Children with special educational needs. Report “Children with special needs: problems, pedagogical solutions Development of children with special needs
Pochetnensky educational complex "school-lyceum"
Krasnoperekopsky District Council
Autonomous Republic of Crimea
CHILD WITH SPECIAL
Prepared
teacher primary school
Filipchuk E.V.
p. Honorary, 2014
CHILD WITH SPECIAL
EDUCATIONAL NEEDS
(Information material to help teachers)
The concept of "children with special educational needs" covers all students whose educational problems go beyond the boundaries of the generally accepted norm. The generally accepted term "children with special educational needs" emphasizes the need to provide additional support in the education of children who have certain developmental characteristics.
The definition given by the French scientist G. Lefranco can be accepted as logical and justified: “Special needs is a term that is used in relation to persons whose social, physical or emotional characteristics require special attention and services, an opportunity is provided to expand their potential.”
When we talk about inclusive education, we mean, first of all, the special educational needs of children with disabilities in psychophysical development.
Inclusive education - this is a system of educational services, which is based on the principle of ensuring the fundamental right of children to education and the right to study at the place of residence, which provides for education in the conditions of a general educational institution.
Children with special needs of psychophysical development are divided into the following categories:
Hearing impaired (deaf, deaf, hearing impaired);
Visually impaired (blind, blind, with reduced vision);
With intellectual disabilities (mentally retarded, with mental retardation);
With speech disorders;
With disorders of the musculoskeletal system;
With a complex structure of disorders (mentally retarded, blind or deaf, deaf-blind, etc.);
With emotional-volitional disorders and children with autism.
Children with disabilities have, like all other children, certain rights, among which is the right to receive a quality education.
The purpose of this manual is to inform teachers about the nature of various psychophysical disorders, to give specific recommendations for teaching such children.
1.Speech disorders
Speech disorders include:
Dyslalia (violations of sound speech);
Rhinolalia (violations of sound speech and voice timbre associated with a congenital defect in the formation of the articulatory apparatus);
Dysarthria (violations of sound speech and the melodic-intational side of speech, due to insufficient innervation of the muscles of the articulatory apparatus);
Stuttering;
Alalia (absence or underdevelopment of speech in children, due to organic local damage to the brain);
Aphasia (complete or partial loss of speech due to organic local lesions of the brain);
General underdevelopment of speech;
Violation of writing (dysgraphia) and reading (dyslexia).
Most of these violations are eliminated in preschool and primary school age. At the same time, there are cases when these violations have not been overcome in the middle and senior grades.
Students with speech disorders have functional or organic deviations in the state of the central nervous system. They often complain of headaches, nausea, dizziness. Many children have balance disorders, coordination of movements, non-differentiation of the movement of the fingers and articulatory movements. During training, they are quickly depleted, tired. They are characterized by irritability, excitability, emotional instability. They retain instability of attention and memory, a low level of control over their own activities, impaired cognitive activity, and low mental capacity for work.
A special group among children with speech disorders are children with reading and writing disorders.
Difficulties in reading text (dyslexia) are characterized as the inability to perceive printed or handwritten text and transform it into words.
With dyslexia during reading, the following types of errors are observed: the replacement and mixing of sounds, letter-by-letter reading, rearrangement, etc.
Assistance to such children should be comprehensive and carried out by a group of specialists: a neurologist, a speech therapist, a psychologist, and a teacher. The effectiveness of the work is largely determined by the timeliness of the application of measures and the choice of the optimal method and pace of training.
Violation of writing skills - dysgraphia - distortion or replacement of letters, distortion of the sound-component structure of the word, violation of the elite spelling of words, agramatism. The classification of dysgraphia is based on the unformedness of certain operations of the writing process:
Articulatory-acoustic dysgraphia is manifested in substitutions, omissions of letters, which correspond to omissions and substitutions in oral speech;
Dysgraphia based on a violation of phonemic recognition is manifested in the replacement of letters corresponding to phonemically close sounds, although in oral speech the sounds are pronounced correctly; (the work to eliminate these two types of disorders is aimed at the development of phonemic perception: the clarification of each sound that is replaced, the development of articulatory and auditory images of sounds);
Dysgraphia based on a violation of speech analysis and synthesis, which manifests itself in the distortion of the sound-letter structure of the word, the division of sentences into words;
Grammatical dysgraphia is associated with underdevelopment of the grammatical structure of speech (morphological and syntactic generalizations);
The work to eliminate these two types of violations is aimed at clarifying the structure of the sentence, developing the functions of inflection, the ability to analyze the composition of the word according to morphological features.
Optical dysgraphia is associated with underdevelopment of visual analysis and synthesis and spatial representations, which are manifested in substitutions and distortions of letters when writing; mirror writing also belongs to optical dysgraphia;
The work is aimed at the development of visual perceptions, the expansion and presentation of visual memory, the formation of spatial representations and the development of visual analysis and synthesis.
Stuttering- one of the most complex and long-term speech disorders. Doctors characterize it as a neurosis (discoordination of contraction of the muscles of the speech apparatus). Pedagogical interpretation: this is a violation of the tempo, rhythm, fluency of speech of a convulsive nature. Psychological definition: this is a speech disorder with a predominant impairment of its communicative function. A speech spasm interrupts the speech flow with stops of a different nature. Convulsions occur only during the production of speech. Stuttering is neurotic and neurosis-like.
When stuttering, a speech therapist, a neuropathologist, a psychotherapist, a psychologist, and a teacher work with a child. Only a team that includes these specialists can expertly develop measures to overcome stuttering.
A speech therapist can prescribe security therapy - a silence mode, and a doctor can prescribe the entire complex of treatment, which is recommended for neurotic conditions in children. Regardless of the forms of stuttering, all children, in parallel with speech therapy, need classes in logorhythmics, medication and physiotherapy.
When you notice that there is a student in your class who has similar difficulties, consult with the teachers who taught the child in previous years.
Contact a psychologist and speech therapist, talk to your parents. use all the instructions and recommendations of specialists.
The composition of the team you organize determines the correct diagnosis, corrective care strategy and the choice of the necessary measures for the successful education of the child in your class.
Ask the student about the difficulties he feels during the perception, processing, application of information (new material). Determine what information the student does not perceive.
Suggest other ways (if the student cannot read, explain orally, if he does not perceive by ear, submit in writing).
Find out about the possibility of using special computer programs (for example, converting printed text into audio reproduction), other technical methods, depending on the characteristics of the learning of a particular student.
2. Children with mental retardation
Mental retardation can be due to a variety of reasons.
In particular, these are: hereditary predisposition, brain dysfunction during fetal development, sexual complications, chronic and long-term diseases at an early age, inadequate upbringing conditions, etc.
Depending on these factors, various forms of delay are distinguished.
- Constitutional and somatogenic origin - the child is miniature and outwardly fragile, the structure of his emotional-volitional sphere corresponds to an earlier age, frequent illnesses reduce the capabilities of parents, the general weakness of the body reduces the productivity of his memory, attention, ability to work, and inhibits the development of cognitive activity.
- psychogenic origin - due to inappropriate conditions of upbringing (excessive guardianship or insufficient care for the child). Development is delayed due to the restriction of the complex of irritations, information that comes from the environment.
- Cerebro-organic origin - persistent and complex, due to lesions of the child's brain due to pathological influences (mainly in the second half of pregnancy). It is characterized by a decrease in learning ability even at a low level of mental development. and manifests itself in the difficulties of mastering the educational material, the lack of cognitive interest and motivation for learning.
A significant part of children with mental retardation, having received timely correctional assistance, learns the program material and “levels out” after completing primary school. At the same time, many students and the next years of schooling require special conditions for organizing the pedagogical process due to significant difficulties in mastering educational material.
A student who has such difficulties requires a thorough psychological and pedagogical study to determine the optimal and effective teaching methods. Working with the parents of such children is of the utmost importance, as their understanding of the nature of the difficulties and appropriate support in the family circle contribute to overcoming the difficulties in learning.
Focus on the strengths of the student and build on them as you learn. At the same time, be prepared that you will have to gradually fill in the gaps in the knowledge, skills and abilities of the student.
Present the content of the educational material in small parts using a multi-sensory approach (auditory, visual, manipulative). Repeat and reinforce what you have learned as much as possible.
Engage the student, maintain positive motivation. learning.
Try to slow down the pace of learning, taking into account the mental endurance and mental capacity of the student. Be patient if the student needs to be explained or shown repeatedly. Find the best option for interacting with him (explain the new material before the lesson, give a written thesis plan, an algorithm of actions, etc. in class).
Divide the task into separate small parts. If necessary, make a written algorithm for the phased completion of the task. Give verbal instructions one at a time until the student can hold several in memory at the same time.
Practice applying the knowledge acquired by the student.
Review the assignment step by step with the student.
Diversify learning activities however, ensure a smooth transition from one activity to another.
Assignments should be appropriate to the abilities of the students and exclude feelings of persistent failure.
Give students enough time to complete the task and practice new skills, at the same time, doing one task too long can tire them out.
Do not shift overcoming learning problems solely on the parents. Help them to recognize the smallest successes of the student and consolidate them. Students with learning difficulties do not require authoritarian approaches in family relationships, but a balanced, good-natured attitude towards the child.
Overcoming learning difficulties is the result of long and painstaking joint work of teachers, psychologists, parents and even therapists.
3.Children with visual impairments
Today in Ukraine, visual impairments occupy the first place among other disorders. This group includes the blind (about 10%) and visually impaired (people with reduced vision). Persons who have no visual sensations at all or those who have only partial light perception (visual acuity up to 0.004) are considered blind. Visually impaired - those who have a significant reduction in vision (in the range from 0.05 to 0.2 when using corrective glasses).
The main reason for the decrease in visual acuity are congenital diseases or eye anomalies (70% of cases). The factors that caused eye anomalies are extremely diverse. Among the endogenous (internal) factors are heredity, hormonal disorders in the mother and fetus, Rh incompatibility, the age of the parents, metabolic disorders, etc. Endogenous (external) factors include various intoxications, infectious and viral diseases, etc.
Among the common disorders of the organs of vision are microphthalmos, anophthalmos, cataracts, glaucoma, optic nerve atrophy, retinal degeneration, astigmatism, myopia, hyperopia, etc.
Eye disease leads to complex impairments of visual function - sharpness decreases, the field of vision narrows, spatial vision is disturbed.
Due to an incomplete or distorted environment, the representations of such children are completely depleted, fragmented, and the information received is poorly remembered. Children feel difficulties during reading, writing, practical work; quickly get tired, which leads to a decrease in mental and physical capacity for work. That is why they require dosed eye strain and guard mode during the organization of the educational process.
Due to the fact that during the course of education the vision of students can change (ophthalmological recommendations change accordingly), coordinated work of teachers, a school doctor, an ophthalmologist and parents is necessary, which should keep the allowable physical and visual loads of the student under control.
When organizing the educational process for such students, the teacher must take into account ophthalmic data on the degree of vision loss, the nature of the disease, the features of its course and the prognosis for the future (possibility of deterioration or improvement). With this in mind, the teacher should be familiar with the recommendations of the ophthalmologist on the use of conventional and special correction measures (glasses, contact lenses, etc.), as well as additional methods that improve vision (enlarged lenses, projectors, typhoid devices, audio recordings, special computer programs that transform written text in sound, etc.). The teacher should know to which of the students the glasses are intended for permanent use, and to whom for work only at a long or close distance, and to monitor the children's compliance with a certain regimen.
Every 10-15 minutes, the student should take a break for 1-2 minutes, doing special exercises.
Illumination of the workplace should be at least 75-100 cd / sq.m.
Remove all obstacles on the way to the student's workplace.
In visual aids, it is advisable to increase the font.
When writing on the chalkboard, try to arrange the material in such a way that it does not merge into a continuous line for the student. Find out which color the student sees best.
Allow students to move closer to the board or visual aid to better see what is being written.
Voice what you write.
Strive to duplicate everything you write on the board with handouts.
Pay attention to the quality of the handout: it should be matte, not glossy paper, the font should be large and contrasting.
Students with visual impairments need more time to complete tasks, read texts. Do not overload the student with reading large texts during independent processing of the material, it is better to explain it again orally, make sure that he understands everything.
For subjects such as literature, history, geography, audio libraries of literary works and other educational materials can be used, which the teacher can use for individual lessons with visually impaired students.
It is advisable to review the requirements for written work. Sometimes a visually impaired student needs to write using a stencil in order to correctly position the text on the page and adhere to the lines.
Frequently check the student's understanding of the material that is given in the lesson.
Watch the student's posture, at the same time, do not limit him when he brings the text very close to his eyes.
The child may not see your facial expression well and not understand that you are addressing him. It is better to approach him, and touching him, address him by name.
Do not make unnecessary movements and do not obscure the light source, do not use non-verbal methods of communication (head nodding, hand movements, etc.).
4. Hearing impaired children
The term "hearing impairment" is often used to describe a wide range of hearing loss disorders, including deafness.
Among the causes of hearing loss are the following: sexual trauma, infectious diseases, otitis, inflammation, the effects of the use of appropriate medications.
Deafness is defined as the absolute absence of hearing or its significant decrease, due to which the perception and recognition of oral speech is impossible.
Compared to the deaf, children with hearing loss (hard of hearing) have a hearing that, with the help of audio amplifying equipment, makes it possible to perceive the speech of others and speak independently. Children who have hearing loss from 15 to 75 dB are considered hard of hearing, above 90 dB are considered deaf (according to the pedagogical classification).
Hearing loss is partially compensated by hearing aids and cochlear implants. Under normal learning conditions, children with hearing impairment form speech communication and develop speech hearing, which gives them the opportunity to successfully study in general education schools, receive higher and professional education.
At the same time, it is necessary to take into account certain characteristics of students with hearing impairments. Some hearing impaired people can hear, but perceive individual sounds in fragments, especially the initial and final sounds in words. In this case, it is necessary to speak more loudly and clearly, choosing the volume accepted by the student. In other cases, it is necessary to lower the pitch of the voice, since the student is not able to hear high frequencies by ear. In any case, the teacher should familiarize himself with the student's medical record, consult with the school physician, otolaryngologist, deaf teacher, speech therapist, parents, teachers with whom the student studied in previous years. Consult with specialists regarding the possibilities of the student's individual hearing aid, special tasks for the development of speech breathing.
Learn how to test your hearing aid.
Familiarize yourself with special technical tools that guide the effectiveness of the educational process. It is advisable that the educational institution has acquired the necessary equipment.
The student should sit close enough to have a good view of the teacher, classmates and visual aids. He must clearly see the articulation apparatus of all the participants in the lesson.
Use as much visibility as possible.
Make sure that the student receives the information in full. Sound information must be reinforced and duplicated by visual perception of text, tables, reference diagrams, etc.
When starting a conversation, check the student's attention: say his name or touch him with your hand. When addressing and talking with a student, look at him so that he can see all your movements (articulation, facial expression, gestures).
Before you start explaining new material, work instructions, make sure the student is looking at you and listening.
Do not cover your face with your hands, do not speak, turning away from the student. If necessary, make a note on the board, and then, turning to face the class, repeat what was written and comment.
Speak loudly enough, at a normal pace, without getting carried away by articulation, lip movement.
Make sure the student understands from time to time. But at the same time, do not ask him tactless questions about it .. If the student asks for something to be repeated, try to rephrase the information using short, simple sentences.
If you do not understand the student's speech, ask him to repeat again, or write what he wanted to answer.
If you are explaining complex material that contains terms, formulas, dates, names, geographical names, it is advisable to give it to the student in writing. Use handouts that better convey the content of the lesson.
Make sure all the words in the text are understandable. Simplify text as much as possible.
Initiate student verbal communication. Do not interrupt him, give him the opportunity to express his thought.
