Place this or that living creature on the corresponding part of the didactic picture, talk about the selected representatives.
How to work with children with disabilities in preschool educational institutions according to the Federal State Educational Standard: normative documents
Federal state educational standards for preschool education
Federal state educational standards for preschool education consist of a list of relevant tasks that require implementation. They were developed in accordance with the Constitution of the Russian Federation, legislation, taking into account the United Nations Convention on the Rights of Children. These tasks include:
- protect and strengthen the physical and mental health of the child, including his emotional well-being;
- provide equal opportunities for the development of any child in preschool, including children with disabilities. This requires favorable conditions where the child can develop according to his characteristics and while maintaining his own self-esteem;
- provide options and a variety of foundations and forms for preschool educational programs, with the possible formation of methods in various directions, taking into account the educational needs, abilities and health status of each child;
- provide families with support from psychologists and teachers, increase the knowledge and skills of close relatives on the issues of education, support, and treatment of the baby.
Federal state educational standards for preschool education have been developed taking into account the individual needs of all children, according to life situations, as well as their health. The Federal State Educational Standard determines the appropriate conditions for providing a child with education, special educational needs, and individual special requirements for certain categories of children and children with disabilities.
Organization of work with preschool children with disabilities in preschool educational institutions.
Adapted educational program of preschool educational institution
This program, according to the Federal State Educational Standard, implements the training and education of children with disabilities in accordance with their development, characteristics, and individual capabilities. In addition, she corrects, if necessary, problems with the child’s adaptation to social society.
Individual correctional and developmental route for a child with disabilities
General methods for preschool education are not suitable for all students. For some, it is quite difficult to study according to such a program, for others, on the contrary, there is not enough knowledge for further development. For this reason, new training systems are being developed that take into account all the individual qualities of all children individually. They are presented in the form of an individual educational route for children with health problems in a preschool educational institution.
It is developed by specialists, gradually setting goals and objectives, using pedagogical resources, methodological techniques and the results of individual educational methods.
Working with children with disabilities in preschool educational institutions
Work of a teacher with a child with disabilities
A teacher, when drawing up an individual lesson plan with a child, should be based on a conversation with him and his parents, a very detailed study of the child’s medical record, mental and physical examinations of the baby’s health. Further work of the teacher with a child with disabilities is carried out strictly according to an individual plan. The teacher must perform the following activities:
- conduct classes related to productive activities with each child separately or by uniting children in appropriate groups;
- develop finger motor skills;
- instill cultural and hygienic skills;
- organize individual lessons with children, taking into account the recommendations of speech therapists and psychologists;
- create a favorable atmosphere in the group;
- advise parents on the topic of creating knowledge on culture and hygiene, how it is necessary to develop children’s fine motor skills and their health characteristics.
Working as a nanny with a child with disabilities
A nanny in a preschool institution for children with health problems helps to dress and feed the baby, if necessary, communicate competently with him, and know how to provide first aid. Including, she should accompany the kids on walks, look after them during classes, and organize them proper rest.
Work of a teacher-psychologist with a child with disabilities
A teacher-psychologist in a preschool educational institution performs the following tasks:
- organizes interaction between teachers;
- works with children on psychoprophylactic and psychodiagnostic features;
- adjusts work with each child at risk;
- develops correctional programs for the individual development of the child;
- increases the level of psychological knowledge of teaching staff;
- advises the child's parents.
Work of a speech therapist with a child with disabilities
The speech therapist should:
- diagnose the level of expressive and impressive pronunciation of words and letters;
- develop individual training plans;
- conduct individual lessons;
- consult teaching staff, including parents.
Work of a physical education instructor with a child with disabilities
He conducts activities to improve the child’s health and improve the psychomotor skills of children.
Work of a music worker with a child with disabilities
Music worker:
- develops musical and aesthetic skills in children;
- selects material that allows conducting classes according to the physical, speech, and psychological abilities of children;
- uses music therapy tools.
Work program for children with disabilities for children of senior preschool age
For the development of analytical-synthetic activity, it is necessary to master sensory standards, strong dynamic stereotypes, and persistent processes of differentiation of incoming signals from the outside world. Consequently, these processes are developed in the child’s activities
Deviations in motor skills manifest themselves primarily in impaired coordination and orientation in space. Difficulties in visual-spatial perception in children with visual impairments are caused by disturbances in oculomotor functions and the monocular nature of vision, in which children lack information about depth and distance between objects, i.e., stereoscopic information is impaired. This is associated with some stiffness when running, jumping, moving in a column and other motor acts.
In children with visual impairments, due to insufficient visual control and analysis of movement, a decrease in motor activity is observed, which leads to difficulties in the formation of basic parameters in walking and, above all, maintaining straightness of movement. Children are characterized by wavy walking. The quality of walking is characterized by great instability and uncertainty.
Children experience even greater difficulties when walking in a confined space, this is due to the fact that... That impaired stereoscopic vision with monocular vision complicates spatial orientation and creates a flat perception of space. In all types of walking, children with visual impairments experience incorrect foot placement. Features of the motor readiness of children with visual impairments are manifested in various running tasks. When running, children experience excessive tension in their legs and arms, wide foot placement, poor coordination in movements, low head tilt, lack of uniformity and tempo.
Jumping for children is also difficult. Children also have their own peculiarities in standing jumping. They have low technical training. As a rule, they are allowed in all phases (push, flight, landing) of the movement. During the jump, the child has to navigate distance and space longer, so analysis and control over his movements decreases. Difficulties are also noted in standing high jumps on two legs due to insufficient visual control and impaired coordination of movements. The specificity of movements in children is manifested in mastering climbing, where the main indicators are: maintaining balance during movement, coordination of movements of the arms and legs, as well as the level of visual control of movement. Climbing a gymnastic ladder is characterized by insufficient coordination of visual control and movements of the arms and legs. Hands are rearranged randomly, skipping slats. When climbing halfway, children feel anxious. At the same time, they have great tension in their legs, and their legs are significantly bent at the knees and pressed to the stomach, the soles of their feet clasp the crossbar. Features of the motor sphere in children with visual impairments are manifested in actions with the ball. The uniqueness of the actions is observed in the fact that children feel great uncertainty before completing the task and repeatedly change their position before throwing. The absence of the gaze following the flight of the ball causes it to fall arbitrarily, which largely determines the low quantitative indicators when throwing in children with visual impairments. Throwing with the right and left hands into the distance is characterized by weak throwing force and insufficient swing. The skill of fixing the gaze of the actions being performed in children with visual impairments is hampered in development.
