Individual educational route for children with disabilities. Variants of individual educational routes for children with disabilities who have contraindications for inclusion in inclusive groups (combined groups)
Inclusive practice in preschool education. Handbook for teachers of preschool institutions Team of authors
Variants of individual educational routes for children with disabilities who have contraindications for inclusion in inclusive groups (combined groups)
"Guest Groups"
Some children, for one reason or another, are not subject to inclusion in general developmental groups ( medical contraindications, for example, epilepsy in cases where there is no stable remission; children with uncorrectable behavioral problems, with a low adaptation resource). Especially for such cases, we have developed a simulation of the switch-on situation. Children visit the lecotheque, participate in various activities of the preschool institution together with their parents (without visiting the group), and also “guests” come to them - typically developing peers. The teacher-psychologist, who is the leading specialist of the child, organizing "guest" visits, works out such issues as:
- selection of a "guest group" depending on the psychophysical characteristics of a child with disabilities and the characteristics of incoming children;
Short stay group "Special child".
There is an opinion that the short stay group is a mandatory step for the inclusion of a child with disabilities in the environment of typically developing peers. The results of our work indicate the inexpediency of such an approach. Children with severe developmental disabilities are much more successfully socialized if they are included in a group of typically developing peers; quite quickly go from the preparatory stage to full inclusion. At the same time, pupils who attended the short stay group together with other children with severe developmental disabilities did not reach the level of socialization for a long time, which would allow them to be fully included in the group of normally developing peers.
Examples of building an individual educational route for various categories of preschoolers with disabilities
Example 1
Girl, age 2 years 8 months.
Main features of development: total underdevelopment of mental functions with behavioral disorders in a child with Down syndrome; systemic underdevelopment of speech.
A girl from a large family (5th, last child). Basically, the child is taken care of by the mother, who considers her development to be appropriate for the age norm, interprets any motor or voice activity of the child. The immediate educational goal of the family: admission to a general developmental group for a full day, preferably with the possibility of a night stay.
The duration of the stages is planned in advance in accordance with the level of psychophysical development and the severity of the violation of a particular child and may vary depending on the results of correctional and developmental work.
According to the results of a comprehensive examination (teacher-psychologist, teacher-defectologist, speech therapist) and diagnostics, it was revealed that the psychological age of the child corresponds to approximately 1 year 6 months. A diagnostic inclusion in the general developmental group for children aged 1.5–3 years was carried out (3 times for 30 minutes during free activity in the group).
It was revealed that the girl does not interact with her peers, most of the time she does not pay attention to them, she can approach another child, attracted by a toy in his hands, take it away or push it. He does not come into contact with adults, does not react to the presence of a teacher-psychologist and educator in the group.
- inclusion of the mother in the framework of the game session in purposeful interaction with the child, teaching the mother how to non-verbal communication when communicating with the girl;
Indicators (indicators) of accomplishment of tasks:
- the emergence and increase in the number of cases of establishing and maintaining contact with a leading specialist;
- the emergence and increase in the number of cases of adequate and purposeful (regarding everyday, game situations or objects) interaction between mother and child;
- the emergence and increase in the number of cases of showing interest in the activities of peers, attempts to establish contact with them.
To solve the tasks set, a group of general developmental orientation for children aged 1.5–3 years was determined, in which a girl will be included.
Proposed forms and conditions of work with a child:
Individual remedial classes with a teacher-defectologist and a teacher-speech therapist;
Participation of the child with the mother in leisure activities in the group to be included.
For successful implementation inclusion task is needed preliminary work with other participants in the pedagogical process - normally developing children, their parents and preschool teachers (table 10).
Table 10
Based on the results of the implementation of the stage, a conclusion of the leading specialist is drawn up (see below).
2nd stage. January - May.
Partial inclusion began with the inclusion of a child in a group during music and physical education classes, accompanied by a teacher-psychologist of the structural unit of Lekotek.
Structure of the visit:
– attending a class with a group of peers (15 min);
- the transfer of the child by the teacher-psychologist to the mother with a further opportunity to continue the walk with the group;
- participation of the child in the organized activities of children for a walk (duration depending on his condition);
- going home.
It is convenient to draw up an individual inclusion program for a specific time period as a section of an individual educational route in the form proposed below.
the girl attends the group according to the established schedule (she had ARVI from ... to ...), she goes to kindergarten willingly, she is active in the group, she prefers contact with adults, she comes into contact with peers situationally. She stopped attracting attention to herself, grabbing her peers by the face and hair, uses her voice to communicate (“mumbles”), expressing sympathy, hugs, and if misunderstood, she can push. He puts on his own pants and a hat. With the help of an adult, he puts on a jacket (jacket), shoes. Fastens Velcro without threading through the loop. It is recommended to increase the stay time (up to 3 hours) with the gradual transfer of escort to the group personnel. Comments of the authors of the manual: in example 1, the conditions and the individual educational route itself, which determines the PMPK, are not spelled out, which is necessary to send the child to the educational institutions of the city. Here is a sample conclusion of the PMPK.
Example 2
Boy, age 4 years 2 months.
Main features of development: partial immaturity of mental functions (mainly speech) in a child with Apert's syndrome.
A boy from a large family (3rd, last child). The boy is brought up in conditions of hyper-custody and isolation from contacts with others, as the family is having a hard time with the reaction of strangers to the unusual appearance of the child. The immediate educational goal of the family: admission to a compensatory group for children with disorders of the musculoskeletal system with a 14-hour stay for a full day.
Construction and implementation of an individual educational route.
1st stage. September.
Based on the results of a comprehensive examination, it was revealed that the psychological age of the child corresponds to approximately 3 years.
For subsequent inclusion, a group of compensatory orientation for children with musculoskeletal disorders was determined.
Forms of work with a child:
Game sessions in the structural unit of the lekoteka;
Individual remedial classes with a teacher-defectologist and a teacher-speech therapist.
Work with participants in the pedagogical process in the group to be included is presented in Table 11.
Table 11
2nd stage. October December.
Visit to the group of short stay "Special child". Guest visits to the group where inclusion is being prepared.
Structure of the visit:
– participation in training games for the development of the communicative sphere (10-15 minutes);
– free activity in a group (30 min);
- joint dressing with the group and going for a walk (15 min);
– participation in activities on a walk;
- the transfer of the child to the parents;
- going home.
Table continuation.
The conclusion of the leading specialist on the results of work with the child: the boy attends the Special Child GKP and group No. 6 in guest mode. He goes to kindergarten willingly, in the GKP mode he mainly receives classes from specialists, prefers contact with adults, and selectively enters into contact with peers. He takes the initiative in communication from Nelly, Misha, Pasha. In relation to them, he began to take the initiative in communication, in the game. In activities organized by adults, he enters willingly. He dresses independently, fastening clothes is difficult due to existing physical disorders. Following the example of peers and the reminder of the teacher, he washes his hands, uses the toilet, combs his hair in front of a mirror. Recommended inclusion in group No. 6.
3rd stage. May - to the present.
Visiting a compensating group in general mode. Classes with a defectologist teacher, a speech therapist teacher, exercise therapy, massage, accompaniment by a psychologist teacher.
Example 3
Boy, age 4 years 8 months.
Main features of development: behavioral disorders and insufficiency in the development of mental functions in a child with autism spectrum disorders; systemic specific speech disorder.
Motor restless. Purposeful activity is significantly hampered. Acute reactions of protest (shouts, falls to the floor) if necessary, move to another room, come strangers, especially acutely - when peers appear.
The only child in the family. The immediate educational goal of the family: admission to a general developmental group, correction of intellectual and behavioral characteristics.
Construction and implementation of an individual educational route.
1st stage. September - December.
Based on the results of a comprehensive examination, it was revealed that the psychological age of the child corresponds to approximately 2 years. The main tasks, indicators and forms of fixing corrective work at the first stage were determined (Table 12).
Table 12
Forms and conditions of work with a child:
- game sessions in the structural division of Lekotek;
- individual remedial classes with a defectologist teacher and a speech therapist teacher;
- guest visits during the game session of children from the preschool group;
- establishing contact with an adult (specialist) within the framework of a game session in a structural unit of Lekotek;
- the inclusion of the mother in the framework of the game session in a purposeful interaction with the child;
- Teaching the mother how to interact with the child.
Structure of the visit:
- “playing nearby”: invited children are engaged in activities organized by a specialist accompanying them (a teacher-psychologist of a preschool educational institution), the child is free to choose an activity, the teacher-psychologist of the lecotheque observes his behavior (10 minutes);
– free activity of invited children (10 min); specialists observe and, if necessary, support the initiatives of children;
- "invitation": organized activities of invited children with pre-planned adult situations, suggesting the possibility of including the boy in interaction with the guests (10 min).