5. Children with a violation of the musculoskeletal system
Such disorders occur in 5-7% of children and may be congenital or acquired. Among the disorders of the musculoskeletal system are:
Diseases of the nervous system: cerebral palsy; poliomyelitis;
Congenital pathologies of the musculoskeletal system: congenital dislocation of the tops, torticollis, pincer leg and other deformities of the feet; anomalies in the development of the spine (scoliosis); underdevelopment and defects of the limbs: anomalies in the development of the fingers; atrogriposis (since the birth of a cripple);
Acquired diseases and lesions of the musculoskeletal system: injuries of the spinal cord and limbs; polyarthritis; skeletal diseases (tuberculosis, osteomyelitis); systemic diseases of the skeleton (chondrodystrophy, rickets).
In all these children, the leading disorder is underdevelopment, impairment or loss of motor functions. The dominant among them is cerebral palsy (about 90%).
To fit social environment, it is necessary to prepare teachers and students of the school, class to perceive a child with such disabilities as an ordinary student.
Children with cerebral palsy (CP)
Cerebral palsy occurs due to damage to the fetal brain during the prenatal period or during childbirth. Among the factors that lead to cerebral palsy are bone insufficiency, birth traumatic brain injury, intoxication during pregnancy, infectious diseases, etc. The frequency of cerebral palsy in the population is 1.7 cases per 1000 children.
Characteristic for cerebral palsy are motor disorders (paralysis, incomplete paralysis), inability to control and coordinate movements, weakness of movements, disorders of general and fine motor skills, spatial orientation, speech, hearing and vision, depending on which parts of the brain were damaged, unstable emotional tone. These states can be aggravated by excitement, unexpected appeal to the child, overwork, the desire to perform certain purposeful actions. The more severe the brain damage, the more pronounced cerebral palsy. However, cerebral palsy does not progress over time.
Depending on the severity of the lesion, such children can move independently, in wheelchairs, with the help of walkers. At the same time, many of them can study in a general education school, provided that a barrier-free environment is created for them, provided with a special device (a device for writing, splints that help to better control hand movements; a workplace that makes it possible to maintain an appropriate body position).
Typically, children with cerebral palsy may require different types of help. Special education and services may include physical therapy, occupational therapy, and speech therapy.
Physical therapy helps to develop muscles, learn to walk better, sit and maintain balance.
Occupation Therapy helps develop motor functions (dressing, eating, writing, performing daily activities).
Speech therapy services help develop communication skills, correct impaired speech (which is associated with weak muscles of the tongue and larynx).
In addition to therapeutic services and special equipment, children with cerebral palsy may need assistive technology. In particular:
Communication devices(from the simplest to the more complex). Communication boards, for example with pictures, symbols, letters or words. The student can communicate by pointing a finger or eyes at pictures, symbols. There are also more sophisticated communication devices that use voice synthesizers to help you "talk" to others.
Computer technologies (from simple electronic devices to complex computer programs that work from simple adapted keys).
Find out more about cerebral palsy, the organizations that help you and the sources you can get useful information from.
Sometimes the sight of a student with cerebral palsy gives the feeling that he will not be able to study like others. Pay attention to the individual child and learn directly about their special needs and abilities.
Consult with other teachers who have taught the child in previous years about organizing a learning environment specifically for that student. Parents know best about the needs of their child. They can tell a lot about the special needs and abilities of the student. By inviting a physiotherapist, speech therapist and other specialists to your team, you can develop the best approaches in relation to a particular student, in terms of his individual and physical capabilities.
The path of the student to his workplace should be unhindered (convenient opening of doors, wide enough passages between desks, etc.). Think about how he will reach the class, move around the school, use the toilet, etc. Most likely in educational institution you will have to make appropriate architectural changes (ramp, special handrails, fixtures in the toilet, etc.).
It may be necessary that someone from the staff or students is always ready to help a student with cerebral palsy (hold the doors until the wheelchair comes in, while descending the stairs or overcoming rapids). Such assistants should be instructed by a specialist (orthopedist, physiotherapist, exercise therapy instructor).
Learn to use assistive technology. Find experts inside and outside the school to help you. Assistive technologies can make your student independent (special writing attachments, additional computer equipment, etc.).
With the help of specialists or parents, equip the student's workplace, taking into account his physical condition and the characteristics of the development of learning skills.
Consult with a physical therapist regarding the student's exercise regimen, required breaks and exercise. Remind the student of this and make sure that he does not overwork.
Sometimes children with cerebral palsy may experience hearing loss on a high-frequency tone, while remaining on a low one. Strive to speak in low tones, make sure that the student can hear the sounds t, k, s, e, f, sh well.
It is necessary to reduce the requirements for the written work of the student. It may be convenient for him to use special devices, a computer or other technical means.
Make sure that the necessary materials, teaching aids, visual aids are within the reach of the student.
Do not surround the student with immeasurable guardianship. Help when you know for sure that he cannot master something, or when he asks for help.
The student needs more time to complete the task. Adapt the exercises accordingly, develop tasks in the form of tests, etc.
6. Children with hyperactivity and attention deficit
One of the most common disorders, characteristic according to various sources, is 3-5 - 8-15% of children and 4-5% of adults. The reasons for this condition are still being studied. Among the factors that cause it, we can distinguish hereditary and somatic disorders. Somatic (from Greek - melo, bodily) in medical practice is used to determine the phenomena that are associated with the body, in contrast to the phenomena of a mental nature. The disease in this sense is divided into somatic and mental. Such children have a complex of clinical, physiological and biochemical changes, sometimes certain minimal brain dysfunctions (a combined group of different pathological conditions that manifest themselves in combined disorders of perception, motor skills, attention). At the same time, this condition may have a number of other disorders: neurosis, mental retardation, autism. Sometimes attention deficit hyperactivity disorder is difficult to dissociate from normal development with physical activity characteristic of a certain age, from the characteristics of the temperament of individual children. Usually this condition is observed more often in boys.
Among the characteristic features of attention deficit hyperactivity disorder are excessive activity, impaired attention, impulsiveness in social behavior, problems in relationships with others, behavioral disturbances, learning difficulties, low academic success, low self-esteem and etc.
If a child is not provided with psychological and pedagogical assistance in a timely manner, in adolescence this condition can develop into antisocial behavior.
A teacher who has noticed the features of attention deficit hyperactivity disorder should involve specialists in the team: a psychologist, a neuropathologist, a therapist, and parents. In some cases, medication may be needed. In daily work and communication with the student, all team members must adhere to the developed joint strategy of behavior. Family psychological trainings will be useful, which will reduce the level of stress in the family, reduce the likelihood of conflicts in social interaction with the child, and develop parents' skills of positive communication with him.
It is advisable to put the child at the first desk, he will be less distracted.
The lesson schedule should take into account the limited ability of the student to focus on the perception of the material.
Activities in the lesson should be structured for the student in the form of a map of clearly formulated actions, an algorithm for completing the task.
Instructions should be short and clear, repeated several times.
It is difficult for the student to concentrate, because he needs to be pushed several times to complete, to control this process until it is completed, to adapt tasks so that the student has time to work at the pace of the whole class.
Demand completion of the task and check it.
Find various opportunities for the student to speak in front of the class (for example, how he did the assignment, what he did while on duty, how he prepared creative work, etc.).
The training material should be made as visual as possible so that it retains attention and is as informative as possible.
Praise the child, use feedback, emotionally react to small achievements, increase his self-esteem, status in the team.
It is necessary to constantly interest the student, point out shortcomings less often, find correct ways to point out mistakes.
It is necessary to develop positive motivation in learning.
Rely on the strengths of the student, celebrate his special successes, especially in activities in which he shows interest.
In case of inadequate manifestations or actions of the student, adhere to the tactics of behavior chosen by the team of specialists.
Communicate and cooperate with the student's parents as closely and often as possible.
7. Children with early childhood autism (non-contact children)
A child's limited companionship can be the result of various reasons: fear, fearfulness, emotional disturbances (depression), minor needs for communication.
Characteristic features of little contact children:
1) inability to organize a joint game and establish friendly relations with peers;
2) lack of sensitivity to people, indifference to manifestations of love, physical contact;
3) negative reactions to greetings;
4) lack of face-to-face contact and mimic response;
5) increased level of anxiety from contact with other people;
A number of features of children with early childhood autism syndrome:
Fixed or "blind" gaze;
Dislikes physical contact, avoids hugs;
Inadequate reaction to the new;
Lack of contact with peers (does not communicate, attempts to run away);
Likes sound toys and those that move;
Aggression towards animals, children, auto-aggression;
Delayed chewing skills, self-service;
Refusal to communicate, echolalia, talking about yourself in the third person;
Helping the child: classes with a psychologist, providing attention and love, a sense of security, attracting to touching, facial reactions, independence, music, poetry, folding puzzles.
Correctional work in autism.
Correctional work with autists is roughly divided into two stages.
First stage : "Establishment of emotional contact, overcoming negativism in communication with adults, neutralization of fears."
Adults should remember the 5 "nos":
Do not speak loudly;
Do not make sudden movements;
Do not look directly into the child's gala;
Do not address the child directly;
Do not be overly active and intrusive.
To establish contact, it is necessary to find an approach that meets the capabilities of the child, to cause him to interact with an adult. Contacts and communication are based on the support of elementary, age-inappropriate, effective manifestations and stereotypical actions of the child through the game. To organize the initial stages of communication, an adult must calmly and with concentration do something, for example, draw something, put together a mosaic, etc. Requirements at the beginning should be minimal. Success can be considered that the child does not depart from the adult, passively follows the actions of the adult. If the child does not complete the task, his attention should be switched to lighter ones, you should not press, bring the child to a negative reaction. After completing the task, you need to rejoice at success together. To cheer up, games with emotional manifestations are organized: music, light, water, soap bubbles. The emotional discomfort of the child is reduced by constantly monitoring. One of the indicators of such a state is motor skills, voice power, strengthening of stereotyped movements.
Fears are alleviated by special games that emphasize the safety of the situation.
It is necessary to choose the right games, books, poems, discarding those that can emotionally traumatize the child.
Second phase: "Overcoming the difficulties of purposeful activity of the child."
Teaching special norms of behavior, development of abilities.
Purposeful activity is very important for children with autism. They quickly get tired, distracted, even from interesting activities. This is prevented by frequent changes in activities and taking into account the wishes and readiness of the child to interact with the teacher. The content side of classes with a child is an activity that he loves, which maintains a state of acceptable sensory sensations, i.e. the best interests of the child must be taken into account.
At the beginning of work with the child, his stereotypes are actively played out.
During training, an adult is behind the child, imperceptibly helps, creates a sense of independence in performing actions.
It is necessary to dose the praise so as not to develop dependence on the hint. An inadequate reaction in a child indicates overwork or misunderstanding of the task.
A child with autism has a specific need to maintain consistency in the environment, to follow routine. It is necessary to use the mode, schedule, pictures, drawings, alternate work and rest.
Specific techniques should be used for social adaptation. An adult should not only interest the child, but understand inner world, stand on the position of understanding reality.
First of all, the emotional sphere is corrected. Emotional processes are normally that sphere of mental existence that charges and regulates all other functions: memory, attention, thinking, etc. Unfortunately, autistic children with great effort form higher feelings: sympathy, empathy. They do not form the correct emotional response in various situations.
Based on the results of the examination of the child, an individual correction card is drawn up.
Establish positive emotional contact.
Child stereotypes are used.
To teach the child the language of feelings, to fix attention on the emotional state of people and animals.
To teach behavioral ethics on an emotional basis, to analyze the world of emotions. In the future, the development of creative abilities and ideas allows the child to adequately perceive literary tales.
Teachers should not use the traumatized words "you were scared ...", "it did not work out ...". The task of the teacher is to prevent the growth of negativism, to overcome the communication barrier.
One of the areas of work is the social adaptation of children, the formation of self-service skills.
8. Mental infantilism
Psychic infantilism is a form of psychological immaturity of a child, which leads, with improper upbringing, to a delay in age-related socialization and the behavior of the child, as not meeting the age requirements for him.
Contributes to infantilism: hypoxia, infections, intoxication during pregnancy, constitutional-genetic, endocrine-hormonal factors, asphyxia during childbirth, severe infectious diseases in the first months of life. Also egocentric and anxiety-vulnerable parenting.
The first variant of mental infantilism - true or simple - is based on a delay in the development of the frontal lobes of the brain, due to the above factors.
As a result, the child retards the formation of the concept of the norm of behavior and communication, the development of the concepts of “impossible” and “necessary”, a sense of distance in relations with adults, a delay in the maturation of the ability to correctly assess situations, provide for the development of actions, threats.
Children with a simple form of mental infantilism in their behavior are assessed as younger than their true age by 1-2 years.
Psychic infantilism is not a general mental retardation. If it is present, children carry out phrasal speech in the usual period and even earlier, ask questions in full accordance with age norms, learn reading and counting in a timely manner, and are mentally active. They often express original thoughts and perceive nature freshly. Parents and educators are embarrassed by their spontaneity, inconsistency of behavior with age and inability to adapt to reality. It’s not that they are not able to think about their actions, they most likely just don’t think about them. The liveliness of an infantile child is not disinhibition, but an overflowing emotionality, their carelessness is not the result of mental retardation, but the naivety of a child who does not imagine that he can be offended. They are kind and do not wish evil. Their manner of freely addressing adults is not a kind of rudeness or impudence, but a kind of puppy joy of life and that reckless liveliness when there is no idea of what is possible and what is not. Mentally infantile children naively offer an adult to run or play with them, not realizing that adults are not up to it. In everything they go from themselves, their perception of life. Therefore, they show gaiety, if they cry, then not for long and do not remember evil. Adults often admire the spontaneity of the child until the reality of school adaptation pushes parents to consult a psychiatrist.
Peers approach such children as equals, but communication does not work, because. they obviously look younger in communication. Children are not very independent. they can’t do anything, because what requires effort, others have done for them. Having felt the realities of life, such a child is at first surprised, and then greatly embarrassed - even to the point of manifestations of hysterical neurosis.
Improper upbringing complicates the infantilism of the volitional factor in children. The volitional component is embedded in temperament, but this side, like the others, has not been developed.
The second variant of mental infantilism is general psychophysical immaturity of the infantile type.
The reasons are the same as in the first option. However, in the second variant, immaturity also concerns physical development. These children are miniature, weak, fragile. Children develop in a timely manner in motor, psychoverbal development, they timely learn all the skills and abilities, drawing, counting, reading. Children often have musical inclinations, but their higher orientational functions are delayed in maturation. Time passes, and the child is not ready to communicate with peers and is extremely dependent. The condition of the child causes anxiety in parents, he often gets sick, in contrast to the children of the first variant of mental infantilism.
Anxious upbringing "protects" the child and reinforces infantilism in him. Proper upbringing can save a child from infantilism. At the age of 6-8, the dosing of higher mental functions takes place and the qualities of masculinity are added. After the completion of puberty, the child differs from the same-year-olds in small stature and diminutiveness with physical strength and normal health. A child who is mentally infantile according to the second type is not urged on in development. The child will follow peers with a delay of approximately 1 year. And then gradually leveled off with peers. All that is needed is patience, love and wisdom of parents.
The third variant of mental infantilism.
A child is born mentally and physically healthy, but by protecting him from reality, parents delay his socialization by the self-centered or anxious nature of education. Often such cases occur in those parents who dreamed of a child, were waiting for him. They admire and amuse themselves with him, detaining him at the age of 2-3 years.
This type of infantilism is entirely due to improper upbringing, when a healthy child was made immature and the development of the frontal functions of the brain was artificially delayed. Infantilism in this case is cultivated by hyper-custody, from peers and life is fenced off.
A child with congenital mental infantilism or acquired in the first months of life is treated by a psychoneurologist. Treatment should contribute to the maturation of higher neuropsychic functions. According to the indications of the child, the endocrinologist also advises.
The main thing in overcoming mental infantilism is proper education. Efforts are directed primarily to the socialization of the child.
Educators, parents exercise the influence of a non-child by the methods of play, working out the necessary for successful adaptation in kindergarten.
If an infantile child under 7 years old is not ready for school, then it is better to detain him for another 1 year and send him to a school with a formed position of a student.
9. Children with Down syndrome
Features of the development of children with Down syndrome.
Currently, there is no doubt that children with Down syndrome go through the same stages as ordinary children. General principles training developed on the basis contemporary ideas about the development of children, taking into account the specific characteristics inherent in children with Down syndrome. These include:
1. Slow formation of concepts and development of skills:
Decrease in the rate of perception and slow response formation;
The need for a large number of repetitions to master the material;
Low level of generalization of the material;
The loss of those skills that are not in demand enough.
2. Low ability to operate with several concepts at the same time, what are the reasons for:
Difficulties that a child has when he needs to combine new information with already studied material;
Difficulty transferring learned skills from one situation to another. Replacing adaptive, flexible behavior with patterns, i.e. the same type, memorized repeatedly repeated actions;
Difficulties in performing tasks that require operating with several features of an object, or performing a chain of actions.
3. The uneven development of the child in various areas (motor, speech, socio-emotional) and the close relationship of cognitive development with the development of other areas.
4. A feature of subject-practical thinking is the need to use several analyzers simultaneously to create a holistic image (vision, hearing, tactile sensitivity, proprioception). The best results are obtained by visual-corporeal analysis, i.e. the best explanation for the child is the action that he performs, imitating an adult or with him.
5. Violation of sensory perception, which is associated with reduced sensitivity and frequent visual and hearing impairments.
6. Children with Down Syndrome have different starting levels, and the pace of their development can also vary significantly.
10. Children with minimal brain dysfunction (MMD)
According to Russian scientists, 35-40% of children have deviations in the functioning of the central nervous system (these are mostly deviations in the functioning of the brain that are acquired in utero). Refer to functional disorders that disappear as the brain matures. Often associated with mental retardation, psychopathy, at the beginning of schooling.
Functional deviations in the work of the central nervous system in physicians are not considered a severe defect; in 1-2 years, they are removed from the dispensary if the parents do not show excitement. From primary schooling, this process has been like an avalanche. Often children in severe cases are referred to a psychiatrist, psychologist or defectologist. Correction of chronic cases is very difficult.
Characteristics:
neuroses;
stuttering;
Deviant behavior;
antisocial manifestations.
Distinguishes from normal children with MMD:
Rapid fatigue, reduced mental performance;
Opportunities for arbitrary regulation of behavior (make a plan, stick to a promise) are sharply reduced;
The dependence of mental activity on social activity (one - motor disinhibition, in a crowded environment - disorganization of activity);
Reducing the amount of RAM;
Visual-motor coordination is not formed (errors when writing when writing off, strikethrough);
Change of working and relaxation rhythms in the work of the brain (a state of overwork, working rhythms of 5-10 minutes, relaxation - 3-5 minutes, the child does not perceive information; (there are literate and illiterate texts, take a pen and not remember; say rudeness and not remember) Similar to erased epileptic seizures, but the difference is that the child continues his activities.
Characteristic disadvantages: attention, RAM, increased fatigue.
Recommendations: after the second lesson, spend an hour of relaxation: walks, breakfast, then work capacity resumes. Group forms of work that do not require silence and discipline, psychotherapy and game teaching methods.
hyperdynamic syndrome.
At the heart of hyperdynamic and hypodynamic syndromes are microorganic disorders of the brain that occur as a result of intrauterine oxygen starvation, microbirth injuries lead to minimal cerebral dysfunction (MMD). There are no gross organic disorders, but there are many micro-disturbances of the cortex and subcortical structures of the brain.
Main features:
Instability of attention;
Motor disinhibition, which manifests itself in the first months of a child's life, when it is difficult to hold the baby in his arms. The hyperdynamic child moves like mercury. The hands of such a child are in constant work: something is wrinkled, twirled, cut off, chipped off.
The peak manifestation of the hyperdynamic syndrome is 6-7 years and, under favorable conditions of education, decreases by the age of 14-15. Under the wrong conditions of upbringing, it manifests itself in the fate of an adult.
Often hyperdynamic children become leaders in groups of difficult teenagers, they ignore learning.
hypodynamic syndrome.
With MMD, it is observed in every fourth child. During a microbirth injury, the subcortical structures of the brain are disturbed, the child is frozen, inactive and lethargic.
The muscles of the body are weakened, poor coordination contributes to the accumulation of excess weight, which leads to the isolation of the child in the team. Such children resemble the mentally retarded and only the mother knows that the child is intelligent.
Poor school performance embarrasses a child because it embarrasses his mother. Often children tend to sit on the last desk, to be invisible, avoid physical education lessons, peers give them nicknames. The child is lethargic not only physically, but also emotionally and mentally.
Help: to be interested in something, to treat kindly; develop physical activity, diet.
Often there is diartria, dysgraphia - poor handwriting, omissions of vowels, mirror writing. The help of a neuropathologist and a psychiatrist is necessary. It is recommended to study in sanatorium schools and facilitated the training regimen.
The concept of "Children with special educational needs" covers all students whose educational problems go beyond the boundaries of the generally accepted norm. The generally accepted term "children with special educational needs" emphasizes the need to provide additional support in the education of children who have certain developmental characteristics.
The definition given by the French scientist G. Lefranco can be accepted as logical and justified: “Special needs is a term that is used in relation to persons whose social, physical or emotional characteristics require special attention and services, an opportunity is provided to expand their potential.”
The category of children with special educational needs includes children with special needs of psychophysical development, children with hyperactivity and attention deficit, as well as gifted children,
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Music therapy as one of the methods
correctional and developmental work with children with special needs
According to the strategy modern education and introduction professional standard a teacher who puts forward requirements for the use of special approaches to learning and development, in order to include all pupils, including those with disabilities, in the educational process, the teacher must provide equal opportunities for the full development of each child during preschool childhood. Teachers of preschool institutions, including music directors, must comprehensively solve this problem.
Correctional and developmental work with children with special health needs should be built on the basis of the integration of education, a personality-oriented approach, on the principles of observing the interests of the child, consistency, continuity, and the advisory nature of assistance.
The correctional and developmental possibilities of musical art in relation to preschoolers with special educational needs are primarily due to the fact that it is a source of new positive experiences for the child, gives rise to creative needs and ways to satisfy them, activates potential opportunities in practical musical and artistic activities, and ensures the comprehensive development of the child. , i.e. performs the most important functions: educational, educational, social.
The mention of the healing and corrective-developing effects of music is rooted in ancient times. The most prominent scientists Pythagoras, Aristotle, Plato pointed to the therapeutic and preventive effects of music. They believed that music establishes a proportional order and harmony in the universe, including those violated in the human body. It was noticed that music, primarily its main components - melody and rhythm, changes a person's mood, rebuilds his inner state.
In ancient sources there is a lot of evidence that speaks of miracles that occurred from the influence of music. The most prominent physician of antiquity, Avicenna, thousands of years ago, treated mental illness with music. And the doctor Asklepid pacified discord with the sounds of music and restored hearing with the sounds of a trumpet. The perception of music, according to the ancient Greeks and Romans, contributed to the process of digestion. The healing effect of the sound of certain musical instruments was noted by Democritus and recommended listening to the flute for healing in fatal infections. In the works of the ancient Greek philosopher Pythagoras there is a description of how music can influence the emotional state of a person, restore spiritual harmony.
Music therapy was also widely used in ancient China and India. Ancient Chinese approaches to the diagnosis and treatment of music were based on the effect of music on the active biological points of the meridians of the human body. The treatment of mental and physical disorders was carried out by exposing certain tones, sounds and certain musical instruments to diseased areas of the body.
Scientific understanding of the mechanism of the influence of music on the human body began in the late 19th - early 20th centuries. Studies have shown the beneficial effects of music on various systems human body: cardiovascular, respiratory, motor, nervous. Very important were the conclusions that positive emotions received from communication with art have a therapeutic effect on psychosomatic processes in the human body, relieve psycho-emotional stress, mobilize reserve forces, stimulate creativity, and negative ones indicate the opposite effect. It was these conclusions of domestic scientists that formed the basis of the scientific justification for the use of art (music) in correctional work with adults and children.
Second half of the 20th century associated with the allocation of music therapy as an independent direction in the practice of art therapy in Europe and the United States.
Music therapy is a method that uses music as a means of psychological correction of the child's condition in the desired direction of development. The music director selects and introduces music therapy works into the child's daily life, which minimizes behavioral and organizational problems, increases the efficiency of children, simulates their attention, memory, and thinking. Music therapy is usually organized in individual and group forms. Each of these forms can be represented in three forms: receptive, active and integrative.
Receptive music therapy involves a relatively passive perception of the proposed melodies, and mainly solves problems associated with psycho-emotional states.
Active music therapy implies the active involvement of the participant in the process through singing, movements, playing children's musical instruments and contributes to solving problems of activating creative manifestations, the formation of communication skills.
Integrative music therapy combines the approaches of receptive and active music therapy.
What kind of music has the greatest therapeutic effect? According to observations, listening to classical music and sounds of nature gives optimal results.
Numerous studies have confirmed that classical music not only creates a sense of psychological comfort, but also contributes to the development of attention, intelligence and creativity, helps to reveal the inner potential of a child at an early age.
Elements of music therapy are used in kindergarten groups during the day:
The morning reception begins with the music of Mozart, because this music encourages close contact between an adult and a child, creates an atmosphere of comfort, warmth, love and ensures psychological well-being;
Daytime sleep passes under quiet, calm music. It is known that sleep is considered as a manifestation of complexly organized activity of a number of brain structures. Hence its most important role in ensuring the neuropsychic health of children. Music during sleep has a healing therapeutic effect;
Music for the evening helps to relieve accumulated fatigue, stressful situations during the day. It calms, relaxes, normalizes blood pressure and the functioning of the nervous system of the child's body.
The benefits of music therapy are:
1. Absolute harmlessness;
2. Ease and simplicity of application;
3. Possibility of control;
4. Reducing the need to use other treatment methods that are more stressful and time-consuming.
We are all born with different abilities. Sometimes restrictions are imposed by nature itself. But this does not mean that children with disabilities are less likely to be happy. And there is a solution to this - music therapy.
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To music with joy:
classes for children with special needs
In any society there are people who require special attention to themselves. These are people who have deviations in physical, mental or social development. Such people are singled out in a special group, and a special attitude towards them should develop in society and in the state. However, at different times, depending on specific cultural and historical conditions, the attitude towards this category of people was very different: in some societies, as, for example, in Sparta, it was characterized by extreme cruelty up to their physical destruction. Regions of the Far North. Ancient Rome, in others, was merciful and compassionate. In Russia, people suffering from serious illnesses and having limited opportunities have traditionally been objects of charity and mercy. In addition, they were given a special place in the Orthodox religion. These people were "God's providence."
Today, Russian legislative acts regarding the care and assistance of people with disabilities are approaching the laws and principles adopted throughout the world, which affirm a non-discriminatory attitude towards people with disabilities and call on the world community to create conditions for the integration of sick children into society, providing them with equal opportunities.
In 2005, on the basis of Tchaikovsky Children's Music School No. 2, a department for children with disabilities (HVD) or a department for students with special educational needs was created. Over the years, the department has 15 graduates in the class of guitar, balalaika, vocals, synthesizer, piano. The term of study at the department of children with disabilities is 5 years.
We currently have 11 students. Basically, these are guys with congenital cerebral palsy (medium form and various forms of cuts), with cardiovascular diseases. There was a girl who was deaf and dumb, and a girl who lost her voice after a car accident.
Most children have to work at home individually. Only a few people are brought to school by their parents.
What is characteristic is that these children are always looking forward to music lessons with great joy, and for a teacher it is very important to see the desire and dedication of the student. And when you still see the changes taking place in the psycho-emotional state of our children, you simply begin to believe in the magic of music.
Interestingly, when the department was created, none of the teachers had experience working with "special" children. For training, we went to Yekaterinburg to a specialized music school No. 4, where we gained experience (I also went to a general education correctional school No. 169 for children with such a disease as autism). Gradually, its own system of education developed, positively affecting the health of children with impaired musculoskeletal system and their social adaptation in society.
The specifics of working with disabled children is that the means, forms of education and upbringing of such children depend on the type of abnormal development, the degree and nature of violations of various functions, age capabilities, and also on the individual abilities of children.
I can give such an example - my student Maxim Yermolin, who works with the synthesizer, can play with only one finger, the boy has limited hand action. He adapted to the game for a very long time, and also worked a lot on technique. And he achieved good results (naturally by his standards).
Zyabrina Sofya – when we play the piano instrument - the specifics of her vision is as follows - when she sits down at the instrument - she does not see the notes on the keyboard, she does not distinguish the keys well, although theoretically she knows everything. And there are many such cases and all individually.
It's no secret that the circle of communication of such children is narrowed and closed. And teachers of additional education help to realize their potential opportunities.
In this sense, the significance of music is enormous, as one of the universal therapeutic agents that affect the psyche, emotions, and mood of a person. The process of musical education for such children undoubtedly differs from ordinary classes with healthy children - in the organization of setting goals, the requirements for the perception and assimilation of knowledge, skills and abilities. The main task in the process of raising children with abnormal development includes:
Stimulation of potential opportunities;
Assistance in overcoming the difficulties of social adaptation;
Involvement of a disabled child in the world of beauty by activating his creative potential and compensatory abilities.
Music classes include the following sections:
Speech therapy exercises on the development of speech, singing, teaching musical literacy, listening to music, musical and rhythmic exercises and games, learning to play musical instruments, playing music, finger games.
Any of the sections of musical education, in addition to the well-known direction, also carries an additional burden, being responsible for achieving specific correctional goals in common process development of a child with a disability.
Singing also includes work on the development of the articulatory apparatus: articulatory gymnastics, didactic games on the development of the voice, respiratory organs, facial muscle groups, stabilizes nervous activity. Contributes to solving problems in speech terms, Singing enriches the child with new impressions, develops initiative, independence and at the same time corrects the activity of mental processes,
Listening to music enriches the inner world of a child with a disability, awakens in him the ability to empathize, sympathy, acts calmingly, relaxing, or vice versa, encourages action and activity depending on the mood and nature of the piece of music, teaches the child to think, fantasize, create
Present in our classes and playing musical instruments, which contributes to the development of fine motor skills, coordination of movements, hearing of rhythmic, timbre, pitch, as well as strengthening memory.
Music-making attracts even the most timid and inert children, awakens in them activity in expressing feelings of joy and pleasure from the opportunity to communicate with musical instruments. The peculiarity of making music with these children is that all performed works are performed in an ensemble with a teacher, which avoids discomfort and enriches the sound.
Musical and rhythmic exercises play an important role. This is a whole section, where, as a component, exercises for the development of certain parts of the body, arms or legs are included. Musical and rhythmic games help to remove isolation, shyness, complexes, cause positive emotions, form a desire to take part in a musical game action together with a teacher or other children at joint concerts. In such games, they develop a moral principle, friendliness and goodwill towards the people around them.
Based on work experience, thanks to music lessons that include all these sections, fine motor skills of the hands improve, which contributes to positive changes in the development of speech, memory, and coordination of movement.As a result of training, the child’s cognitive activity and self-confidence increase (this is especially evident at concerts), children show themselves more actively in various life situations, interest in joint activities with adults also increases, the child’s need for communication through speech develops, psycho-emotional and muscle tension.
Another example - having recently met a former graduate in the vocal class Ilya Labutin (medium form of cerebral palsy) He is now studying in Moscow at a technical university - she noticed significant changes for the better - her speech became clearer and more understandable. Having asked, he told me that he still sings a lot and is very grateful to his school teacher.
Contact with music stimulates the child to be creative and promotes self-expression. Often, these activities can also change his mood in a positive way. And once again I will say that these children are waiting for us with great joy, like no other healthy child. And very, very grateful.