The conclusion of the leading specialist on the results of the inclusion: the boy has been visiting the structural subdivision of Lekotek for 4 months (he was ill from September 23 to October 12). During the visit, the frequency of occurrence and severity of manifestations of negative reactions to the arrival of adults and peers in the room decreased. There are no negative reactions to familiar adults and peers for 6 weeks. Established preferences in relation to the children of the guest group. With Maxim and Varya, there were isolated cases of supporting game initiatives (rolling the car, feeding the toy, completing the building). Can practice in game form with a defectologist teacher and a speech therapist teacher within 15 minutes. It is difficult to transfer the material received in the lesson into the game and everyday situation. Makes attempts to dress independently in the presence and with the help of a teacher-psychologist. It is recommended to continue visiting the structural unit of Lekoteka with visits of the guest group.
Here is an example of building an educational route and the main recommendations for accompanying a child by specialists of a preschool educational institution and the conditions for inclusion.
Example 4
Boy, age 2 years 10 months.
The main features of development: behavioral disorders in a child with autism spectrum disorders, uneven mental retardation.
The only child in the family. Basically, the mother takes care of the child. The boy was examined in the children's psychiatric hospital No. 6, where he was found to have an extremely low learning ability. Motor restless. Purposeful activity is difficult. Does not interact with peers or adults. In speech, there are separate sound complexes pronounced without correlation with objects, people and situations.
Two attempts were made to visit preschool institutions, from where the child was asked to be picked up. The mother is very worried about the condition of the child. The immediate educational goal of the family is not determined, as the family is convinced that there are no educational prospects.
Construction and implementation of an individual educational route.
1st stage. September - November.
According to the results of a comprehensive examination, the psychological age was not established due to the characteristics of the child's behavior. It is recommended to be included in the general developmental group for children aged 1.5–3 years (5 times for 30 minutes during free activities in the group). The boy does not interact with peers, does not pay attention to other children, if he "gets in the way", pushes him away with force. Shows signs of sexual behavior. He does not come into contact with adults, he reacts to the presence of a psychologist and educator in the group only with physical contact. The mother does not let go of her sight, she protests with a loud cry.
Based on the results of a comprehensive survey, the main tasks of corrective work were identified:
- establishing contact with an adult (specialist) within the framework of a game session in a structural unit of Lekotek;
- inclusion of the mother within the framework of the game session in purposeful interaction with the child, teaching the mother how to non-verbal communication when communicating with the child;
- initiation of interest in peers.
Task progress indicators:
- the emergence and increase in the number of cases of establishing and maintaining contact with a leading educational psychologist;
- the emergence and increase in the number of cases of adequate and purposeful (regarding everyday or game situations and objects) interaction between mother and child;
- the emergence and increase in the number of cases of showing interest in the activities of peers.
Form of fixing the results: observation sheets.
For subsequent inclusion, a group of general developmental orientation for children aged 1.5–3 years was determined.
Forms of work with a child:
Game sessions in the structural division of Lekotek;
Participation of the child with the mother in the leisure activities of the group to be included.
Work with participants in the pedagogical process (see table 10, p. 116).
2nd stage. December - March. Partial inclusion of the child in the group in the afternoon during free activities, conducting music and physical education classes, accompanied by the mother and psychologist of the Lekotek structural unit. Complex correctional and developmental classes (teacher-defectologist + teacher-speech therapist, teacher-defectologist + psychologist) with the participation of the mother in the lesson.
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An exemplary individually-oriented educational route developed by specialists of the preschool educational institution for a child with OHP (III level speech development, senior group, 1 year of study). Reflects the specifics and content of the complex work of specialists of preschool educational institutions.
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Individual educational route for a child with disabilities
for 2017-2018 academic year
F.I. child: __________________________
Date of Birth: ___________
Age at the time of the program:
_________Group : GBOU School ____, building "_____", group _______
Reasons: conclusion of TsPMPC Moscow No. _______ dated _______
Individual educational route in accordance with the Federal State Educational Standard preschool education, in accordance with paragraph 6 of Part 1 of Article 6 of the Federal Law of December 29, 2012 No. 273 - Federal Law “On Education in the Russian Federation, 2012, No. 53, Art. 7598; 2013. No. 19, art. 2326, No. 30, Art. 4036, subparagraph 5.2.41 of the Regulations on the Ministry of Education and Science of the Russian Federation, approved by the Decree of the Government of the Russian Federation of June 3, 2013 No. No. 446 (Collected Legislation of the Russian Federation, 2013, No. 23, Article 2923; No. 33, Article 4386; No. 37, Article 4702), paragraph 7 of the Rules for the Development, Approval of Federal State Educational Standards and Amendments to them, approved by the Decree of the Government of the Russian Federation, 2013, No. 33, art. 4377)
The IOM takes into account:
- individual needs of the child related to his life situation and state of health, defining special educational needs;
- Cooperation of the Organization with the family;
Purpose of IOM:
- Providing a system of means and conditions for eliminating speech deficiencies in children with SPD (with severe speech disorders) and for the implementation of timely and full personal development, ensuring emotional well-being through the integration of the content of education and the organization of interaction between subjects educational process. Prevention of possible difficulties in mastering the mass school program due to the underdevelopment of the speech system of older preschoolers.
- Providing psychological and pedagogical support for the family and increasing the competence of parents (legal representatives) in matters of development, upbringing, education, protection and strengthening of the child's health
The main tasks of remedial education
1. Elimination of defects in sound pronunciation (education of articulation skills, sound pronunciation, syllabic structure) and the development of phonemic hearing (the ability to perform operations of distinguishing and recognizing the phonemes that make up the sound shell of a word).
2. Development of sound analysis skills (special mental actions to differentiate phonemes and establish the sound structure of a word)
3. Refinement, expansion and enrichment of the lexical stock of older preschoolers with TNR.
4.Shaping grammatical structure speech.
5. Development of coherent speech of older preschoolers.
6. Development of communication skills, success in communication.
IOM implementation period
- 1 year.Kindergarten attendance schedule:
The child attends the general education senior group No. 11. Monday - Friday - 7.00 - 19.00 with catering.The program sets the target guidelines and the main content of the preschool level of education, which ensures the versatile and holistic formation of the physical, intellectual and personal qualities of the child. It presents the basic principles of organizing the life and activities of children in a preschool organization, the content of the educational process, development indicators and basic characteristics of the child's personality, the necessary conditions to implement the program. |
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Distribution of duties of teachers and specialists During the implementation of the individual educational route of the child |
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teachers | ||
Group tutors | Implement An exemplary general developmental, basic program for the development of a preschool child"Origins". - T.I.Aliyeva, T.V.Antonova, E.P.Arnautova in the following educational areas: SOCIO-COMMUNICATIONAL DEVELOPMENT COGNITIVE DEVELOPMENT SPEECH DEVELOPMENT ARTISTIC AND AESTHETIC DEVELOPMENT Artistic design paper construction Fiction and folklore PHYSICAL DEVELOPMENT Plans to work with children with disabilities:
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Teacher speech therapist | Diagnostic work includes: Timely identification of children with disabilities; Comprehensive collection of information about the child based on diagnostic information from specialists in various fields; Determining the level of actual and zone of proximal development of a pupil with OHP, identifying his reserve capabilities; Studying the development of the emotional-volitional sphere and personal characteristics of pupils; Study of the social situation of development and conditions of family education of children with disabilities; The study of adaptive capabilities and the level of socialization of a child with disabilities; Systemic versatile control of specialists over the level and dynamics of the development of the child; Analysis of the success of correctional and developmental work. Correctional and developmental work includes: - selection of optimal for the development of the child with HIA correctional programs / methodologies and teaching methods in accordance with his special needs; Organization and conduct by specialists of individual and group correctional and developmental classes necessary to overcome developmental disorders and learning difficulties; Correction and development of higher mental functions; Development of the emotional-volitional sphere and personal spheres of the child and psycho-correction of his behavior; Social protection of the child in cases of unfavorable living conditions under psychotraumatic circumstances. Advisory work includes: - development of joint informed recommendations on the main areas of work with children with OHP; uniform for all participants in the educational process; Consulting specialists of teachers on the choice of individually oriented methods and techniques of working with pupils with OHP; Consultative assistance in the family in matters of choosing an upbringing strategy and methods of corrective education for a child with OHP. Information and educational work includes: - various forms educational activities (lectures, individual conversations, counseling, questionnaires, individual workshops, information stands, printed materials, media, presentations, open events). Aimed at explaining to the participants in the educational process - children with OHP, their parents (legal representatives), teachers - issues related to the features of the educational process and support. Direction of work: Development of understanding of reversed speech and the formation of communicative functions of the language Formation of productive interaction with adults. Stimulation of speech activity. Formation of verbal and non-verbal ways of communication. correction of speech disorders in combination with stimulationdevelopment of all its aspects (vocabulary, grammar, phonetics), sensory and mental functions; normalization of the prosodic system of speech; formation of articulatory praxis at the stage of staging, automation and differentiation of speech sounds; development of phonemic perception and sound analysis; development of the functionality of the hands and fingers; normalization of lexical and grammatical skills; Satisfying the need to communicate with others; The development of cognitive activity. |