For the guys entering our department, the desire to make music is paramount, and not the presence of musical abilities. We accept everyone. In my practice, there was such a case when the pupil at first did not have any musical inclinations (or we could not immediately find them). We have been looking for our path for a long time. We studied musical notation, listened to a lot of music: both classical and modern, got acquainted with vocal ensembles. And in the third year of study, we decided to try to master the synthesizer. On the this moment Maxim Yermolin - I already spoke about him (now a graduate of our school) plays the instrument perfectly, successfully performs at various city concerts and competitions. I record the auto accompaniment to the bank on the sequencer track, and perform the melody on my own, and I do it (as I already said) with one finger. In addition to the limited action of the hands, the boy has atrophied motor functions below the waist. It has been 3 years since he finished school, but we continue to study. When choosing songs, we often argue before coming to a consensus.
For the third year I have two twin girls - Sofia and Lena.
The girls are very smart with great intelligence. A lot of people are interested. They are engaged in vocals, successfully mastering musical notation, picking up the piano, playing famous songs in an ensemble and already performing with them at concerts. We also get acquainted and listen to musical works of different genres, eras, styles.
When they are sick, they go in for horseback riding (horses treat them).
And downhill skiing.
Leontiev Kolya, in addition to physical and mental retardation in development (impaired speech, diction, palpation). But he tries very hard and we have a lot of positive results. Which is very welcome.
This year, 2 boys appeared among my students - also twin brothers. Just like in girls, one of them - Alberta - has a stronger severity of the disease. He is homeschooled. Brother is taken to general education school.
Albert studied for 2 years on the balalaika. And it so happened that the teacher left, to find another, alas, it was not possible. It's no secret that not all teachers agree to deal with such children - apparently they are not mentally prepared (About Nastya Khozyasheva).
And since I am the head of the department, it is my responsibility to find a teacher for the child, or I take this child for myself - this is what happened this time.
I was looking for a guitarist to practice, then a vocal teacher. In the end, I found a synthesizer and suggested that the boy and his parents try to play this instrument. To our great surprise, he began to study with such interest. In two months of study, we have already learned a lot: we play songs, select and sing songs with pleasure. And at the request of my mother, they began to study with my brother Arthur. Now I have 2 more students. There are 5 of them in total and I work with all of them at home. And those that parents can bring, I distribute to teachers. And I am very grateful to those who agree.
Active involvement of children with special educational needs in artistic and aesthetic activities is carried out by organizing concerts, competitions with their direct participation. Through joint efforts, teachers and students prepare for the concerts of the department (New Year, Christmas concerts, concerts in the decade of the disabled, concerts by March 8 and February 23, reporting concerts of the department), participate in the annual municipal festival of artistic creativity of people with disabilities "Price of Success". In the near future, on October 25, there will be another festival, where we will again take part. We often hold home concerts for the relatives of the child (uncles, aunts, grandparents come). The department closely cooperates with the kindergarten "Romashka" for children with visual impairments (we come to them with a concert and game program.) The Tchaikovsky Society of the Disabled "Lastochka", together with which concerts are held.
The guys, of course, are very worried before the performance, but the support of the teachers helps them cope with the excitement.
I would like to note the warm atmosphere of all the concerts of the department, as well as tea parties that have already become traditional, where the guys communicate with each other, which is important for our children.
Again, I will say that the main problem of the department is the lack of teachers. After all, first of all, it is their merit that children can realize their creative abilities and reveal their musical talents. But not everyone is ready to work with "special" children. In addition to knowledge, we need patience, sincere interest in the result, humanity, kindness. All these qualities are possessed by our teachers of the department of children with disabilities.
During theactivities with disabled childrenthe following conditions must be met:
Slow, unlike healthy children, the pace of learning;
- optimal involvement of children in subject-practical activities;
- reliance on the most developed positive qualities of the child;
- differentiated management of children's activities and correction of their actions.
On the Activities with disabled childrenunlike classes with ordinary children, there are many digressions related to life, environment, environment, society. A teacher who works with such children must be sensitive to all events that excite the child.
Also - teaching such children, the teacher himself learns from them willpower, compassion, rethinks his life positions.
In the process of classes, teachers note the diligence of these students, their extraordinary sensitivity to music;
Working with children with disabilities is very difficult. Collecting bit by bit the small successes of the child, my parents and I sincerely rejoice at them, as great incredible achievements.
But the most important thing is that the degree of freedom of the child in relation to the outside world increases, his optimism, faith in his own strength grows, and thus his adaptation in society takes place.
I would also like to say that these children can do everything and know how to do everything, but they do it in their own way. And this needs to be understood, accepted, adjusted ... And then there will be no fear at all in teaching such children.
List of used literature
- Art pedagogy and art therapy in special education / E.A. Medvedev, I.Yu. Levchenko, L.N. Komissarov, T.A. Dobrovolskaya. - M., 2001.
- A. N. Zimina "Fundamentals of musical education in a preschool institution."
- S. I. Bekina, T. P. Lomova, E. N. Sokovnina “Music and Movement”.
- Journal "Handbook of Music Director".
- B.M. Teplov "Psychology of musical abilities".
- D.B. Kabalevsky how to tell children about music.
- O. Slaboda. "Healing through the magic of sounds" /. - St. Petersburg, Vector, 2008
- S. Shushardzhan "Health by notes" /. - M., Medicine, 1994
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music director
It is clear that most often it is the parents who are the first to notice the giftedness of the child, although this is not always easy to do, since there is no stereotype of giftedness - each child shows his abilities in his own way. Most often, the giftedness of a child remains unnoticed in families where this child is the first or only one. Sometimes parents resist classifying their children as gifted. This is explained, obviously, by the fact that the parents of gifted children, as members of their society, are subject to a system of relations and a valuable society as a whole.
Children's giftedness often acts as a manifestation of patterns age development. Each child's age has its own prerequisites for the development of abilities. Under the influence of changing age, education, mastering the norms of cultural behavior, the type of family education, etc. there may be a "fading" of signs of children's giftedness. As a result, it is extremely difficult to assess the degree of stability of giftedness displayed by a given child over a certain period of time. In addition, there are difficulties in predicting the transformation of a gifted child into a gifted adult.
giftedness - this is a systemic quality of the psyche that develops throughout life, which determines the possibility of a person achieving higher, outstanding results in one or more types of activity compared to other people.
gifted childstands out with bright, obvious, sometimes outstanding achievements (or has internal preconditions for such achievements) in one or another type of activity.
Music is a source of special children's joy. The preschool educational institution has everything necessary for the implementation of work on musical education. The music room is equipped with a music center, piano microphones, TV, DVD player. The group rooms are equipped with all the necessary set of educational and didactic aids, equipment and toys, musical corners. Children are happy to look at albums with portraits of composers, play on the “silent keyboard” and sing, play musical and didactic games. Such conditions are created for music lessons in everyday life.
We begin to identify musical abilities in children from the age of 2. We give a lot of warmth and affection to our children, opening the door to the world of beauty. In the classroom, they are offered visually illustrated musical material accessible for perception, musical and didactic games, author's methods of T. Tyutyunnikova, A. N. Burenina, Merzlyakova, O. P. Radynova.
At an early age, a child naturally discovers the beauty of music, its magical power, and in various musical activities reveals himself, his creative potential. Thanks to competent lessons, the baby gradually develops an ear for music, and musical and rhythmic development naturally flows into the life rhythm of the kids. To consolidate the effect of early musical and rhythmic development, to help parents, I draw up folders with recommendations and song repertoire. Giftedness often manifests itself in the success of activities that have
spontaneous, spontaneous nature. For example, a child who is keen on singing can at home enthusiastically perform the songs, chants learned in kindergarten,
dancing, but at the same time not to show similar activity directly at the music lesson.
In artistic and aesthetic activity, choreographic, stage, literary and poetic, visual and musical talents are distinguished. Giftedness acts as an integral manifestation of different abilities in order to specific activity. Children are happy to take part in learning the musical and rhythmic material for the musical fairy tale "Gingerbread Man", participate in theatrical activities, learn and perform poems, songs, dances, lead round dances and participate in dramatizations. Sometimes parents at a holiday or entertainment learn about the presence of signs of giftedness in their children. The presence of parents at a holiday or entertainment in a kindergarten, a concert venue or a mass city event creates a powerful incentive for children to work on musical material. And the joint performance of a song or dance together with mom or dad leaves a lot of joyful memories in the memory of children.
The formation of the system of musicality in musically gifted children obeys the general patterns of development of musical abilities in ontogeny and is characterized by: advanced development of emotional responsiveness to music and sensory components of this system; bright and intensive development of musical thinking, mediated by the rapid assimilation musical language. The high level of creativity and intelligence in these children serves as the basis for the harmonious development of the reproductive and productive components of musical thinking.
Musically gifted preschoolers often turn out to be artistically gifted in general, showing abilities for visual, literary and other types of artistic activity. The diagnostics of musicality is a process consisting of sequential, annual cycles of diagnostic examinations and systematic observations of the child's musical development. The structure of diagnostics of musicality and musical abilities is determined by the structure of musicality and its constituent musical abilities adopted in the study. Diagnosis of children is carried out strictly individually.
In children with general inclinations of giftedness, but without musical abilities expressed at the first stage, musicality develops very intensively in the process of special classes, apparently, mainly due to intellectual mechanisms. Therefore, I recommend that the parents of the child, after graduating from the preschool educational institution, continue classes with a choreographer, vocal or instrument teacher. Our children study at the School of Arts, are engaged in the choreographic dance studio "Charm", participate in city, regional competition programs. They perform in the city holiday programs "March 8", "Mother's Day", "Defenders of the Fatherland Day", "Children's Day", "Victory Day".
The creation of a special artistic atmosphere, the musicality of the environment is a powerful stimulus for the musical and general development of children.
Preview:
Final lesson "Toys"
(Development of rhythmic abilities of children with speech disorders in music lessons with elements of logorhythmics)
Selection of musical, game, dance and song material: E. Fominykh
Audio file mastering: O. Lykov
Target: overcoming speech disorders in children by developing, educating and correcting the motor sphere through musical and logorhythmic activity.
Tasks:
educational:
To form motor skills and skills, the connection of music, movement and words;
Develop spatial representations, creative, activity;
Develop coordination, switchability of movements;
Introduce metrorhythmics;
educational:
To educate and develop a sense of rhythm, the ability to feel rhythmic expressiveness in music, movements;
To form the ability to perceive musical images and the ability to move rhythmically and expressively in accordance with this image;
Improve personal qualities, a sense of collectivism;
corrective:
Develop speech breathing;
Develop the articulatory apparatus;
Develop phonemic perception;
Develop grammatical structure and coherent speech;
Form and develop auditory and visual attention and memory.
The structure of the integrated lesson:
Movements to music: round dance, fractional and marching step;
Dance with objects:
"Colored peas" - with balls
Dance - song "Oh, what spoons" by O.N. Vaskovskaya
Song, with elements finger gymnastics, rhythmoplasty: Devochkina O.A. "Horse", "Bunny" to the verses by A. Barto;
The song "Airplane" by Tilicheeva with the game on metallophones "
Speech therapy gymnastics;
Noise Orchestra "Naughty Polka" A. Filippenko
Music store game
The game "Took and gave" Tyutyunnikova
Characters:
Leading
Enchantress
Salesman
Children: Bear, 2 bunnies.
Equipment: sorceress's house, shop window, decoration toys, wooden spoons, noise orchestra instruments - glockenspiel, maracas, drums, cards for articulation gymnastics, caps for the game “Music. shop”, walnuts for the game “Took and gave”.
Children enter the hall to the music of "Little Country" and line up in a checkerboard pattern.
001. Small country-children sing
Leading: Hello guys.(singing)
Today we will go to an unusual magical land, but first we will greet each other!
Musical greeting:
step, bow,
They got into place.
"Hello!" the boys said.
Step, sit down
Step and steel -
“Hello!” the girls said.
Well, the guests repeat and they answer us in unison: hello!
Leading: How cool and interesting we greeted each other, and now - on the road!(we put the handles, put the legs and set off on the path-path)
The background music "Gnome" by O. Yudakhina sounds, the children sing and perform movements according to the text of the song.
002. All kinds of steps
Leading:
1. Straight down the path,
Our feet are walking
We walk merrily
We raise our knees.
(March step)
2. Calm and beautiful
We're going in circles
As if on the road
We are leading a round dance.
(Round dance step)
3. Sit down a little,
Wanted to sink
We stomp our feet
We have fun walking.
(stomping step)
Leading: Well. Here we come?
Music sounds from a fairy-tale house a sorceress comes out.
003. Enter the Enchantress
Enchantress: Hello my friends. I know that you went to a magical land and of course, I will help you get there. And this box will help you.
And what lies in the box, what rattles in the box? (sings)
Children: speculate...
Enchantress: Let's see - these are magic nuts! If you beat the rhythm on them, you can get into the magical land of toys!
Do you know how to play with nuts?
(Children kneel in a circle)
T.E. game Tyutyunnikova "Take-give", music."Tumba-hey" (Holland).
004. Game with nuts
1 PHRASE: 1 nut is placed on the left hand, and the children cover it at home and pass it to a neighbor. 6 bars 4/4
(Practices with words"FROM ME", "FROM THE NEIGHBOR", "TAKEN", "GIVED")
On the losing side, take the 2nd nut
2 PHRASE: tap out the rhythm|| III ||III ||II I||II I|| II I||III
Say the words: one, two, one, two, three
In a loss, they again put the 2nd nut in front of them
3 PHRASE : repeat 1 phrase, without words:6 bars 4/4 at the end - raise your hands with nuts UP!
Enchantress: Oh, what is that in the corner of the envelope?
"Pictures depicting ARTICULATION GYMNASTICS"
(Performed with a metronome)
To a slow metronome tempo:
- Open your mouth wide like a hungry hippo.
- The clock ticks tick-tock and our tongue can do it.
- The children sat on the swing and flew up above the spruce, up and down come on, tongue, hold on.
Fast pace:
- I am a turkey "Baldy-Balda" - scatter, who goes where.
- The horse clatters along the path, click loudly with the tongue - it will also be loud.
As soon as the gymnastics ends. The ball rolls into the middle of the hall!
Enchantress: And here is the first toy!
005. My cheerful sonorous ball
BALL
(rhythm declamation to music)
006. Ball-rhythm recitation
1. My cheerful, sonorous ball,
Where did you run off to?
Yellow, Red, Blue,
Don't chase you!
2. I clapped your hand.
You jumped and stomped loudly.
You fifteen times in a row
Jumped to the corner and back.
3. And then you rolled
And did not turn back.
Rolled into the garden
Ran up to the gate
4. Rolled up under the gate,
Ran to the turn.
Got hit by a wheel.
Burst, slammed - that's all!
Hear the sound of an airplane
Enchantress: So the second toy is in a hurry to us, guess who is buzzing like that?
006. Airplane sound
Enchantress: That's right, the sound of an airplane. Pilots, to the airfield!
Children walk in a marching step, line up in a semicircle and recite a poem:
Let's build the plane ourselves
Let's fly over the forests.
Let's fly over the forests
And then back to mom
To the command “We start the engines and fly - they move randomly around the hall. On the command: Landing - “They are flying to the chairs”
3 people remain and play a chant on metallophones:
Song by E. Tilicheeva "Airplane" with playing on metallophones
007. Airplane
Enchantress : Hooves clatter loudly. Guess who's running towards us?
009. Horses
Sounds like the beginning of "The Dawn Horse" Lomovoi (children recognize the horse)
010. Horse Dawn
The song “I love my horse” is performed with movements (lyrics by A. Barto, music by Devochkina)
The screen saver sounds - the growl of a bear (see "Musical Olivier" No. 1 - 2013http://art-olive.ru/free.html )
Enchantress : Is anyone else joining us?
Loud songs so sings!
A bear comes in with a basket containing spoons.
011. Bear
Enchantress : A clubfoot bear walks through the forest,
The clubfoot bear brings us spoons.
Bear: I will play with you too
Let's knock with spoons!
Any song about Spoons, at the choice of the music director.
Leading: Who else is rushing to us?(sounds fragment "Bunny") the children answer.
012. Bunnies
Leading: Let's sing a song about a bunny
The song "Bunny" is performed with movements (lyrics by A. Barto, music by Devochkina)
Enchantress: And you will not offend toys? Come on, bunny, come out, bring us the tools.
To the music of the bunny comes out:
Bunny: Well you guys are sitting
Take all the tools.
How can you play
We all need to show.
Orchestra "Naughty Polka"
(music. Filippenko)
013. Naughty polka (Filippenko)
Enchantress: Guys, do you know where the toys have a house?
That's right - they are made at the factory, but they are bought?
And we will go with you to the store.
Get in the car, start, let's go ....
014. Bibika-mic
(sit on chairs - cars)
Music store game
Salesman:
Look at the store
All toys on display:
clockwork bunnies,
Bears and horses
Everyone is sitting on the shelves
They want to play with us.
(N. Voronina)
Let's see what toys are in our store.(Each toy has its own music. (bunnies 012 - 1 person, horses 09 - 2 people, aircraft 08 - 1 person, bear 011 - 1 person))
Each toy performs movements to its own music. With the end of the music, the "factory" ends. The buyer chooses the toy he likes. After - everyone returns to the "chairs-cars".
Enchantress:
The sun ran down the path
The sun scattered bright peas.
The guys took colored peas,
And they danced a farewell dance with them.
Dance "Colored Peas"
(See the description of the dance at the end of the script)
015. Colored peas
With the last phrases, the dancers leave. Children will join them. age. With hand movements they say goodbye and go to the group.
Peas colored
(red, blue, yellow)
(Music by A. Varlamov, lyrics by V. Kuzmina)
They go to lose in 2 ranks, rebuilding into one.
1. I will collect colored peas in my hands
(cross movements of the arms with a turn left and right, legs on the heel)
And turn the peas into a fun game
(pull out hands alternately forward with a ball)
Yellow peas are our cat
(hands up-swing to the sides with both hands, show only those about whom it is sung, the rest have their hands behind their backs)
Blue polka dots are cat's eyes.
Red polka dots - ears for earrings
And then you get a cat's beauty.
In a loss, they rebuild in 2 circles
2. Colored peas burn in the sun,
(sit down, stand up, spin around)
The mischievous boys want to play with me.
Yellow peas are someone's legs,
(rearranged in a general circle according to the words of the song)
Blue polka dots - someone's strong look.
Red peas - Antoshka's mouth,
It turned out a little fidget-brother.
(In a losing march, they expand the circle, walking with their backs)
3. Colored peas
scattered in the grass
But three of them remained
(Kneel down. Bang balls)
in a wide sleeve.
(move hands up and down alternately)
But three of them remained
(Kneel down. Bang balls)
in a wide sleeve.
(move hands up and down alternately)
yellow peas
(make a gate in the center)- autumn sketches,
blue polka dots
(hand movements to the sides under the GATE) - raindrops.
red polka dots
(They approach the GATES on both sides) -I will collect in a basket,
Fairytale path quietly leaving.
(rearranged in one line)
Fairytale path quietly leaving.
In the loss, repeat: (cross movements of the arms with a turn left and right, legs on the heel) - 2 measures, (arms with the ball are pulled forward alternately) - 2 measures,
Our experts in preparing the article were:
— Adaratskikh Sergey Mikhailovich, teacher-psychologist, teacher of the highest category MBOU LFPG g.o. Samara. Participant of the district stage of the All-Russian competition "Teacher of the Year";
— Grechikhina Tatyana Sergeevna, teacher of the highest category, School No. 1741, Moscow;
- Polyakova Svetlana Anatolyevna, teacher of the highest category, MBOU secondary school No. 17, Ulyanovsk;
- Andreeva Marina Alexandrovna, teacher-psychologist of the highest category MBDOU No. 107, Rostov-on-Don.
For whom: subject teachers, teachers of additional education, teachers implementing programs extracurricular activities, educational psychologists, speech therapists, social educators, deputy directors, methodologists, educators.
Description:
Currently, the world is attentive to children with disabilities. Modern system education is undergoing changes that require teachers to work with children with special educational needs in different directions. Existing approaches to teaching children with special educational needs will be considered. The authors will share their practical experience of working with this category of children, they will consider various methods and techniques of working with different groups of children with disabilities.
This article will be of interest not only to subject teachers working with children with disabilities, but also to teachers working in secondary schools, since integration can be due not only to the education of children who, as a result of long-term corrective work carried out by parents and specialists, are prepared for learning in a general educational environment, but also because no developmental deviation has been identified, or parents (for various reasons) want to educate their child in a mass kindergarten and school.
Teaching children with special educational needs
Part 1
Teaching children with disabilities
The education of children with special needs is one of the main tasks for the country. This is necessary condition creating a truly inclusive society where everyone can feel ownership and relevance of their actions. We have an obligation to enable every child, regardless of their needs or other circumstances, to reach their full potential, contribute to society and become a full member of it.
David Blanket
The introduction of children with disabilities into the human community is the main task of the entire system of correctional assistance, the ultimate goal of which is social integration, aimed at including the child in society. Educational integration, being a part of social integration, is considered as a process of raising and educating children with disabilities together with ordinary ones.
There are currently three approaches to teaching children with special educational needs in Russia:
— differentiated learning children with disabilities of physical and mental development in special (correctional) institutions of types I-VIII;
— integrated learning children in special classes (groups) in general educational institutions;
— inclusive education when children with special educational needs are taught in the classroom with ordinary children.
Children with disabilities include: disabled children; children diagnosed with mental retardation; children with impaired hearing, vision, underdevelopment of speech; children with autism; children with combined developmental disorders.
Integration is not new to Russian Federation problem. There are many children with developmental disabilities in kindergartens and schools in Russia. This category of children is extremely heterogeneous and "integrated" into the environment of normally developing peers for various reasons. It can be conditionally divided into four groups:
- Children whose "integration" is due to the fact that a developmental deviation has not been identified.
- Children whose parents, knowing about the special problems of the child, for various reasons want to teach him in a mass kindergarten or school.
- Children who, as a result of long-term corrective work carried out by parents and specialists, are prepared for learning in an environment of normally developing peers, as a result of which experts recommend integrated education for them. In the future, such children, as a rule, receive only episodic correctional assistance, while the connection between the teacher-defectologist, psychologist and teachers of the kindergarten or school is carried out mainly through the parents.
- Children studying in special preschool groups and classes in mass kindergartens and schools, whose education and upbringing is carried out taking into account deviations in their development, but special groups and classes often turn out to be isolated, isolated.
In the course of integrated education, children with disabilities may be provided with special conditions for education and upbringing in accordance with the needs of the child and the conclusions of the psychological, medical and pedagogical commission. Taking into account the psychophysiological characteristics of students with disabilities, individual curricula are developed, including a training schedule for a given person, workload, terms for mastering educational programs, and his certification.
Inclusive (French inclusif - including, from Latin include - I conclude, include) or included education is a term that is used to describe the process of teaching children with special needs in general education (mass) schools.
Inclusive education is a process of education and upbringing, in which all children, regardless of their physical, mental, intellectual and other characteristics, are included in the general education system. They attend mainstream schools in their area of residence with their non-disabled peers, taking into account their special educational needs. In addition, they receive special support. Inclusive education is based on an ideology that excludes any discrimination of children - equal treatment of all people is ensured, but special conditions are created for children with special educational needs.
The model of inclusive education is built on the basis of the following social approach - it is necessary to change not people with disabilities, but society and its attitude towards people with disabilities. Inclusion is recognized as a more developed, humane and effective system not only for children with disabilities, but also for healthy students. It gives the right to education to everyone, regardless of the degree to which they meet the criteria of the school system. Through respect and acceptance of the individuality of each of them, the formation of personality occurs. At the same time, children are in a team, learn to interact with each other, build relationships, and creatively solve educational problems together with the teacher.
Principles of inclusive education
Inclusive education involves accepting students with disabilities like any other children in the class, including them in the same activities, engaging in collective forms of education and group problem solving, using a strategy of collective participation - games, joint projects, laboratory, field research, etc. d.
Inclusive education expands the personal opportunities of all children, helps to develop humanity, tolerance, willingness to help their peers.
What difficulties in the implementation of inclusive education participants may face educational process?
- In our society, unfortunately, people with disabilities are perceived as something foreign. This attitude has developed over the years, so it is almost impossible to change it in a short time.
— Children with special educational needs are often recognized as unteachable.
— Most teachers and directors of public schools do not know enough about the problems of disability and are not ready to include children with disabilities in the learning process in the classroom.
— Parents of children with disabilities do not know how to defend their children's rights to education and are afraid of the education and social support system.
— Architectural inaccessibility of educational institutions.
You need to understand that inclusion is not only the physical presence of a child with disabilities in a general education school. This is a change in the school itself, school culture and the system of relations between participants in the educational process, close cooperation between teachers and specialists, and the involvement of parents in working with a child.
Today, among mass school teachers, there is a rather acute problem of the lack of the necessary training to work with children with special educational needs. There is a lack of professional competencies of teachers in working in an inclusive environment, the presence of psychological barriers and professional stereotypes.
Relations between teachers and parents play a special role in the process of teaching children with disabilities. Parents know their child better, so the teacher can get valuable advice from them in solving a number of problems. The cooperation of teachers and parents will help to look at the situation from different angles, and, therefore, will allow adults to understand individual characteristics child, to reveal his abilities and form the correct life guidelines.
Part 2
Integrated education for children with special educational needs
At present, in the education system of Russia, as well as other countries of the world, the leading position in the education of children with developmental problems is occupied by integration. Currently, the world is attentive to children with disabilities (HIA), which is reflected in the ratification in 2012 by the Russian Federation of the UN Convention (2006), and the Decrees of the President of the Russian Federation V.V. Putin (No. 597 and No. 599). Also, one of the main tasks of the implementation of the "Modern model of education for the period up to 2020" is the creation of a barrier-free environment. This will allow children with disabilities to receive a quality education in a general education institution. Currently, a concept is being implemented, according to which a person with disabilities does not have to be “ready” to study in kindergarten or school, and much attention is paid to adapting the environment to his capabilities, developing abilities that may be in demand where he lives, studies.
Pedagogical integration is the formation in children with disabilities in the development of the ability to assimilate educational material determined by the general educational program, that is, the general curriculum, which involves joint learning. Even L. S. Vygotsky pointed out the need to create such a system of education in which it would be possible to organically link special education with the education of children with normal development. “For all its merits, our special school is distinguished by the main drawback that it locks its pupil - a blind, deaf or mentally retarded child - into a narrow circle of the school team, creates a closed world in which everything is adapted to the child's defect, everything fixes his attention on his shortcoming and does not bring it into real life. A special school, instead of taking a child out of an isolated world, usually develops in him skills that lead to even more isolation and increase his separatism. L. S. Vygotsky believed that the task of educating a child with a developmental disorder is to integrate him into life and create conditions for compensating for his lack, taking into account not only biological, but also social factors.
Under the term "special educational needs" of children with disabilities V.Z. Deniskina understands "the range of educational and rehabilitation means and conditions that children of this category need and that they need to realize the right to education and the right to integration in the educational space educational organization". Also, the term "special educational needs" of children with disabilities can be defined as "the need for general education and is understood as social attitude between certain subjects of the educational process. The relationship of at least two subjects, one of which acts as an addresser, and the other as an addressee of a social request ... The concept of "special needs" puts in the foreground pedagogical decisions related to the child himself, with his upbringing, with the improvement of his life, educational situation. T.V. Furyaeva.
The group of schoolchildren with disabilities is very diverse and numerous. We will focus on the following types of children with disabilities:
- children with mental retardation (ZPR);
- children with disorders of the musculoskeletal system (ICP);
- children with disorders of the emotional-volitional sphere;
Children with multiple disorders (a combination of 2 or 3 disorders).
The range of differences in the development of children with disabilities is extremely large: from practically normally developing, experiencing temporary and relatively easily eliminated difficulties, to children with irreversible severe damage to the central nervous system. From a child who is able, with special support, to study on an equal footing with normally developing peers to children who need an individual education program adapted to their abilities. The most important direction in working with such children is an individual approach, taking into account the specifics of the development of the psyche and health of each child. Teachers working with children with mental retardation should
- Consider age features children, remember about the zone of near and proximal development. The teacher does not need to be afraid that the student did not immediately learn the new material. Time must pass, internalization must take place. Interiorization (French interiorisation - transition from outside to inside, from Latin interior - internal) - the formation of internal structures of the human psyche through the assimilation of external social activities, the appropriation of life experience, the formation of mental functions and development in general. For each child, this time period is individual. It can take a day, or it can take several years.
- In the classroom and in extracurricular activities, the teacher should actively use the methods and techniques for the formation of universal learning activities for pupils. These are regulative universal educational actions, they include the following skills:
- the ability to act according to a plan;
- overcoming impulsiveness, involuntariness;
- the ability to evaluate the correctness of the action performed;
- learning to make adjustments to the result.
Communicative universal learning activities also play an important role in personality development. These include the ability to establish friendly relations with peers.
- The teacher should work on the development of cognitive (cognitive UUD) and creative abilities in schoolchildren, as well as on the formation of adequate self-esteem and learning motivation, using developmental exercises.
- The teacher and educator should carry out a special, individual assessment of the answers of students with disabilities, which involves:
- use of an individual scale of achievements in accordance with the successes and efforts expended;
- the ability to redo the task with which the child did not cope;
- be sure to reward the child for the redone work.
An educator working with children with mental retardation can be recommended
- create a favorable psychological microclimate in the group;
- focus on organizing the success of the child in educational activities, by relying on his positive, strong qualities.
- give students various assignments;
- involve them in activities such as dramatizations, dances, artistic creations;
- Children must be involved in research projects, creative activities, sports events, during which they will learn to invent, understand and master new things, be open and able to express their own thoughts, be able to make decisions and help each other, formulate interests and recognize opportunities. In the process of such work, children will learn to understand the meaning and predict the consequences of their own emotional behavior. They realize the importance of an emotional atmosphere of kindness, joy, cooperation for improving both their own well-being and relationships with classmates.
- the educator in working with children needs to use methods of cooperation and a personality-oriented approach, as well as educational games and tasks. These can be such tasks as “Find the Differences”, “Labyrinths”, “Missing Parts”, as well as picking up a constructor, cubes and others.
I would like to note that integration contributes to the formation in healthy children of tolerance for the physical and mental shortcomings of classmates, a sense of mutual assistance and the desire for cooperation. In children with developmental disabilities, collaborative learning leads to the formation of a positive attitude towards their peers, adequate social behavior, more fully realizing the potential of development and learning. Continuous full integration, i.e. education in mass classes of a general education school for children with disabilities involves the effective interaction of all participants in the pedagogical process: students, teachers, parents, medical workers. These children, as a rule, are characterized by a slight deficit in cognitive and social abilities, and the learning difficulties they experience are primarily due to the insufficiency of voluntary regulation of activity and behavior. But even with such comparative prosperity, for successful learning and socialization, they need special help that meets their special educational needs.
Part 3
How to work with students with special educational needs. Features of teaching autistic children
Grechikhina Tatyana Sergeevna, teacher of physics and technology of the highest category, School No. 1741, Moscow.
Childhood autism is a special disorder of mental development. Its most striking manifestation is a violation of the development of social interaction, communication with other people. In autism, time orientation is often disturbed. Events of the present are mixed with the past, real with fantastic (especially in children).
K.S. Lebedinskaya understands the term "AUTISM" as "a separation from reality, withdrawal into oneself, the absence or paradox of reactions to external influences, passivity and super-vulnerability in contacts with the environment."
Autism is more common than isolated deafness and blindness last years in domestic and foreign literature, the figure is 15-20 cases per 10 thousand newborns, and autism occurs in boys 4-4.5 times more often than in girls.