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Educational psychologist |
Areas of work Diagnostic work: Diagnosis of the level of psychophysical development and individual characteristics of the child (examination of the affective-emotional and social-personal spheres, the formation of communication and gaming skills, the level of cognitive activity and motor development); Repeated examinations of the child during the year (January, May); Correction of an individual program of work with a child based on the results of diagnostic examinations. Correctional and developmental work: Carrying out corrective and developing game classes (subgroup, group and individual); Solving the problems of interaction in the parent-child dyad, teaching the parent effective techniques for interacting with the child. Advisory work: Conducting individual consultations with parents on the development and upbringing of the child; optimization of interaction with the child in the family, the child with other children and adults; organization of a developing environment for a child at home; Conducting consultations at the request of parents, incl. on issues of personal psychological difficulties of parents; Ensuring the participation of the parent in group consultations, workshops, trainings. Psychoprophylactic work: Assistance to the child and family during the period of adaptation to the conditions of stay in kindergarten; Examination of medical records for a child; Creation of an adequate representation of parents about the diagnosis, the possibilities of the child and possible ways correction of violations; |
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Musical director | In the classroom, mostly traditional tasks are implemented. The child learns to listen to music, perform musical and rhythmic movements, sing, learn musical and didactic games and play musical instruments. The educational content is adapted on the basis of diagnostic data and enriched with correctional and developmental tasks aimed at developing auditory perception, orientation in space, a sense of rhythm, motor qualities (fluency of movements, their coordination, etc.) Forms of organization of correctional and developmental activities:
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swimming instructor | Formation and development of a full-fledged physical, including motor, development, as well as targeted health effects and the formation of the foundations of a healthy lifestyle. Plans to work with children with disabilities. Draws up plans for the improvement of children, plans for monitoring the strengthening and protection of children's health. Organizes rehabilitation and hardening of children, teaches swimming. Develops the musculoskeletal system, cardiovascular and respiratory system. Forms and maintains correct posture. Develops physical qualities Cultivate a sense of self-confidence. Advises teachers and families of pupils on issues of working with children with disabilities |
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physical education teacher | I. Working with children II. Interaction with preschool teachers III. Interaction with parents IV. Social interaction V. Creation of a subject-developing environment Within each of the directions, various forms of work are used. The main task of the educational field in physical culture is to stimulate positive changes in the body, forming the necessary motor skills, physical qualities and abilities aimed at life support, development and improvement of the body. In the process of physical education, along with educational and recreational tasks, special correctional tasks are solved: |
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Psychological and pedagogical characteristics of the child
Emotional-volitional sphere:
Varya's facial expressions are sedentary, she does not understand humor well, she distinguishes the emotional states of others (sad, cheerful, etc.). Shows empathy for others on his own. The general emotional background is even and positive. Adequately respond to the ban. Varya basically follows generally accepted rules behavior. It does not always follow the teacher's verbal instructions in the performance of tasks, clarification and / or repeated repetition is required. Working capacity is average, interest is unstable, game motive prevails. There is no criticality to the results of their work.
Social and communicative sphere:
Varya is a little tense in communication with adults, she maintains several cycles of communication. Maintains order and simple rules in joint games, to fulfill more complex rules, the guiding help of the teacher is needed. In general games with other children, she is mobile, takes the initiative. In communication with her peers, Varya has little conflict, does not always share toys, and has strong friendly attachments. State of the art gaming activity the girl is within the normal range. The variability of the game is small, the plots are little developed, there is a tendency to reproduce familiar game “routes”. Understands and accepts a simple role in the game, more complex social roles poorly understands and does not hold until the end of the game. With the prompt of the teacher, he acts in an imaginary situation of the game, uses little substitute objects in the game, uses game paraphernalia. Able to agree on the distribution of roles in the game.
Cognitive development:
The level of general awareness, orientation in the phenomena of the surrounding world in Varya is below the age norm. Few supports communication on personal topics, on topics not presented in the immediate situation, discusses various events; answers are monosyllabic, confused, not always on the topic, speech is fuzzy. He gets confused in answers to some questions about himself and his family, etc. The girl has insufficiently formed figurative and space-time representations. The level of development of perception, the volume of arbitrary memorization is reduced. Also, the level of development of visual-figurative thinking does not correspond to the age norm. Varya's ability to establish cause-and-effect relationships is not sufficiently formed. Within the age norm, the level of development of voluntary attention.
Speech development:
Vocabulary is significantly below the age norm. Inflectional skills and abilities in the formation stage (explanations of an adult, demonstration, sample). Word-building skills and abilities in the formation stage (adult's explanations, demonstration, sample).
Syntactic skills and abilities in the formative stage (adult's explanations, demonstration, sample). The level of formation of phonetic-phonological competence: at the stage of formation. Phonemic hearing is significantly reduced.
Skills of sound analysis and synthesis in the formative stage. The syllabic structure of words is broken (omission and rearrangement of syllables);
Sound pronunciation: L, R, R.
Connected speech: The phrase is simple, agrammatic. The listened text understands partially, remembers fragmentarily, retells briefly, in monosyllables. It is difficult to compose a story on a series of plot pictures on your own. Arranges pictures with the help of an adult, not well formed verbal-logical thinking, visually-figurative prevails. The mobility of the muscles of the articulatory apparatus is normal. The amount of movement of the lips and tongue - all movements are available, the pace and switchability are somewhat slow. The voice is normal, the volume of speech breathing is insufficient.
The child's passive vocabulary is more developed than the active one. Leading hand is right. Varya has OHP Level III.
Proposed forms and conditions of work with a child
(route sheet)Direction of work (specialist) | Number of hours per week | Time spending | Used programs and technologies | Form of conducting classes | FULL NAME. Specialist |
Psychological assistance (teacher - psychologist) | NOD - 50 minutes SOPR. - 25 minutes | Tuesday 25 min - subgroups. class 25 minutes - accompaniment of NOD physical education Thursday 25 minutes - subgroup lesson |
| Subgroup lessons Accompanying classes | Pshechenko Oksana Vladimirovna |
Speech therapy assistance (teacher - speech therapist) | 2 hours 5 minutes | Monday subgroup lesson Tuesday subgroup lesson Wednesday subgroup lesson Thursday Individual lesson Friday Subgroup lesson | An exemplary program for the development of a preschool child "Origins". - T.I.Alieva, T.V.Antonova, E.P. Arnautova and others. Center "Preschool Childhood" named after A.V. Zaporozhets - M.: Karapuz, 1997 "Variable exemplary adapted basic educational program for children with severe speech disorders (general underdevelopment of speech) from 3 to 7 years." The third edition, revised and supplemented in accordance with GEF DO. Author teacher-speech therapist of the highest qualification category, excellent student of public education N. V. Nishcheva EXAMPLE ADAPTED BASIC EDUCATIONAL PROGRAM FOR PRESCHOOL CHILDREN WITH SEVERE SPEECH DISORDERS Edited by Professor L. V. Lopatina with speech disorders. Filicheva T.B., Chirkina G.V. | Individual lessons Subgroup lessons | Khalapova Anna Konstantinovna |
General developmental training in a group (tutor) | 3 hours 20 minutes | See group schedule | "Origins" Basic program for the development of a preschool child. It sets the standard for the preschool level of education, which ensures the full and holistic development of the child's personality. T.I.Alieva, T.V. Antonova, E.P. Arnautova and others. Center "Preschool Childhood" named after. A.V. Zaporozhets, M.: Karapuz, 1997. | Frontal, subgroup classes | Group educators |
Wellness swimming (physical education instructor) | See group schedule | Osokin Teaching children to swim in kindergarten. Protchenko, Semenov "Simultaneous method of teaching swimming" | Subgroup lesson | Shelyashkova Tatiana Borisovna |
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Games in English | Working program ped. additional education Volokhova T.VS in English on the basis of the program Meshcheryakova V.N. "I love English". The program is designed for children from 5-7 years old. | Subgroup lessons | Glazova Yulia Sergeevna |
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IZO studio | The program "Color Carousel" The program was developed by the teacher add. Education Nikolaeva N.Yu. | Subgroup classes | Nikolaeva Natalya Yurievna |
clause 12.15. The volume of health-improving work and correctional assistance to children (classes with a speech therapist, with a psychologist, and others) is regulated individually in accordance with medical and pedagogical recommendations.