Autistic people are "people without skin." On an emotional level, they perceive everything not as we do, but much sharper. They are afraid of the unknown. New place, new person. They are very anxious, emotionally insecure. Because of this, they are immersed in their own world and do not make contact, go away from communication.
The behavior of an autistic child is characterized by pronounced stereotypy and monotony. First of all, this is the desire to maintain the usual constancy in the environment: eat the same food; wear the same clothes; walk along the same route, etc. Attempts to destroy these stereotypical conditions of a child's life cause diffuse anxiety and aggression in him.
If a child appears in the class who does not play with peers, avoids communication, is afraid of getting dirty, covers his ears with his hands at sounds, advise parents to contact specialists.
Autistic children shouldn't have any surprises. In order for an autistic child to be able to gradually master the learning situation, it must be as structured as possible. With the child (with the help of the schedule), the sequence of preparation for the school day should be specially worked out, for the lesson, if necessary, a visual diagram of the organization of the working space, a set of necessary teaching materials, and a sequence of preparatory actions should be drawn up. Pictures are usually used to display the class schedule for autistic children. Predictability helps the autistic child to focus on the learning process.
An autistic child experiences great difficulties in organizing social contacts, but he also experiences a need for them. When communicating with an autistic child, you need to express yourself as clearly as possible. . Use the simplest words that are easy for autistic children to understand. It is advisable not to use the particle in the formulations NOT.
Talking with an autistic child should be done in a calm tone, as any increase in voice can cause anxiety and anxiety in the child. In the process of communication, physical contact should be kept to a minimum, as autistic children do not understand sign language and will not be able to correctly understand your touch.
The room in which a child with autism learns should be calming and should not be cluttered with foreign objects.
There must be an area in which the child can retire for a while.
For the productive learning of children with autism spectrum disorders, it is very important to maintain certain principles for the construction of each lesson.
The first prerequisite is the presence of clear boundaries of the lesson. A smooth “flow” of a change into a lesson is unacceptable, as this does not make it possible to tune in to another activity in time.
At the stage of the beginning of teaching children with autism spectrum disorder, it is very important to maintain a single lesson algorithm within one subject. . This means that at first each lesson should contain common structural components (for example: doing homework, presenting new material, independent work, explaining homework). Over time, new elements can be added to the established structure of the lesson, such as: work in pairs, work at the blackboard, work on a project, etc.
The structure of the lesson suggests:
- the presence of clear boundaries of the lesson;
- maintaining a single lesson algorithm within one subject;
- the presence of dynamic pauses;
- summarizing the lesson.
Remember, all children must finish the lesson at the same time.
It is important for the teacher to understand what part of the lesson, the child is “included” in what is happening, at what point it is necessary to give a rest, switch to another activity or insert a dynamic pause . This will enable the child to switch, relieve muscle tension and restore energy energetically.
Despite the fact that each of the children has an individual curriculum, they are all in the same class. Therefore, it is very important to choose the size of the task so that the children finish the lesson at the same time.
At the end of the lesson, it is recommended to sum up the lesson. To do this, do not carry out the standard procedure of “remembering what was done in the lesson”, but write out key phrases from the content of the new material in order to once again focus on the new material.
Let's remember and repeat - it helps to set the child up for the lesson. We repeat - and we pronounce with the child all the necessary concepts and definitions.
What new things we learn in the lesson - aims at serious work and long-term memory, because on the last page the lesson will have to answer the questions posed.
Children cannot be pulled out from behind the wall, they must be lured out. Everything that the child does under pressure is useless!
The environment in which an autistic child lives and studies should have the most developed semantic structure, that is, the child must be made to understand why this and that is being done. Nothing should happen to him mechanically.
Children with autism spectrum disorders have a specific perception of spoken language. They do not always immediately understand what adults want from them. At the stage of misunderstanding, situations can be aggressive. The self-defense reflex is activated.
Since the secondary school curriculum involves the assimilation of a huge amount of oral material, it is important to accurately understand:
What part of the information given orally, this or that child understands;
Which instructions are better absorbed and more often performed;
In what form should the question be asked in order for it to be understood.
When receiving a task - the first reaction is "I will not do this!" You need to talk to the child, explain. And then another reaction: “How to do it? I can do it! Yes, it’s quite simple!” Nothing should happen to him mechanically. Any action is planned for something that will be very good. Any ongoing action is also commented on, comprehended; then they return to it, and it is evaluated again in terms of its meaning, benefit, joy that it brought to everyone.
Any skill is mastered meaningfully, for direct practical use in life now or later, in the future, when the child grows up. Education of children with autism should be focused on positive motivation.
It is important to follow the child's natural need for cognitive activity, and not impose it. Learning should take place in a positive atmosphere.
Give your children tasks that they would enjoy doing more often. Requiring a child to perform uninteresting or more complex tasks should be done carefully and dosed, as constant stress leads to somatic or psychological problems. In technology lessons, an autistic child can get the first impressions that he is working with everyone, understand that his actions have a real result. This is very important to him. Given the clumsiness of the hands of such a child, we must select tasks for him so that he feels his worth in them, so that the work is not particularly difficult, and the effect is striking. A special problem may be the impulsive actions of such a child, the destruction of the result of his work - a sudden desire to tear the product, but after a second the child usually bitterly regrets what he did. In order to prevent this, the teacher must, after finishing work, pick up the craft, put it in a safe place - on a shelf, hang it on the wall, but so that everyone can see it, rejoice with the child at his success.
Almost all children need to say the sequence of their actions out loud. Teach children to speak softly, in an undertone, whisper with "lips" so as not to disturb others. But do not forbid children to speak aloud - through external speech, a meaningful development of new and difficult material occurs.
It must be borne in mind that when we teach something to an autistic child, we must immediately, without intermediate steps, give him a sample ready for use: go to reading through the development of global recognition simple words, to writing through mastering the writing of whole letters and words at once; teach arithmetic, immediately starting with the simplest counting operations. Knowledge of the algorithm is the strength of autistic children. You need to learn once and correctly. One algorithm for middle and older age. You can't override!
Consider the algorithm for solving problems in physics:
- Read the task carefully.
2. Write down in "Given" all the data and correctly write down the desired value.
3. Convert units to SI if necessary.
4. Make a drawing or diagram if necessary.
5. Write a formula or law by which the desired value is found.
6. Write additional formulas if necessary. Make mathematical transformations.
7. Plug in the numbers into the final formula. Calculate the answer. Analyze it.
8. Write down the answer.
9. Praise yourself.
Children are offered the following plan for describing a physical quantity.
- What phenomenon or property of bodies characterizes this value.
- Define quantity.
- Name the defining formula (for a derived quantity, a formula expressing the relationship of a given quantity with others).
- Determine whether the quantity is a scalar or a vector.
- Name the unit of measurement for this quantity.
- Write down the value designation.
- Determine the direction of the magnitude.
- Determine how to measure a quantity.
Communication and socialization skills are perfectly formed in the organization of pair work, work in microgroups, role-playing games, class and school duty, with the teacher's purposeful work in these areas.
Encourage children to socialize with each other as often as possible so that they can learn proper behavior in society. Activities should also help autistic children identify other children's emotions as well as their own. In the process of teaching, short stories can be used that describe certain situations and teach autistic children how to behave in certain situations.
Children love fairy tales. Using the plot of exciting adventures, we come up with fairy tales on physical topics. Some children themselves are happy to compose fairy tales according to a given algorithm. Physics comes to life.
Solving tasks, children transfer knowledge to life situations, which is very important for everyone, but especially for autistic children. If a child works in a group, then this helps him to determine the emotions of other children, teaches him to empathize. So children can be given the task:
The girl went to the river, got into the boat and the water carried her.
Help Gerda swim to the shore.
You can also give a task on behalf of the river. This work is done in pairs. What is not supported by visualization or practical action is not remembered by the child.
The Chinese principle “I hear and I forget, I see and I remember, I do and I understand” is very well suited for teaching children with autism spectrum disorders.
All educational material should be supported by a visual range, for this you need to use as many pictures as possible, visual reference signals that help autistic children focus on relevant information.
For example, INCH -2.54 cm. Visually, it is necessary to show a fragment of the ruler, where it is noted that one inch is equal to two and a half centimeters.
And then you can offer the following task: listen to an excerpt from a fairy tale and determine the height of the girl.
“The girl was very small, no more than an inch. They called her Thumbelina."
It is necessary to use both work with devices, and Internet lessons in the main subjects of the school curriculum, and your own presentations.
For visualization abstract concepts symbols can be used. In the lesson, together with the child, we write symbols with colored pencils. Using these cards, we solve problems according to the algorithm, we teach how to work with a test to consolidate new material.
When fixing the material, answering the test questions, the child again turns to these cards.
The child completes homework using reference notes.
We don't start asking until we've explained, taught, given a pattern.
Autistic children often do not have very good handwriting. It is expedient to provide children with motor difficulties and peculiarities of written speech with the possibility of oral communication. In those cases when it is difficult for a child to answer in front of the whole class or when the pronunciation is peculiar, one can offer to do written work, a test, a written message.
At present, there are a large number of special teaching aids adapted to correct various learning difficulties. To correct the letter, it is recommended to use special nozzles for the pen, stencils and limiters. When performing laboratory work, you can use printed publications or printouts of completed laboratory work.
When performing individual tasks, the skills of understanding the physical meaning of a quantity, the transfer of knowledge to life situations are worked out. Children should be asked the question: why?
Students can be offered individual tasks where they need to complete the phrase.
- The physical quantity equal to the ratio of the force acting perpendicular to the surface to the area of \u200b\u200bthis surface is called ...
- To reduce the pressure on the soil in cars, tractors, combines, they do ...
- To reduce the force when cutting, you need ... pressure, for this you need ... the area of the blade, i.e. .. To help a person falling through the ice, you need to crawl up to him in order to ... pressure on the ice.
- The dimensions of the soap bubble under the pressure of the air blown into it increases equally in all directions, as a result of which the bubble takes the form of a ball. This phenomenon confirms the law ...
- Liquid pressure at the same level at all points ...
Homework should be aimed at eliminating gaps in the previous program material, additional study of complex topics, and the formation of individual compensatory mechanisms. It is important to understand exactly “what kind of homework and why you give it” to this particular child.
When organizing the educational process, it must be remembered that we teach only what is necessary for mastering the program in the future.
Even a formally intellectually normal autistic child must specifically learn what ordinary and even most mentally retarded children are given "for free."
In all tests that assess mental development, an autistic child shows the worst results precisely in tasks that assess his understanding of social meanings, because they live in isolation and do not participate in common life. Such children really find it difficult to understand the simplest meanings of life. Even having mastered the knowledge, having mastered the skills, he will never get the opportunity to use them practically. One mother, who actively taught her child and successfully completed the program with him, formulated this very accurately and woefully. She said: "My son has learned everything that is necessary for the program, he will correctly answer the examiner's questions, but it seems to me that we have put this knowledge in some kind of bag from which he will never get it himself." Regardless of their level of mental development, autistic children do not begin to practically use their achievements without special work.
For this, a detailed emotional detailed commentary by an adult is very important. The teacher should partly become like an oriental singer who sings about what he sees, what he is experiencing now. At the same time, the commentary should also contain information about the adult's own experiences, his assessments, worries, doubts, and the difficulties of choice, which make it possible to introduce the child into the inner world of another person. It is often helpful to create a special shared concern, a focus on helping someone else, perhaps a fellow student, who needs it.
At the lessons of technology, the issue of "Family budget" is considered.
— How can you save money for your family?
Completing tests is difficult for children due to the very structure of the organization of tasks. It is very difficult to choose the right answer , since it is very often easier for a child to answer the question himself than to determine which of the written is correct and which opinion is erroneous.
The greatest difficulty is not the test itself, but filling out the assessment forms. We think it is possible to help at this stage. In some cases, the provision of unlimited time to complete the work improves its quality. There are situations in which, in order to achieve the optimal result, it is necessary to provide the opportunity to perform work at home or individually at a specially allotted time. It is also recommended to give the child the opportunity to redo the work.
When working with text, it is important to highlight key words.
The main rule for a teacher is that the child should be successful not only in learning, but in the field of communication and interaction between all participants in the educational process: teachers, children, parents.
Excursion as a living, direct form of communication develops emotional responsiveness, lays the foundations of moral character. Excursions are the most effective means of complex influence on the formation of a child's personality
In order to obtain a more objective final mark, daily assessment of the child's work is necessary so that a single mark for the final test does not become decisive.
- While explaining the task, underline in the textbook the tasks that need to be done.
- After the instruction, stop looking at each student.
- Make sure everyone understands the task correctly and is ready to complete it.
- Repeat the instructions individually.
- If the child has not begun to complete the task even after repeating the instructions, try doing the task with him at the blackboard.
- At the subsequent presentation of a similar task, connect the tutor to the work.
- When doing tasks on your own, do not miss out on
the sight of the other students.
Let's define ways to overcome the specific characteristics of a child with autism:
- convey information through diagrams, visual pictures,
- avoid overwork
- Organize the learning space
— use signed storage systems,
- sign items used by the child,
- Address the child by name
- to teach self-service skills and household orientation,
- master the activity in parts, stages, then combine into a whole,
- use the reinforcement of the right action with a tasty encouragement, hug, stimulus,
- constantly develop gross and fine motor skills.
Part 4
Special educational conditions for a child with a violation of the musculoskeletal system in a general education school
The relevance of the implementation of inclusive education in the development of modern educational system is beyond doubt. The modern education system is undergoing changes. These changes focus on working with children with special educational needs in different directions.
In Russia, in relation to children with disabilities, there is a transition from the concept of "culture of utility" to the concept of "culture of dignity". This is a significant indicator of the maturity of society and the level of its moral principles. Given the growing population of disabled children, the task of integrating them into society is of particular relevance, and educational institutions are beginning to solve problems. Children with developmental disabilities, as well as normally developing children, have the right to be accepted into the community of peers, to develop in accordance with their capabilities and to acquire the prospect of participation in society.
The integration of children with special educational needs into mass educational institutions is a global process in which all highly developed countries are involved. Such an approach to the education of children with disabilities can be described as a social order of society and the state that have reached a certain level of economic, cultural, and legal development.
Inclusive education allows children with disabilities to better adapt to society after graduation.
cerebral palsy- a disease of the immature brain, which occurs under the influence of various harmful factors acting during fetal development, at the time of childbirth and in the first year of a child's life. In this case, the motor areas of the brain are primarily affected, and there is also a delay and violation of its maturation as a whole. Therefore, in children suffering from cerebral palsy, there are a wide variety of disorders: motor, intellectual, speech, disorders of other higher cortical functions.
In children with disorders of the musculoskeletal system, the entire course of motor development is disrupted, which naturally has an adverse effect on the formation of neuropsychic functions.
The main directions of corrective work on the formation of motor functions involve a complex, systemic impact, including medication, physiotherapy, orthopedic treatment, various massages, physiotherapy exercises, directly related to the conduct of physical education lessons, labor, with the development and correction of movements at all regime moments.
At the first stage of education (in elementary school), general educational tasks are solved on the basis of complex correctional work aimed at
the formation of the entire motor sphere of pupils, their cognitive activity and speech. Individual programs are compiled taking into account the level of intellectual development. Education of children with severe motor impairments and relatively intact intelligence is carried out according to specially adapted programs and plans of the general education school. Particular attention is paid to the formation of movements that provide the technique of writing. If it is impossible for a child to form graphic skills due to the severity of motor disorders, training is provided to work on a computer. At the same time, computers are equipped with special devices for working on it. All this greatly expands the possibilities of teaching a child with severe motor impairments.
Let's define general tasks first stage education:
Training according to specially adapted programs and curricula;
Formation of the motor sphere of children;
Correctional and rehabilitation work on the development of motor, mental, speech skills and abilities that ensure social and labor adaptation;
Formation of prerequisites for training at the second stage of education (basic general education).
Corrective and developmental influence is carried out on the basis of the use of a variety of practical, visual and verbal methods. Methods and techniques for organizing the educational process involve a combination of theoretical, theoretical-practical and practical assimilation of educational material.
Let's name the practical methods and techniques of training:
- setting practical and cognitive tasks;
- purposeful actions with didactic materials;
- repeated repetition of practical and mental actions;
- visual-effective display (method of action, sample execution);
- imitative exercises;
- didactic games;
- creation of conditions for the application of the acquired knowledge, skills and abilities in communication, objective activity, in everyday life.
Let's define visual methods and learning methods:
- examination of objects (visual, tactile-kinesthetic, auditory, combined);
- observation of objects and phenomena of the surrounding world;
- consideration of subject and plot pictures, photographs.
Verbal methods include:
- speech instruction, conversation, description of the subject;
- instructions and explanation as an explanation of how to complete the task, sequence of actions, content;
- listening method (recorded on an audio cassette of voice and speech material for listening to the child);
- questions as a verbal method of learning (reproductive, requiring ascertainment; direct; prompting);
- pedagogical assessment of the progress of the activity, its result.
Motor-kinesthetic methods:
- differentiated massage;
- passive gymnastics.
The most acceptable type of educational institution for students with severe disorders of the musculoskeletal system today is a special (correctional) boarding school of type VI. The education and upbringing of children with motor pathology in the conditions of special (correctional) educational institutions is most effective, since there, today, optimal conditions have been created for children to receive education that is appropriate for their age and developmental characteristics.
In the absence of special (correctional) educational institutions at the place of residence of the child, there are various options for organizing the education of such a child in mass educational institutions:
— Education at home at a mass secondary school possible for children with severe movement disorders, behavioral disorders and seizures. It is advisable to use this form of integration only as a last resort, if there are no other possibilities for organizing psychological and pedagogical support. Teachers need to have recommendations from the child's attending physician and take them into account when organizing classes.
— Partial inclusion in public schools suitable for children with motor pathology of moderate severity and severity of asthenic manifestations. It is possible to conduct part of the lessons at home, and part at school. This training option requires the following conditions:
- availability of equipment: workplace (table, chair, special devices for writing);
- compliance with the orthopedic regimen and the regime of vision protection;
- dosing of intellectual and physical loads;
- psychological support;
- professional development of school teachers.
— Full inclusion in mass general education schools it is real for children with mild motor pathology and with normal intelligence, children with moderate motor pathology and with normal intelligence, as well as for children with motor pathology and with intelligible speech. It is desirable that the teacher who teaches such a child receives recommendations from the doctor on dosing loads and observing the motor regimen. In the presence of speech disorders, the child should receive speech therapy assistance. Correction of disorders of mental functions can be carried out by a school psychologist, taking into account the specifics of the problems of mental development of children with disorders of the musculoskeletal system.
Inclusion of a child with a musculoskeletal disorder will be successful if or if:
- taking into account the psychophysical characteristics of children with motor pathology;
- specially adapted building;
- special furniture;
- special devices for training;
- compliance with the orthopedic, motor regimen and load regimen.
A powerful reserve of inclusion is extracurricular activities. On the present stage it is possible to form a tolerant attitude of healthy children towards children with disabilities through this type of activity. The teacher should systematically organize the joint activities of children with motor pathology and their peers with normal development.
Before a child with movement disorders enters the general education class, preliminary work with healthy peers is necessary. The teacher should talk about the strengths of character, positive qualities, the personality of a sick child, reveal the world of his hobbies. At the same time, in a tactful manner, the teacher must explain to the students that one should not focus on the defect of a sick child, much less tease and offend him. On the contrary, it is necessary to give him all possible assistance, to show patience with slow responses and other difficulties.
In elementary school, it is important for any child to develop fine motor skills of the hands, especially for a child with cerebral palsy.
Methods and techniques for the development of fine motor skills of hands
It is recommended to start each lesson on the development of fine motor skills of the hands with elements of self-massage of the hand and fingers. Massage is one of the types of passive gymnastics. Under its influence, impulses arise in the receptors of the skin and muscles, which, reaching the cerebral cortex, have a tonic effect on the central nervous system, as a result of which its regulatory role in relation to the work of all systems and organs increases.
Self-massage begins and ends with relaxation of the hands, stroking.
Exist three sets of self-massage exercises
- Self-massage of the back of the hands.
- Hand massage.
- Self-massage of the fingers.
You can get acquainted with exercises for the development of fine motor skills of the hands in Appendix No. 1 to this presentation.
An important part of the work on the development of fine motor skills of the hands are alchikovy games. They are fun and encourage language development. creative activity. Finger games are the staging of any rhyming stories, fairy tales, poems with the help of fingers. Children are very fond of playing shadow games. During finger games, children, repeating the movements of adults, activate the motor skills of their hands. Thus, dexterity is developed, the ability to control one's movements, to concentrate on one type of activity.
At the beginning, it is necessary to teach children simple static postures of the hands and fingers, gradually complicating them, then exercises are added with sequentially performed small movements of the fingers and, finally, with simultaneous movements. In the first lessons, all exercises are performed at a slow pace. The teacher monitors the correct posture of the hand and the accuracy of switching from one movement to another. If necessary, helps the child to take the desired position, support and direct the position of the other hand with his free hand.
Exercises can be carried out at different levels of complexity: by imitation, by speech instruction. First, the verbal instruction is followed by a display, i.e. children imitate. Then the degree of their independence increases - the demonstration is eliminated and only the verbal instruction remains.
You can play the following finger games:
boat
I will press two hands
And I will swim across the sea.
(Press both palms to each other, while not connecting the thumbs) Two palms, friends, -
This is my boat.
(Make wave-like movements with your hands - “the boat is swimming”)
I'll raise the sails
(At the hands joined together in the form of a “boat”, raise the thumbs up) I will swim in the blue sea.
(Continue wave-like movements with your hands - “boat”)
And on the stormy waves
Fish swim here and there.
(Completely connect two palms with each other to imitate fish and again wave-like movements - “fish are swimming”)
mouse
The mouse crawled into the hole
(We make creeping movements with two handles)
Locked up with a padlock.
(Slightly wiggle fingers crossed in the castle)
She looks into the hole
(make ring with fingers)
The cat is sitting on the fence!
(We put the handles to the head like ears and move our fingers)
Our family
(Unbend your fingers one by one, starting with the big one)
This thumb is big
This is papa dear.
Next to dad is our mom.
Next to my mother is my older brother.
Following him sister -
Sweet girl.
And the smallest strong man -
This is our lovely baby.
Correction-developing classes involve a gradual complication of techniques aimed at the formation of the mental functions of the child.
The system of correctional and developmental work provides for the active participation of the child's parents in it. Parents receive recommendations on the further development of a child with cerebral palsy.
When creating individually oriented conditions for the implementation of the educational process for a particular child with any disabilities and special needs, the entire general specification of educational conditions “manifests itself”, which each time must be modified, individualized in accordance with the capabilities and characteristics of this child. It is this process of variation, individualization of special conditions for the implementation of a given individual educational route that should underlie the activities of teachers.
The main thing that a child should know and feel is that in a huge and not always friendly world there is a small island where he can always feel protected, loved and desired. And the desire to achieve something in life will appear only when little man believe that he is able to change his position in society. Every child is bound to become an adult. And tomorrow's victories and defeats will depend on the decisions we make today.
Literature
- Akos, K., Akos, M. Helping children with cerebral palsy - conductive pedagogy: Book. for Parents [text] / K. Akos, M. Akos / - M .: Ulysses, 1994. - 196p.
- Werner, D. What is Cerebral Palsy. – M.: Didaktika Plus, 2003. – 519p.
- Shipitsina, L. M., Mamaychuk, I. I. Psychology of children with disorders of the musculoskeletal system. - M.: VLADOS, 2004. - 368s.
Internet resources
Internet resources of the Accessible Environment project
Application No. 1
Exercises for the development of fine motor skills of hands
- Children act with the pads of four fingers, which are installed at the bases of the fingers of the back side of the massaged hand, and with dotted movements back and forth, shifting the skin by about 1 cm, gradually move them towards the wrist joint (dotted movement).
Iron
Iron out the wrinkles
We'll be all right.
Let's iron all the pants
Hare, hedgehog and bear.
- With the edge of the palm, children imitate sawing in all directions of the back of the hand (rectilinear movement). The hands and forearm are on the table, the children are sitting.
Saw
Drink, drink, drink, drink!
Winter is cold.
They drank firewood for us rather
Let's heat the stove, we'll warm everyone!
3. The base of the brush is made rotational movements towards the little finger.
Dough
Knead the dough, knead the dough
We will bake pies
And with cabbage and mushrooms.
— Treat you with pies?
4. Move the knuckles of the fingers clenched into a fist up and down and from right to left along the palm of the massaged hand (rectilinear movement).
Grater
We help mom together
We grate the beets with a grater,
Together with mom we cook cabbage soup,
- Look for something more delicious!
5. The phalanxes of fingers clenched into a fist are moved according to the principle of a gimlet in the palm of the massaged hand.
Drill
Dad takes a drill in his hands,
And she buzzes, sings,
Like a fidget mouse
Gnawing a hole in the wall.
Annex 2
Psychological and pedagogical characteristics
2nd grade student U.T., born in 2006
U.T. has been studying at MBOU secondary school No. 17 in Ulyanovsk since 09/01/2013. has a severe degree of impairment of the musculoskeletal system, cannot move independently, motor skills of the hands are poorly developed, intelligence is preserved. For medical reasons, homeschooling at a mass secondary school. Partial inclusion in a mass school is carried out by involving the child in extracurricular activities that help the child's socialization, the development of the communicative sphere.
Speech development the child corresponds to the age norm, does not experience any particular difficulties in understanding what is written in the textbook and presented in oral speech.
Formation of elementary spatial representations (higher - lower, further - closer, right - left, etc.) : well oriented in space, has difficulty orienting on a plane.
Outlook (general awareness of the world around): a sufficient stock of knowledge about the surrounding world.
Features of the child's behavior in a learning situation: U.T. can sit at a desk, understands frontal instructions, is able to wait for classmates to answer, raises his hand if he wants to answer, sometimes does not critically evaluate his work.
General features of the child's behavior (degree of independence, features of interaction with other children and adults): independence is poorly developed, needs constant adult accompaniment, the child is friendly, sociable with children and adults, fulfills the teacher's requirements.
General characteristics of the activity: slowness of the pace of mental activity, increased fatigue, frequent switching of activities, dosage of educational material, adult support in completing tasks, stimulating and organizing assistance.
Features of the emotional and personal development of the child: his interests outside of school, the adequacy of emotional response: likes to type texts on a computer, do needlework with the head of additional education, studies the game of chess; emotionally excitable, very worried about situations of failure.
Development educational program by main subject areas:
- Mathematics: independently counts well within 20, knows the studied composition of numbers up to 18, knows how to compare numbers. Has difficulty adding and subtracting two-digit numbers, solving problems, drawing segments - adult support is required.
- Russian language: successfully masters the general education program, knows and is able to apply all the learned rules, knows the spelling of dictionary words well, knows how to correctly type texts from dictation.
- Reading: understands the read text, can retell the text, answer questions about the content, the pace of reading is below the norm.
- I. General information
| Full name of the child | W.T.D. |
| Age | 9 years |
| School | MBOU secondary school №17 |
| Class | 3b |
| FULL NAME. main teacher | Polyakova Svetlana Anatolievna |
| The main goal for the current period in the direction of the development and socialization of the child (academic year) | Mastering by the child of the general education program for the 3rd grade of elementary school. Adaptation in the classroom. Partial inclusion in a mass school, through participation in extracurricular activities |
| Mode of stay of the child in OS | For health reasons, the desire of parents and the child, participation in extracurricular classroom and school activities in accordance with the educational plan of the class, school |
Appendix 3
Creating a "barrier-free" environment
Appendix 4
Psychological and pedagogical support
| Main line of business | Specific tasks for the period | Mode and forms of work | Child achievement indicators | Required specialist | Performance evaluation forms |
| Development of spatial representations, fine motor skills | Development of spatial analysis and synthesis, development of motor coordination | 4 times a week for minutes of finger gymnastics | Quality and quantity of tasks performed | teacher | Positive dynamics in the development of the child, noted by specialists and parents |
| Formation of communication skills | Developing the ability to make contact with peers | Participation in extracurricular activities | Communication with peers | Teacher, psychologist, parent | Baby monitoring |
| Development of graphomotor skills | Practicing the correct use of prepositions in speech and writing | Minutes for the development of speech in the classroom | Performing tasks in accordance with the program | teacher | Independent performance of tasks without reliance on adult support |
| Accompanying a student to school | Parent |
Appendix 5
Formation of social competence
| Directions activities |
Specific tasks for the period | Responsible | Forms of activity | Achievement indicators | Achievement assessment forms |
| Helping your child learn and follow school rules | Learn the rules of conduct at school. Development of voluntary self-regulation | Teacher | Educational | Can raise his hand | Learning material given by the teacher |
| Formation of adequate behavior in a learning situation (in the classroom, after school hours) | Be able to communicate with the teacher, peers, be able to wait and listen when another student answers | Teacher, psychologist | Educational, extracurricular | Ability to communicate with teacher and peers | Positive feedback about the child of specialists, observation of the child |
| Formation of socially acceptable behavior in a peer group | The ability to start and end a conversation, listen, wait, conduct a dialogue, play collective games. Ability to control one's emotions and recognize the emotions of others | Teacher, psychologist | Educational, game | Peers directly address the child and include him in their circle. Adapted in a peer group, behaves appropriately | Survey and conversation with mother, child. Baby monitoring |
| Formation of independence | The ability to take instructions and follow the established rules independently when performing simple tasks; reduction of adult assistance in performing more complex tasks. The ability to plan, control, evaluate the results of educational activities | Teacher, psychologist | Educational, game | Fewer errors in the performance of educational tasks. The ability to understand the instructions for the task, to draw up a program of action. Evaluate the result obtained when solving word problems with the help of an adult. Independently establish friendly contact with peers | Evaluation of educational, test tasks. The method of constructive observation of the child during educational, play activities |
| Formation of the ability to plan and control their activities | Formation of a mental plan of activity. The ability to understand instructions, identify and hold to the end the goal of the activity, draw up an action program (using visual algorithms of activities, plans, the ability to check the result obtained (with the support of an adult and independently) | Teacher, psychologist | Educational | There is a finished product of activity | Positive grades, test tasks, observation of the student's activities |
Part 5
Features of teaching children with mental retardation
Children with mental retardation have a number of specific features in their cognitive, emotional-volitional activity, behavior and personality in general, which are typical for most children in this category.
Numerous studies have established the following main features of children with mental retardation: increased exhaustion, resulting in low performance; immaturity of emotions, will, behavior; limited stock of general information and ideas; poor vocabulary; unformed skills of intellectual and gaming activities.
Perception is characterized by slowness. Difficulties in verbal-logical operations are revealed in thinking. In children with mental retardation, all types of memory suffer, there is no ability to use aids for memorization. They need a longer period for receiving and processing information.
With persistent forms of mental retardation of cerebral-organic genesis, in addition to cognitive disorders caused by impaired performance, there is often an insufficient formation of individual cortical or subcortical functions: auditory, visual perception, spatial synthesis, motor and sensory aspects of speech, long-term and short-term memory.
Thus, along with common features, children with mental retardation of various clinical etiologies are characterized by characteristic features, the need to take them into account in psychological research, during training and corrective work is obvious.