Once a week, one integrated lesson is held. Activities of an organized nature during the day alternate with free activities or recreation for children.Direct educational activities
V senior group №11.
Days of the week | Educational area | Type of children's activity | Type of GCD | Time |
Monday | cognitive development | Nature and child. | 9.30-9.55 |
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Physical development | motor activity | Physical training | 10.50-11.10 |
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Artistic and aesthetic development | Visual activity | art studio | 15.10-15.35 15.45-16.10 |
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Tuesday | Physical development | motor activity | Pool | 10.30-10.50 11.00-11.20 |
Artistic and aesthetic | Music | 12.00-12.25 |
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cognitive development | Cognitive research and productive (constructive) activities | Construction | 16.25-16.50 |
|
Wednesday | cognitive | Cognitive research | Mathematics in d / s | 9.10-9.35 |
Cognitive Artistic and Aesthetic Development | Cognitive-research visual activity | Acquaintance with the surroundings / drawing (integrated. lesson) | 10.00-10.20 |
|
Physical development | motor activity | Physical training | 16.10-16.35 |
|
Thursday | Artistic and aesthetic | Musical and artistic activity | Music | 9.30-9.55 |
Speech development | Communicative activity | Development of speech / early. gr. | 10.20-10.45 |
|
Physical development | motor activity | Recreational swimming by subgroups | 15.00-16.00 |
|
Friday | cognitive development | Communicative, game, activity. | Games in English (by subgroups) | 10.20-10.45 10.45-11.05 |
Physical development | motor activity | Physical training On the street | ||
Artistic and aesthetic | Visual activity | Modeling / application | 16.25-16.50 |
The organization of directly educational activities is regulated by paragraphs. 11.10 - 11.13; 12.5; 12.7 SanPiN 2.4.1.3049-13.
One integrated lesson is held weekly.
Activities of an organized nature during the day alternate with free activities or recreation for children.
A certain part of educational activity is carried out in the process of regime moments, for example, observing objects and phenomena of the surrounding world while walking, developing elementary labor skills, etc. Every day, time is allotted in the daily routine for reading fiction.
Correctional and developmental classes of a speech therapist teacher, a psychologist teacher (individual correctional work in the morning and evening hours) are not included in the curriculum, because. a small correctional group is formed on the basis of monitoring, recommendations and conclusions of the CPMPC, PMPK and at the request of educators. The number of classes and the composition of groups is determined by the need. Classes are held in small subgroups or individually and are taken out of the curriculum. Correctional work in a preschool educational institution is built as an integral system that provides a comprehensive, differentiated, regulated process for managing the course of the psychophysical development of preschoolers. Corrective classes conducted by speech therapists are variable in relation to communication classes in the general educational process (for speech pathologist children). Such variability ensures the exclusion of exceeding the limit allowable rate load on the child.
Correctional and developmental work carried out by a teacher-psychologist
Areas of work | Expected results |
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Social and communicative sphere | Gaming Skills | The development of the role-playing game: To develop the ability to link several actions in a game in their logical sequence, to conduct role-playing games according to a preliminary plan; To teach preliminary planning of the upcoming game, highlighting certain rules of the game; To learn how to enter the role and hold it until the end of the game in accordance with the content of the role and the plot of the game; Learn to accompany your game actions with speech (fix what is being done, plan the upcoming action). | He knows how to connect several actions in the game in their logical sequence, to conduct role-playing games according to a preliminary plan. Knows how to plan the upcoming game. Able to enter the role and hold it until the end of the game in accordance with the content of the role and the plot of the game. Able to highlight the rules of a joint game. Accompanies the game with a speech that has a regulatory and planning character. |
Communication activity | Activate communicative speech child. Develop the ability to take into account the emotional state and listen to another person when communicating. Develop the ability to choose a role in a group game. | Confidently expresses his basic needs and desires in speech form, referring to an adult. Knows how to take into account the emotional state and listen to another person when communicating. Knows how to choose a role in a group game. |
|
Emotional-personal and volitional sphere | emotional development | To teach to distinguish the mood of a person by facial expressions (sad, cheerful, calm, angry, frightened), to convey the mood with the help of means of expression. The development of mimic expressiveness. Help the child to understand their experiences. Work on increasing the self-esteem of the child by means of play therapy and sand therapy. | Distinguishes several moods of a person by facial expressions, in pictures / photographs, is able to give an elementary analysis of the life situation in the picture. Recognizes the emotional state of the heroes of fairy tales. With the help of expressive movements conveys the emotional state of the characters. Expresses his emotional state in various ways. |
Development of voluntary regulation of behavior | Learn to follow the rules in games: in mobile and seated games with several rules, when performing written tasks, as well as when performing tasks with rules that operate in sequence. Teach auditory and visual instructions. Teaching self-regulation techniques. Developing the ability to control your breathing. | Complies with the rules in mobile and seated games with 2-3 rules. Complies with the rules when performing written tasks with 1-2 rules, as well as when performing tasks with 3 rules acting sequentially (holds the algorithm for performing actions). |
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Cognitive and intellectual spheres | Stimulation of research activity | Stimulation research activities child. Creation of problem situations in games specially organized by the teacher. Develop the ability to use aids to solve practical problems. Formation of search methods of orientation when performing game tasks. |
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Development of spatial representations | Contribute to the enrichment of sensory experience by highlighting and distinguishing spatial representations and relationships between objects: Consolidation of the distinction and naming of spatial relationships; orientation in the body scheme; Formation of active spatial orientation in the process of performing targeted actions with objects; Conduct games that promote the development of visual and auditory attention, speed of reaction, accuracy of movement. | Distinguishes and names spatial relationships: in, on, under, next to, near, between, here, there, in the middle, in front, behind, left, right, words, right, above, below. Correctly orientated in the body scheme. Performs movements with objects in given directions |
|
Interaction of the teacher-psychologist with the parents of the child:
Obtaining anamnestic data about the child;
Providing parents with information about the content and effectiveness of ongoing correctional and developmental work with the child;
Conducting individual consultations with parents on the following issues: development and education of the child; optimization of interaction with the child in the family, the child with other children and adults; organization of a developing environment for a child at home;
Conducting individual consultations at the request of parents, incl. on issues of personal psychological difficulties of parents;
Ensuring the participation of the parent in group consultations, workshops, trainings;
Creation of an adequate representation of parents about the capabilities of the child and possible ways to correct existing violations;
Selection of literature on the development and upbringing of the child at the request of the parent and if necessary.
Correctional and developmental work carried out by a teacher-speech therapist
Speech therapy classes are divided into:
Group;
Individual.
Classes are held (sub-group) of the following types:
- on the accumulation of the formation of lexical and grammatical categories - 1 lesson per week;
- for the development of coherent speech - 1 lesson per week
- on the formation of phonetic and phonemic categories - 2 lessons per week;
- the lesson lasts 25 minutes.
Direction of work | |
DEVELOPMENT SPEECH UNDERSTANDING | To develop speech understanding, use visual situations of regime and game moments, using the words "show", "put", "bring", "take". Expand the phrases of the appeal: “Show me where the red pencil is”, “Come, if you tied a scarf.” Learn to differentiate: Words similar in sound (carries - lucky); Actions close to the situation (knitting - sewing); Actions and signs that are opposite in meaning (open - close); Actions expressed by personal and reflexive verbs (baths - bathes). Distinguish using paired pictures: Actions expressed by verbs (singular and plural. Numbers -floats-floats) M. and w. genus past. temp. units numbers (Valya sang - Valya sang); Case forms (where the baby puts on a fur coat - where the baby is put on a fur coat) Spatial relations of objects expressed by prepositions in, on, under. |
VOCABULARY DEVELOPMENT |
|
FORMATION AND IMPROVEMENT GRAMMATICAL STRUCTURE OF SPEECH | Call: Names of close people, friends, dolls, consisting of 2 syllables, with emphasis on the first syllable (Valya, Vova); Monosyllabic words like: soup, juice; Two-syllable words with stress on the first syllable (paw, sled); Three-syllable words with stress on the first syllable (cubes, berries). To build up to the part of the word the same syllable (frog, coil). Mastering the initial skills of word formation (first by ear): Words with a diminutive meaning (house, spout). Learn to name:
Learn to master the skills of transferring word connections with the help of productive endings:
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DEVELOPMENT OF THE PHONETIC-PHONEMATIC SYSTEM OF THE LANGUAGE AND LANGUAGE ANALYSIS SKILLS | Development of the prosodic side of speech
Pronunciation correction
Work on the syllabic structure and sound filling of words
Improvement of phonemic perception, skills of sound and syllabic analysis and synthesis
|
MOTOR |
|
PRONUNCIATION | Teaching the correct pronunciation of sounds of early and middle ontogeny: evoking missing sounds, their automation and differentiation. Purpose: formation and development of articulatory motor skills to the level of minimum sufficiency for sound production. for whistling : "Smile", "Fence", "Shovel", "Groove", "Brush", "Football", "Focus"; for the sizzling: "Tube", " delicious jam”, “Cup”, “Fungus”, “Let's warm our hands”; for R, R`: "Chatterbox", "Malyar", "Turkey", "Horse", "Fungus", "Drummer", "Accordion", "Machine gun; for L: “Smile”, “Shovel”, “We will punish the tongue”. 2. Breathing exercises. Purpose: normalization of the tone of the respiratory muscles, consolidation of the skill of proper breathing. Exercises: "Focus", "Football", "Blow out the candle", "Smell the flower", "Storm in a glass", etc. 3. Finger gymnastics. Purpose: activation of the speech zone by influencing the child's fingers with methods finger gymnastics and Su-jok massage. 4. Development of auditory attention, phonemic perception. Purpose: to develop the ability to distinguish sounds in pronunciation that are similar in articulation or in sound. It is carried out in parallel with the correction of sound pronunciation on the material worked out in pronunciation. 5. Sound setting. Purpose: Recall missing sound or correcting distorted sound. Setting soundsin this order: W, H; L; R, R Work on setting sounds is carried out only individually. When working with children who have a speech therapy conclusion, dysarthria, an erased form of dysarthria, the sequence of staging sounds is not observed. The method of setting is mixed. 6. Automation of delivered sound. Purpose: to consolidate the correct sound pronunciation in the independent speech of children.
7. Differentiation of sounds. Purpose: development of the ability to distinguish sounds similar in articulation and sound. |
DEVELOPMENT OF CONNECTED SPEECH AND FORMATION COMMUNICATION SKILLS |
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SENSOR DEVELOPMENT |
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DEVELOPMENT OF MENTAL FUNCTIONS |
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EXPECTED RESULT | The child's passive vocabulary corresponds to the age norm. The child understands various forms of inflection and does not make mistakes when performing test tasks; understands prepositional-case constructions with simple prepositions, diminutive suffixes of nouns, differentiates singular and plural forms of verbs, verbs with prefixes. The child understands the meaning of hotel sentences, understands coherent speech well. The child without errors differentiates both oppositional sounds that are not mixed in pronunciation, and mixed in pronunciation. The level of development of the expressive vocabulary corresponds to the age. The child unmistakably names the proposed objects, parts of the body and objects from the pictures; summarizes the objects and objects shown in the picture. The child does not make mistakes when naming the actions shown in the pictures. The child names the primary and tint colors, names the shape of these objects. The level of development of the grammatical structure of speech corresponds to the age norm. The child correctly uses nouns in the nominative singular and plural, nouns in oblique cases; plural nouns in the genitive case; agrees adjectives with nouns singular; uses prepositional-case constructions without errors; coordinates numerals 2 and 5 with nouns. The child forms nouns with diminutive suffixes and the names of baby animals. The level of development of coherent speech corresponds to the age norm. The child, without the help of an adult, retells a small text based on pictures. The child does not violate the sound filling and syllabic structure of words. The state of sound pronunciation corresponds to the age norm. |
Social and communicative development
children are carried out in educationalactivities during regime moments, in joint and independent play activities, in the family.Calendar - thematic planning in the senior group with children of the TNR (ONR)
Month | A week | Lexical topic | Phonetic-phonemic side of speech | The grammatical structure of speech |
September | Examination of children of senior groups No. 6, 9, 11 |
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October | Autumn. adult labor. | sound | Animate and inanimate nouns |
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Vegetables | Sound A | Education n. with diminutive suffixes -chik, -points, -echk. |
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Fruits | A-U sounds | Nominative plural nouns |
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Garden Garden | Sound And | 3rd person singular and plural present tense verbs |
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Garden Garden | Sound H | Nouns with diminutive meaning |
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November | Forest, mushrooms, berries, trees | Sound P | Possessive pronouns MY |
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Flight nye birds | T sound | Past tense singular verbs |
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Cloth | Sound K | Accusative singular noun. |
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Shoes, hats | Sound K-T | Genitive case of singular nouns without preposition and with preposition U |
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December | Studio | P-T sounds | Prefixed verbs |
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Winter. Winter fun | Sounds P-T-K | Preposition ON |
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Furniture. Furniture parts | Sound X | Prepositions ON, WITH |
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New Year's celebration Family. | Sounds of K-X | Compilation of the story "Winter" according to key words and pictures |
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January | ||||
wintering birds | Sound Oh | Prepositions OVER, UNDER |
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Animals in winter. | Xh sound | Genus. case pl. numbers. |
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February | Sound Pb | Retelling of the fairy tale "Three Bears" based on a series of pictures with elements of dramatization |
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Transport | SOUND | Retelling of an excerpt from the fairy tale "The Tale of the Goldfish" based on Seri. pictures |
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Houseplants | Sound KY | gender of nouns |
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Our defenders. Maslenitsa. | Sound Y | The concept of "SIGN" |
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March | Spring. spring birthday | Sounds I-Y | Russian retelling folk tale"Snow Maiden" based on a series of plot pictures |
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Holiday | Sound L | Possessive adjectives with the suffix -in- |
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Professions | Sounds L-Y | Compilation of the narrative story "The Birdhouse" |
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Our food | Sound B | Drawing up a descriptive story "Spring is coming" based on simple plot pictures. |
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April | Where did bread come from? | F sound | Relative adjectives |
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Dishes | Ph sound | Relative adjectives |
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My house | Sound and letter C | Possessive adjectives with the suffix -й- |
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Pets and their babies | Sounds S. Letter C | Comparative degree of qualitative adjectives |
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May | Our country. My native land. | Sound and letter Sh. | Memorizing a poem by A.K. Tolstoy "Bells". |
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Human | S-Sh sounds | Education app. from noun. (flag, anthem, coat of arms of Russia). Agreement of words in a sentence. |
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Insects | Xh sound | The formation of singular verbs. numbers in plural number. Give birth. case pl. numbers. |
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Summer | Z sound | The use of adjectives in comparative degree. Formation of verbs past. time. |
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PMPK participant | Educational psychologist | |||
PMPK participant | swimming instructor | |||
Leading Specialist | Teacher speech therapist | |||
Parent (full name, signature) | ||||
Individual map of the speech development of the child Varvara A.
(Method of determining the level of speech development by O.A. Bezrukova)
Indicators | Maximum Points | Beginning of the year | end of the year |
Ideas about the world around | |||
Lexical consistency (volume of the dictionary and variety of connections). Task 1-9 | 75 | 32 | |
Inflectional and derivational skills and abilities. Tasks 10-18 | 38 | 12 | |
Phonemic processes, sound analysis and synthesis skills, phonetic speech design. Tasks 19-25 | 27 | 6 | |
Understanding and independent production / reproduction of the text. Tasks 26-29 | 19 | 8 |
Municipal budgetary preschool educational institution
"Kindergarten No. 5 "Dolphin" combined type"
APPROVED
by order
Head of MBDOU No. 5 "Dolphin"
from "____" "_________" 20__
№________
INDIVIDUAL EDUCATIONAL ROUTE
Dima S.
2015 – 2016 academic year
Sharypovo
2015
EXPLANATORY NOTE
GENERAL INFORMATION ABOUT THE CHILD
Diagnosis of the psycho-medical-pedagogical commissionGeneral underdevelopment of speech (II). Dysarthria. Knowledge, skills and abilities are formed below the age norm - (thus, Smirnov Dmitry Sergeevich is a child with disabilities in accordance with Article 2, Clause 16 of the Federal Law of December 29, 2012 No. 273 of the Federal Law “On Education of the Russian Federation”)
Continue education and upbringing according to an adapted general education program for children with severe speech disorders. Psychological and pedagogical support in terms of preschool. observation by a neurologist. Classes with a teacher-speech therapist, with a teacher-psychologist
Educators:
FULL NAME.____________________________________
Specialists:
teacher speech therapist
FULL NAME._____________________________________ -
teacher - psychologistA BRIEF DESCRIPTION OF
The child has obvious problems in mastering the preschool educational program. General underdevelopment of speech
(
II) level with dysarthria component. He understands spoken language.Violations of sound pronunciation (whistling, hissing, sonorous sounds), syllabic
word structures (permutation, omission of syllables). Vocabulary is poor.
There are agrammatisms. Errors in inflection, word formation. Svyaznaya
speech is poorly formed. Experiencing difficulties in compiling descriptive stories, stories based on a series of narrative paintings. Can't post meaningful pictures. Composes a story of 2, 3 sentences on leading questions
Phonemic functions are not formed. Confuses the concepts of sound, syllable. Cannot determine the sequence of sounds in a word.
Low cognitive interest in the world around.
Knowledge and skills are insufficiently developed. There is a lag in the development of general and fine motor skills. Does not regulate the force of pressure on the pencil, it is difficult when using scissors. Self-service skills are formed. Decreased interest in the game.Unsociable, unable to negotiate and independently resolve conflicts with peers.Dima's health is weakened, the level of physical development is reduced.Target:
create conditions for the child's successful mastering of the adapted basic educational program of the preschool educational institution and successful adaptation in society.Tasks:
1. Development of all components of the speech system2. Development and formation of cognitive processes
3. Development of the emotional-volitional sphere.
4. Development of general fine motor skills.
Content of an individual educational route
Educational Component:
-
The form of training is full-time, group.Work in general mode.
Individual approach during the educational process.
The use of motor, visual and speech physical exercises during classes.
Joint games for the development of the emotional-volitional sphere.
Individual study plan:
Strengthening educational areas: "Speech development",
and "Socio-communicative development".
The educational area "Social and communicative development" is strengthened in:
Development of gaming skills and abilities;
Maintaining children's interest in peer activities, promoting the establishment
dialogic communication in joint games and activities;
Appropriation of norms and values accepted in society, including moral and
moral values;
Formation of the ability to recognize the emotions of people around, development
social and emotional intelligence, emotional responsiveness,
empathy;
The formation of independence, purposefulness and self-regulation of one's own
actions.
In the afternoon, individual lessons on assignments
specialists.
Physical Cultureroom
on the street
2 / 40 min.
1/20 min.
Educational area "Speech development"
Speech development
2 / 40 min. (teacher speech therapist)
Reading fiction
Daily
Educational area "Artistic and aesthetic development"
Drawing
1/20 min.
modeling
0.5 / 10 min
Application
0.5 / 10 min.
Applied art
1/20 min.
Music
2 / 40 min.
The social and communicative development of children is carried out in the educational
activities during regime moments, in joint and independent play
activities in the family.
Total:
Individual sessions
Teacher - psychologist
2/15 min.
Teacher speech therapist
3/15 min.
caregiver
2/ 15 min.
Musical director
Physics instructor. culture
Logopedic support
Correctional and educational technologies, programs:
The program of correctional and developmental work in the speech therapy group of a kindergarten for children with ONR, edited by N.V. Nishcheva.
The work program of a speech therapist teacher for the correction of general underdevelopment of speech in
senior speech therapy group is based on an exemplary adapted program of correctional and developmental work in a speech therapy group for children with
The system of correctional work in a speech therapy group for children with ONR, edited by N.V. Nishcheva
Non-traditional methods of work on the development of articulatory motor skills V.V. Konovalenko, S.V. Konovalenko
Innovative technologies, methods and means:
ICT, TRIZ elements, modeling method, socio-game methods and techniques, problem-based learning method
Fairy tale therapy, sand therapy, theatrical and gaming activities, techniques
mnemonics
Health-saving technologies:
dynamic breaks,
Finger warm-up
eye exercises,
Breathing exercises,
relaxation breaks,
Psychogymnastics,
music therapy,
Finger massage.
Forms of monitoring and recording the achievements of the child:
Comprehensive examination at the beginning of the academic year, intermediate diagnostics, comprehensive examination at the end of the academic year.
Correction component:
Psychological and pedagogical support
(individual curriculum)
p/p
Escort Specialist
Main directions
Mode and forms of work
Indicators of development dynamics
Performance evaluation forms
Forms of work with parents
Teacher speech therapist
1. Phonetic side of speech. Articulation gymnastics. Production of disturbed sounds. Automation of delivered sounds in syllables (direct, reverse, confluences); words; phrase; proposed., tongue twisters; poetic texts; spontaneous speech. Differentiation with sounds similar in acoustic, articulatory features. 2. Vocabulary. Clarification, expansion and enrichment of the dictionary by thematic. plan. Work on the formation of generic and specific generalizing concepts. Dictionary enrichment relates, attracts. append, antonyms. Expansion of the predicative dictionary, dictionary of features. 3. The grammatical structure of speech. Work on education pl. h. noun in I. and R. cases. Education will lessen-caress. noun and apply. Education will attract. attach. Work on coordinating nouns. with appendices. in gender, number, case. Work on the correct agreement of nouns. with verbs, noun with numbers. Education relates. attach. Work on understanding and used. simple suggestions. Compilation of simple common, complex. offers. An analysis of primes is proposed. 4. Phonematic. side of speech Formir. the ability to highlight ch and acc. sounds from a number of sounds, syllables, words, select words for a given sound, determine the place of a sound in a word. Form the skill of analyzing and synthesizing syllables, words. Consolidate the concept
sound, syllable, sentence, vowel, consonant sounds. Introduction to letters. 5. Connected speech. Drawing up a story-description according to the plan, according to the plot picture, according to a series of plot pictures. Retelling of fairy tales and simple texts. Memorization of poems, tongue twisters, riddles. 6. Work on the development of fine motor skills. 7. Prevention of dysgraphia. 8. Improvement of auditory, visual and kinesthetic control. 9. Drug treatment by a neurologist.Individual classes:
Tuesday, Wednesday, Fridayin phonemic awareness. Continue to develop grammatical structure and coherent speech.Positive dynamics in sound pronunciation. Whistling and hissing sounds are set and automated. Setting the sound [l] The pace of speech is slow. Weak fine motor skills.
Survey of the level of speech development
Consultations, talks, master classes, workshops, GCD views
questionnaires, parent-teacher conferences,
memos, stands, brochures,
page design on the DOW website
Educational psychologist
The development of cognitive activity and interest in the world around, through
games, exercises and activities.
Development of socially significant skills.
Development of communication skills.
Development of general intellectual skills
child: methods of analysis, synthesis,
comparisons, generalizations, grouping and classification skills, exclusions,
abstraction.
Development of arbitrary functions of control and planning of their actions.
Development of orientation in space, relative to one's body, to form
concept of interaction
external objects and body.
The development of fine motor skills of the child's hands.
Individual lessons:
Monday ThursdaySlight positive dynamics
. Continue to develop: temporal and spatial representations; perception; memory; attention; speech; thinking (difficulty in isolating an unnecessary object and generalization), motor skills.Note: low pace of activity, increased level of interest. Goes to class with pleasure.
Examination of the level of mental cognitive processes
Consultations, trainings, workshops, conversations, attending classes,
survey, production
Designing a page on the DOW website.
educational component:
Advice for parents:
Social and personal development through plot-role-playing games (“Daughters-mothers”, “Shop”, “Hospital”, “Hairdresser”, “Bus”, “Library”, “Builders”), theatrical games (dramatization of fairy tales, nursery rhymes), didactic games ("Fold a pattern", "Logical pairs", "All about time", "Collect a picture", "Good-bad", "What first, what then", "The fourth extra", "Logic train").
Build friendships with peers
joint games: "Choose a partner", "Compliments", "Gardeners and flowers", "Kind animal", "Waves". Good Elves, etc.
To develop tolerance in the children of the group through mutual assistance, conversations with children.
To develop the desire to express one's attitude to the environment through various speech means.
Final section
Parents' expectation:
formation of readiness for learning to school.Expected Result:
the child is adapted to society; the development by the child of the adapted basic educational program of the preschool educational institution; children mastering independent, coherent, grammatically correct speech and communication skills, the phonetic system of the Russian language, elements of literacy, which forms the psychological readiness for school and ensures continuity with the next stage of the education system.Savchenko Lyubov Evgenievna
Artemyeva Galina Nikolaevna
MADOU "Kindergarten Alyonushka" No. 40
Veliky Novgorod
Methodical development
"Individual educational route for a child with disabilities-ONR"
Annotation: VThis methodological manual developed a plan for writing an individual educational route for a child with disabilities, explains the reason for compiling the IEM, goals and objectives, describes the content of the IEM, recommendations for working with parents. It is intended for caregivers working with children with OHP in preschool.
Keywords: IEM-individual educational route;
corrective work.
Preschool childhood is a period of intensive mental development, the formation of the most important personality traits of a child, the initial formation of those qualities that a person needs throughout his subsequent life. The need to maintain the individuality of each child is one of the main tasks of preschool education. Only on its basis can the full development of the personality of a preschooler be achieved, his features and unique abilities can be revealed. Today, in relation to children with developmental disabilities, scientists widely use the term "individual educational needs" of the child, which refers to the features of the motivational sphere of a preschooler, which have special specifics, due to the nature of development, socio-psychological factors, and for the satisfaction of which special conditions are required.
The introduction of the Federal State Educational Standard allows us to talk today about the formation new system preschool education, where one of the key points is the need to use all pedagogical resources for the effective development of the child. The priority direction in the organizational and educational process of preschool institutions should be an individual approach to the child. The importance of an individual approach is emphasized in the GEF DO (Order of the Ministry of Education and Science of the Russian Federation (Ministry of Education and Science of Russia) dated October 17, 2013 N 1155 Moscow "On approval of the federal state educational standard for preschool education"). Support for individuality is recognized as one of the fundamental moments of preschool education: only on its basis can the full development of the personality of a preschooler be carried out, his features and unique abilities can be revealed.
This sets the task for teachers of a preschool educational institution to create optimal conditions for realizing the potential of each pupil. One of the solutions in this situation is the compilation and implementation of an individual educational route (IOM). The individualization of education, upbringing and correction is aimed primarily at overcoming the discrepancy between the level set by educational programs and the real possibilities of each pupil.
IEM is developed for children with developmental problems and is a characteristic of the units of education mastered by the child in accordance with the individual and age abilities of their development.
The main goal of creating an individual educational route (IOM for a child with disabilities-OHP): the creation in kindergarten of conditions conducive to the positive socialization of preschoolers, their social and personal development, which is inextricably linked with the general processes of the intellectual, emotional, aesthetic, physical and other types of development of the child's personality.
The educational route includes the main directions:
Movement organization (development of general and fine motor skills);
Skill Development (cultural-hygienic and communicative-social);
Formation of activity (manipulative, sensory-perceptual, subject-practical, gaming, productive species- modeling, applications, drawings);
Speech development (formation of the sensory basis of speech, sensorimotor mechanism, speech functions);
Formation of ideas about the environment (objective world and social relations);
Formation of ideas about space, time and quantity.
Monitoring of the educational process - an assessment of the child's degree in mastering the main educational program, is based on an analysis of the achievement of intermediate results by children in educational areas. Date of primary monitoring: the first two weeks of September, and the final one - the last two weeks of May.
The following methods are used in monitoring: observation; conversation, problem situations; analysis of products of children's activities; subject tests (widely used to study the level of development of children in the educational field "Knowledge"; diagnostic game situations.
Individual educational routes are developed:
For children who do not master the basic general educational program of preschool education;
For children with disabilities, children with disabilities.
For children with high intellectual development.
When developing an individual route, we rely on the following principles:
The principle of reliance on the learning of the child,
The principle of correlating the level of actual development and the zone of proximal development.
The principle of respecting the interests of the child. In other words, he is called "on the side of the child." Those educators should objectively relate to the child and his problems! Always be on the side of the child!
The principle of close interaction and coherence of the work of a "team" of specialists in the course of studying the level of development of the child (phenomena, situations);
The principle of continuity, when the child is guaranteed continuous support at all stages of assistance in solving the problem.
An individual plan of work with the child is drawn up on the basis of the data obtained from a detailed study of the anamnesis with the obligatory involvement of the mother, since at home she must communicate, play with the child, continuing the development process even in simple, everyday situations. She must learn this by attending the speech therapist's classes, if the child attends a consultative-practical group. With the resistance of the mother, it is advisable to invite her to classes in a mild form, constantly emphasizing the success of her child. In order to choose the most optimal way to accompany a child, it is necessary to reliably study the child's capabilities in a given time period, offering program material in those portions and in such a way that will be accepted by a child with speech pathology without tension, with good feedback and positive motivation. To do this, a detailed diagnosis is carried out in all parameters of the psychophysical, speech, emotional development child. The data obtained during the collection of anamnesis are entered into a speech card and a psychological support card.
The efforts of preschool specialists within the given framework of a preschool educational institution are aimed at solving the following tasks:
Determining the level of opportunities for preschoolers with disabilities;
Identification of existing needs and formation of a system of social needs;
Creation of an adequate environment to meet the needs, to ensure optimal living conditions for all children attending a preschool educational institution.
Stage I - Preparatory.
Collection of primary information, designation of the problem, determination of ways and means of solving it. Studying the request of parents (legal representatives); data on the development of the child, brief information from the anamnesis; information about the conditions for the development and upbringing of the child; analysis of the situation of the child's social environment; the specifics of the manifestation of developmental features, age-related features; identifying real difficulties.
Stage II - Comprehensive diagnostics
Identification of the features of the physical, mental development, personal and cognitive spheres of the child: diagnostics of mental development, identification of individual psychological characteristics; diagnostics of speech development; pedagogical diagnostics, identification of learning difficulties; determination of the level of actual development; fixing the nature of deviations in development; identification of a personal resource, determination of the zone of proximal development.
Stage III - Development of an individual educational route
According to the conclusions, as a result of in-depth diagnostics of the “team” of specialists, at a meeting of the psychological, medical and pedagogical council, an individual educational route is drawn up and approved, a plan of specific measures is developed aimed at solving the identified problems.
Stage IV - Correction-developing and educational work on the implementation of an individual educational route
Individual and group lessons with a speech therapist, educator. The maximum disclosure of the child's personal resources and his inclusion in the educational space of the preschool educational institution.
Stage V - Intermediate diagnostics
Identification of dynamics in development. Analysis of the results of changes in the studied characteristics after corrective and developmental measures. Evaluation of the effectiveness of the selected methods of correctional and developmental work. If necessary - making adjustments to the individual correctional and developmental program.
Stage VI - Correctional, developmental and educational work on the implementation of an individual educational route
The dynamics in the development of the child is taken into account. Consolidation of acquired knowledge, skills and abilities.
Stage VII - Final diagnostics.
Monitoring the effectiveness of the implementation of an individual correctional and developmental program. Making a forecast regarding further development child. At all stages of correctional work, develop psychological processes: attention, thinking, memory, self-control perseverance, achieve a complete understanding of the addressed speech and the speech of communication.
Planning of corrective work by periods:
I period (September, October, November).
Lexical topics: our body, vegetables and fruits, toys, family, clothes.
Articulatory gymnastics
and “Window”, “Fence”, “Tube”, “Shovel”, “Needle”, “Fence-tube”, “Let's brush our teeth”.Breathing exercises
“A cold wind is blowing”, “Blowing through a straw” (letting bubbles), “The balloon burst”.Finger gymnastics
“Fingers say hello”, “Fingers bow”, “Fingers-cams”, “Vegetables basket”, “Big feet”, “Drum playing”.Sound culture of speech
Development of auditory attention on the material of non-speech sounds (2-3 sounding toys). Work on the power of the voice (quietly, loudly).The grammatical structure of speech: the formation of words with the help of diminutive suffixes; plural formation of nouns; agreement of adjectives with nouns in number, gender; formation of relative adjectives; formation of onomatopoeic verbs; negotiating sentences according to the picture (Girl feeding a sparrow); composing phrases with the prepositions "U", "S", "ON".
Connected speech: answers to simple questions; drawing up phrases according to the plot picture; composing phrases according to two reference pictures; retelling based on a picture; memorization of poems, nursery rhymes.
II period (December, January, February)
Lexical topics: Dishes; New Year; Furniture; Wild animals; Domestic animals and birds.
Articulation gymnastics
"Shovel", "Fence-tube", "Let's brush our teeth", "The cat laps milk", "Horses".
Breathing exercises“The ball burst”, “The baby is crying - A-A-A”, “The boy is playing - E-E-E”, “Let's warm the hands”, “Blow off the snowflake”. Inflate and draw in the cheeks - "Fat men - thin people."
Finger gymnastics“House, open”, “Flag”, “Glasses”, “Fingers-cams”, “Crab fish”, “Game of snowballs”, “Table”, “Chair”, “Goat”, “Goose”.
Sound culture of speech Differentiation by ear of three sounding toys. Determination of the sound direction of the toy.
The grammatical structure of speech: plural formation of nouns; agreement of adjectives with nouns in number, gender, case; agreement of personal pronouns MY, YOUR with nouns; building a construction: a verb + a noun with a preposition; building a phrase with the prepositions “U”, “C” (A cow has calves. A cow with calves).
Connected speech is a retelling of a simple text of 2-3 phrases based on a picture.
III period (March, April, May)
Lexical Topics: Birds; Spring; Transport; Forest. Articulation gymnastics"Sweet Jam", "Cup", "The cat arched its back", "Horse", "Turkey", "Swing".
Breathing exercises“The wind is blowing”, “The steamboat is buzzing - U-U-U”, “Football”.
Finger gymnastics"Bunny", "Birds peck grain", "Sun", "Boat".
Sound culture of speech Voice modulation (high-low).
The grammatical structure of speech: plural formation of nouns; agreement of numerals 1, 2, 5 with nouns; formation of two-component phrases: noun + verb in the past tense (Mom did. Uncle did. Children did); construction of the phrase "This is ...".
Connected speech: answers to questions complete offer; construction of a phrase: subject, predicate, direct object; retelling based on a picture; memorization of poems, nursery rhymes.
Estimated results of speech development:
use non-verbal forms of communication;
- Use your hand to solve communication problems;
- Show interest in the environment (people, actions with toys and objects) and talk about the environment;
listen and show interest in the speech statements of adults, stories, poems, nursery rhymes, songs;
- reproduce familiar onomatopoeia, babble words and truncated phrases;
- perform actions on simple verbal instructions, answer simple questions about yourself and your immediate environment.
Working with parents.
A feature of this route is the active involvement of parents in the work, which helps to increase their psychological and pedagogical competence. Education of parents (or mother) gives the maximum effect in carrying out corrective measures. The content of correctional work involves the active use of the following forms of work with parents:
1. Advisory and advisory. 2. Lecture and educational. 3. Organization round tables, children's matinees, holidays. 4. Individual lessons with parents and their child. 5. Conducting practical training sessions on the correction of parent-child relationships (based on the results of diagnosing parent-child relationships). Due to the frequent absences of the child, it may be necessary to adjust the individual educational program.
Conclusion
Thus, by building an individual educational route for children with disabilities, we provide our pupils with equal starting opportunities when entering school.
Bibliography:
1. GEF DO (Order of the Ministry of Education and Science of the Russian Federation (Ministry of Education and Science of Russia) dated October 17, 2013 N 1155 Moscow "On approval of the federal state educational standard for preschool education"
2. Mironova S. A. “The development of speech of preschoolers in speech therapy classes”, M .: “Enlightenment”, 1996
3. Nishcheva N. V. "The system of correctional work in a speech therapy group for children with general underdevelopment of speech." St. Petersburg: Detstvo-Press, 2004.
4. Tkachenko T. A. “A system for correcting general underdevelopment of speech in children of the 6th year of life”, M .: “Gnome and D”, 1996.
5. Filicheva T.B. Chirkina G.V. "Program and guidelines for corrective education and training of 5-year-old children with general underdevelopment of speech." M .: "Enlightenment", 1991.
6. Filicheva, T.V. Tumanova T.B. "The program and methodological recommendations for the correctional education and training of children of 6 years of age with general underdevelopment of speech." M .: "Enlightenment", 2000.
7. Filicheva, T.V. Tumanova T.B. “Children with general underdevelopment of speech. Education and training". Educational - Toolkit. M .: "Gnome and D", 2000.
8. Chetverushkina N. S. “The syllabic structure of the word. The system of corrective exercises for children 5-7 years old. Practical guide. M .: "Gnome and D", 2001
In an individual route sheet for a child with disabilities at school, goals and objectives are prescribed. The goal can be described in general terms. Any individual route is aimed at overcoming the discrepancy between the process of education, socialization of a schoolchild with disabilities, his training in programs of a certain level of education and the real capabilities of the child, taking into account the peculiarities of his psychological and physical development. The tasks will vary based on the characteristics of a particular student, but, in general, children with disabilities at school need speech correction, the formation of cognitive skills, and the development of the emotional component of the personality.
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"Sample of an individual educational route for a child with disabilities at school"
Municipal budgetary special (correctional) educational institution for students, pupils with disabilities "Special (correctional) comprehensive school Type VIII"
Individual educational route of the pupil
Full name of the child…………………..
Date of Birth………………... Class6 Type VIII program
Organization of correctional and developmental work carried out earlier:has been studying at this school since the second half of the 5th grade (second year).
Features of physical developmenthas the status of "disabled child" until July 2020, is registered with an ophthalmologist "D" (squint), has a preparatory health group for physical education.
Features of mental development
Cognitive sphere: does not master the program material in mathematics and labor training. Geometric material does not assimilate. Experiencing difficulties in learning new exercises, poorly oriented in space. The girl learns the subjects of the humanitarian cycle better: she reads correctly, consciously, in whole words. He is good at memorizing poetry. Self-control is low. Working capacity and fatigue is average.
Emotional-volitional sphere: not conflict, listens to the opinion of the teacher, not whiny, can laugh at the minimum and without a reason. Cannot prepare himself for the lesson. Follows instructions and instructions for action from the teacher.
Behavioral sphere: Very low social orientation. The girl forgets where and what of the things she has. Cannot take care of himself appearance, tidy up the hair, observe the personal hygiene of the girl. The girl has an obsessive nose-to-mouth habit, and the girl is not shy about it. Actively participates in competitions.
Initiator of an individual educational route:
Administration of an educational institution (justification - IPR).
Purpose, tasks:social adaptation of a child with disabilities in society.
* Formation of ZUN in subjects, taking into account the capabilities of the child;
* correction of HMF: development of visual-figurative thinking and speech, formation of visual and auditory perception, training of memory processes.
* adjustment of the VET program - psychological correction motivation to work.
Timing2014 -2015 academic year.
Forms of interaction with parents:
Individual conversations and consultations: On the need for training in an individual program in mathematics and VET; about the need to form social and everyday skills in the family and about the specifics of raising a disabled child.
Open classes;
Joint activities of parents and child: Doing homework. Consolidation of the acquired knowledge in the lessons of SBO at home.
Laboratory work with parents;
Thematic parent meetings: "To Parents on Punishing Children"
Trainings;
Other ___________________________________________________________
Forms of work of a parent with a child
| Orientation in the yard | 2014-2015 academic year |
|
| Formation of hygiene skills | 2014-2015 academic year |
|
| Developing the ability to occupy oneself in the absence of adults | 2014-2015 academic year |
|
| Ability to shop in the store | 2014-2015 academic year |
Circle of specialists
| Specialist | Deadline / result |
|
| Teacher - psychologist | ||
| Teacher speech therapist | Classes for the correction of violations writing and reading by: Development of phonemic processes; Development of language analysis and synthesis skills; Clarifications and expansions of the lexical dictionary; Development of the grammatical structure of speech; Development of coherent speech, communication skills; Development of motor functions. | 2014-2015 academic year Since September 2014 years to May group classes 2 times in Week: Wednesday Friday. dynamics positive. dynamics positive. |
| teacher-defectologist | Individualized remedial training development of the WPF. Correction of cognitive activity. | 2014-2015 academic year The individual form of work gave positive results. Filling gaps in ZUN - in mathematics has a positive result. I learned how to solve problems for movement, mastered tabular multiplication and division. |
| VET teacher ("sewing business") | Development of orientation and planning activities; Development of fine motor skills, coordination of movements; Formation of emotional-volitional qualities and positive motivation to work. Ability to transfer working methods to new working conditions. | 2014-2015 academic year I coped with the program material for the 5th grade, the debt for the 5th grade was liquidated for the grade "satisfactory". Completed independent and practical work on "3". A small positive trend in all indicators and criteria for correctional and developmental activities. Orientation and planning activity at the middle level; Fine motor skills and coordination of movements at an average level; Ability to transfer working methods to new working conditions at a low level |
| Mathematic teacher | Development of learning skills; - the formation of elementary mathematical concepts, reading skills, taking into account the psychophysiological characteristics of the student; - clarification and enrichment of ideas about oneself and the world around; - development of space-time representations; - increasing the level of general and speech development; - the formation of moral qualities; - protective mode of life. | Positive dynamics. WITH control work for the 5th grade I managed to get "4" and "3". With control work for the 6th grade I coped with "3". |
| additional teacher education | Basic PC skills. ("Smiley"); Knowing the right rules traffic Development of fine motor skills of hands ("Creativity") | 2014-2015 academic year Positive dynamics when using a PC The results of testing according to traffic rules: "average level". Positive dynamics |
| Social teacher | Formation of a culture of behavior in society | Positive dynamics |
Evaluation of results: "sewing business": slight positive trend.
For parents: a tolerant attitude towards the child and the creation of a positive psychological microclimate in the family.
For teachers ________________________________________________________________
For narrow specialists: a speech therapist teacher - to continue work on correcting writing and reading disorders.
Deputy director. for UVR:
VET teacher:
Mathematic teacher:
The teacher is a defectologist.