Psychological features children with mental retardation in educational activities
When organizing the learning process, it should be remembered that children with mental retardation solve many practical and intellectual tasks at the level of their age, are able to use the help provided, are able to comprehend the plot of a picture, story, understand the condition of a simple task and perform many other tasks. At the same time, these students have insufficient cognitive activity, which, combined with rapid fatigue and exhaustion, can seriously hamper their learning and development. Rapidly onset fatigue leads to a loss of working capacity, as a result of which students have difficulties in mastering the educational material: they do not keep in mind the conditions of the task, the dictated sentence, they forget the words; make ridiculous mistakes in written work; often, instead of solving the problem, they simply mechanically manipulate the numbers; are unable to evaluate the results of their actions; their ideas about the world around them are not broad enough.
Such children cannot concentrate on the task, they do not know how to subordinate their actions to rules containing several conditions. Many of them are dominated by gaming motives.
It is noted that sometimes they actively work in the classroom and perform tasks together with all students, but quickly get tired, start to get distracted, stop perceiving the educational material, resulting in significant knowledge gaps.
Thus, the reduced activity of mental activity, the insufficiency of the processes of analysis, synthesis, comparison, generalization, weakening of memory, attention do not go unnoticed, and teachers try to provide individual assistance to each of these children: they try to identify gaps in their knowledge and fill them in one way or another. - re-explain the training material and give additional exercises; more often than in working with normally developing children, they use visual didactic aids and a variety of cards that help the child focus on the main material of the lesson and free him from work that is not directly related to the topic being studied; organize the attention of such children in different ways and attract them to work.
All these measures at certain stages of education, of course, lead to positive results, allow you to achieve temporary success, which makes it possible for the teacher to consider the student to be lagging behind in development, slowly assimilating the educational material.
During periods of normal performance in children with mental retardation, a number of positive aspects of their activities are revealed, characterizing the safety of many personal and intellectual qualities. These strengths are manifested most often when children perform accessible and interesting tasks that do not require prolonged mental stress and proceed in a calm, friendly environment.
In this state, during individual work, children are able to independently or with little help solve intellectual problems almost at the level of normally developing peers (to group objects, establish cause-and-effect relationships in stories with a hidden meaning, understand the figurative meaning of proverbs).
A similar picture is observed in the classroom. Children can relatively quickly understand the educational material, perform the exercises correctly and, guided by the image or purpose of the task, correct mistakes in the work.
By the 3rd-4th grade, some children with mental retardation, under the influence of the work of teachers and educators, develop an interest in reading. In a state of relatively good working capacity, many of them consistently and in detail retell the available text, correctly answer questions about what they have read, and are able, with the help of an adult, to highlight the main thing in it; Stories that are interesting to children often evoke violent and deep emotional reactions in them.
In extracurricular life, children are usually active, have a variety of interests. Some of them prefer quiet, calm activities: modeling, drawing, designing, they enthusiastically work with building materials and sectional pictures. But these children are in the minority. Most prefer outdoor games, like to run, frolic. Unfortunately, both “quiet” and “noisy” children have little fantasies and inventions in independent games, as a rule.
All children with mental retardation love various kinds of excursions, visits to theaters, cinemas and museums, sometimes it captures them so much that they are impressed by what they see for several days. They also love physical education and sports games, and although they show obvious motor awkwardness, lack of coordination of movements, inability to obey a given (musical or verbal) rhythm, over time, in the learning process, schoolchildren achieve significant success.
Children with mental retardation value the trust of adults, but this does not save them from breakdowns, often occurring against their will and consciousness, without sufficient reason. Then they hardly come to their senses and for a long time feel awkward, oppressed.
The described features of the behavior of children with mental retardation in case of insufficient acquaintance with them (for example, during a one-time visit to a lesson) can give the impression that all the conditions and requirements of education provided for students of a general education school are quite applicable to them. However, a comprehensive (clinical and psychological-pedagogical) study of students in this category shows that this is far from being the case. Their psycho-physiological features, the originality of cognitive activity and behavior lead to the fact that the content and methods of teaching, the pace of work and the requirements of the general education school are beyond their strength.
The working state of children with mental retardation, during which they are able to learn educational material and correctly solve certain problems, is short-term. As teachers note, children are often able to work in a lesson for only 15–20 minutes, and then fatigue and exhaustion set in, interest in classes disappears, and work stops. In a state of fatigue, their attention sharply decreases, impulsive, thoughtless actions occur, many errors and corrections appear in the works. For some children, their own impotence causes irritation, others categorically refuse to work, especially if they need to learn new educational material.
This small amount of knowledge that children manage to acquire during the period of normal working capacity, as it were, hangs in the air, does not connect with subsequent material, is not consolidated enough. Knowledge in many cases remains incomplete, jerky, not systematized. Following this, children develop extreme self-doubt, dissatisfaction with educational activities. AT independent work children get lost, start to get nervous and then they cannot complete even elementary tasks. Sharply pronounced fatigue occurs after activities that require intense mental expression.
In general, children with mental retardation gravitate toward mechanical work that does not require mental effort: filling out ready-made forms, making simple crafts, compiling tasks according to a model with changes only to subject and numerical data. They are hard to switch from one type of activity to another: after completing an example for division, they often carry out the same operation in the next task, although it is for multiplication. Monotonous actions, not mechanical, but associated with mental stress, also quickly tire students.
At the age of 7–8 years, such students find it difficult to enter the working mode of the lesson. For a long time, the lesson remains a game for them, so they can jump up, walk around the class, talk to their comrades, shout out something, ask questions that are not related to the lesson, endlessly ask the teacher again. Tired, they begin to behave differently: some become lethargic and passive, lie down on a desk, look aimlessly out the window, quiet down, do not annoy the teacher, but do not work either. AT free time seek to retire, hide from comrades. In others, on the contrary, there is increased excitability, disinhibition, motor restlessness. They are constantly twirling something in their hands, fiddling with the buttons on their suit, playing with different objects. These children, as a rule, are very touchy and quick-tempered, often without sufficient reason they can be rude, offend a friend, sometimes become cruel.
It takes time, special methods and great tact on the part of the teacher to bring children out of such states.
Realizing their difficulties in learning, some students try to assert themselves in their own ways: they subdue their physically weaker comrades, command them, make them perform for themselves unpleasant job(cleaning the classroom), show their “heroism” by doing risky things (jumping from a height, climbing a dangerous ladder, etc.); may tell a lie, for example, brag about some deeds that they did not commit. At the same time, these children are usually sensitive to unfair accusations, react sharply to them, and find it difficult to calm down. Physically weaker students easily obey "authorities" and can support their "leaders" even when they are clearly wrong.
Wrong behavior, which manifests itself in relatively harmless actions in younger students, can develop into persistent character traits if appropriate educational measures are not taken in a timely manner.
Knowing the characteristics of the development of children with mental retardation is extremely important for understanding the general approach to working with them.
Corrective work of the teacher with this category of children should be carried out in the following areas:
- memory correction;
- correction of sensations and perceptions;
- speech correction;
- correction of thinking;
- correction of the emotional-volitional sphere.
Speech correction
- Develop phonemic awareness.
- Develop the functions of phonemic analysis and synthesis.
- Form the communicative functions of speech.
- Learn to differentiate speech sounds.
- Improve the prosodic side of speech.
- Expand passive and active vocabulary.
- Improve the grammatical structure of speech.
- Develop the skills of inflection, word formation.
- Form a dialogic speech.
- Develop connected speech. Work on the conceptual side of speech.
- Contribute to overcoming speech negativism.
Memory Correction
- Develop motor, verbal, figurative, verbal - logical memory.
- Work on the assimilation of knowledge with the help of arbitrary, conscious memorization.
- To develop the speed, completeness, accuracy of information reproduction.
- Develop memory strength.
- Form the completeness of the reproduction of verbal material (reproduce verbal material close to the text).
- Improve the accuracy of verbal material reproduction (correct wording, ability to give a short answer).
- Work on the sequence of memorization, the ability to establish causal and temporal relationships between individual facts and phenomena.
- Work on increasing the amount of memory.
- To learn to memorize what is perceived, to make a choice according to the model.
Correction of sensations and perceptions involves
- Carrying out work on the clarification of visual, auditory, tactile, motor sensations.
- Development of purposeful perception of color, shape, size, material and quality of an object. Enriching the sensory experience of children.
- It is necessary to teach children to correlate objects by size, shape, color, visually checking their choice.
- Differentiate the perception of objects by color, size and shape.
- Work on the development of auditory and visual perception.
- Increase the volume of visual, auditory, tactile representations.
- To form a tactile distinction of the properties of objects. Learn to recognize familiar objects by touch.
- Develop tactile and motor perception. To learn to correlate the tactile-motor image of an object with a visual image.
- Work on the improvement and qualitative development of kinesthetic perception.
- Work on increasing the field of view, viewing speed.
- Develop an eye.
- To form the integrity of the perception of the image of the object.
- Learn to analyze the whole from its constituent parts.
- Develop visual analysis and synthesis.
- Develop the ability to generalize objects on the basis of (color, shape, size).
- Develop perception of the spatial arrangement of objects and their details.
- Develop hand-eye coordination.
- Work on the pace of perception.
Thinking Correction
- Develop visual-effective, visual-figurative and logical thinking.
- Develop the ability to analyze, compare, generalize, classify, systematize on a visual or verbal basis.
- Learn to highlight the main thing, the essential.
- Learn to compare, find similarities and differences between the features of objects and concepts.
- Develop mental operations of analysis and synthesis.
- Learn to group things. To learn to independently determine the basis of the grouping, to highlight the attribute of the subject that is essential for this task.
- To develop the ability to understand the connection of events and build consistent conclusions, establish cause-and-effect relationships.
- Activate creative thought activity.
- Develop critical thinking (an objective assessment of others and yourself).
- Develop independence of thinking (the ability to use social experience, independence of one's own thought).
Correction of the emotional-volitional sphere
- Develop the ability to overcome difficulties.
- Cultivate independence and responsibility.
- To form a desire to achieve results, to bring the work begun to the end.
- Develop the ability to act purposefully, to overcome feasible difficulties.
- Cultivate honesty, goodwill, diligence, perseverance, endurance.
- Develop critical thinking.
- Develop initiative, the desire to be active.
- Develop positive behavioral habits.
- Cultivate a sense of camaraderie, a desire to help each other.
- Foster a sense of distance and respect for adults.
Compiled by:
Filipova Elena Vladimirovna, teacher of the first category of MBDOU - kindergarten of a compensating type No. 49 in Yekaterinburg.
1. Introduction
“Don't limit yourself. Many people limit themselves to what they think they are capable of. You can go where your mind can go. Remember what you believe in, you can achieve.”
Mary Kay Ash
The birth of a child is a real happiness for the family - it has increased by one person, and yesterday's boyfriend and girlfriend are proudly called parents today. It is natural for every parent to want to see their baby healthy. It just happens that supposed happiness is overshadowed by some rather unpleasant illness. As a result, doctors announce their opinion: disability.
The main thing to understand is that this has nothing to do with the verdict. In order to overcome the further path, which will by no means be easy, it is necessary to accept the circumstances and not blame anyone for what happened. We must not forget that now you are parents, whose state of mind is transmitted to the child. Therefore, in order to avoid unnecessary stress in the baby, it is necessary to feed him with positive thoughts.
2. Children with special needs
“No one is immune from illness in life. Do not laugh at crippled, sick people, because in their place ... you can easily be yourself.
Inva Life. en
Children with disabilities are children who have various deviations of the mental or physical plan, which cause violations of general development that do not allow children to lead a full life. The following definitions of such children can be synonyms of this concept: "children with problems" , "children with special needs" , "Atypical Children" , "Children with learning difficulties" , "abnormal children" , "Exceptional Children" . The presence of a defect (deficiency) does not predetermine the wrong, from the point of view of society, development. Thus, children with disabilities can be considered children with impaired psychophysical development who need special (correctional) training and education.
According to the classification proposed by V.A. Lapshin and B.P. Puzanov, the main categories of abnormal children include:
- Hearing impaired children (deaf, hard of hearing, late deaf);
- Children with visual impairment (blind, visually impaired);
- Children with speech impairment (logopaths);
- Children with disorders of the musculoskeletal system;
- Children with mental retardation;
- Children with mental retardation;
- Children with behavioral and communication disorders;
- Children with complex disorders of psychophysical development, with the so-called complex defects (deaf-blind, deaf or blind children with mental retardation).
Depending on the nature of the violation, some defects can be completely overcome in the process of development, education and upbringing of the child, for example, in children of the third and sixth groups), others can only be smoothed out, and some can only be compensated. The complexity and nature of the violation of the normal development of the child determine the features of the formation of the necessary knowledge, skills and abilities, as well as various forms of pedagogical work with him. One child with developmental disabilities can master only elementary general educational knowledge (read in syllables and write in simple sentences), the other is relatively unlimited in its capabilities (for example, a child who is mentally retarded or hard of hearing). The structure of the defect also affects the practical activities of children. Evaluation of certain manifestations of a kind of atypical development is a necessary basis for developing a system of special education and upbringing based on the positive capabilities of children. The source of adaptation of children with disabilities to the environment are preserved psychophysical functions. The functions of the disturbed analyzer are replaced by intensive use of the functional potential of intact systems. Thus, four factors will influence the development of a child with a disability.
View (type) violations.
The degree and quality of the primary defect. Secondary deviations, depending on the degree of violation, can be pronounced, mild and almost imperceptible. The degree of severity of the deviation determines the originality of atypical development. There is a direct dependence of the quantitative and qualitative originality of secondary developmental disorders of an atypical child on the degree and quality of the primary defect.
Term (time) occurrence of the primary defect. The earlier there is a pathological effect and, as a result, damage to speech, sensory or mental systems, the more pronounced deviations of psychophysical development will be;
Conditions of the surrounding socio-cultural and psychological-pedagogical environment. The success of the development of an abnormal child largely depends on timely diagnosis and early onset. (from the first months of life) correctional and rehabilitation work with him.
3. Features of education and upbringing of children with needs in the Russian Federation
“Impossible is just a big word behind which small people hide, it is easier for them to live in the familiar world than to find the strength to change it. Impossible is not a fact. This is just an opinion. Impossible is not a sentence. It's a challenge. Impossible is a chance to test yourself. Impossible is not forever. The impossible is POSSIBLE.”
Mark Victor Nansen
At present, in the education system of Russia, as well as other countries of the world, the leading position in the education of children with developmental problems is occupied by integration. Currently, the world is attentive to children with disabilities (HIA), which is also reflected in the ratification in 2012 by the Russian Federation of the UN Convention (2006), and in the first Decrees of the President of the Russian Federation V.V. Putin (No. 597 and No. 599). Currently, a concept is being implemented, according to which a person with disabilities is not required to be "ready" in order to study in kindergarten or at school, and much attention is paid to adapting the environment to his capabilities, developing abilities that can be in demand where he lives and studies. The group of students with disabilities is very diverse and numerous. The most important direction in working with such children is an individual approach, taking into account the specifics of the development of the psyche and health of each child.
- It is important to develop psychological recommendations for children with mental retardation. The educator in working with children should use methods of cooperation and a student-centered approach, as well as educational games and tasks.
- The teacher and educator should take into account the age characteristics of children and remember the zone of proximal and proximal development. In the classroom and in extracurricular activities, actively use the methods and techniques for the formation of universal educational activities among pupils. These are regulatory UUD skills - the ability to act according to a plan, overcoming impulsiveness, involuntariness, assessing the correctness of the performed action and making adjustments to the result. Also, an important role in the development of personality is played by communicative UUD; they include the ability to establish friendly relations with peers.
- The teacher to work on the development of cognitive (cognitive UUD) and creative abilities of schoolchildren, as well as the formation of adequate self-esteem and learning motivation. Using developmental exercises.
- The teacher and educator to carry out a special, individual assessment of the answers of students with disabilities: the use of tasks that they can handle.
The educator and teacher should create a favorable psychological microclimate in the classroom. Focus on organizing the success of the child in educational activities, by relying on his positive, strong qualities.
- Should be developed according to the principle from creativity to action, as well as in educational work give instructions, engage in various activities, for example, dramatizations, dances, artistic creativity. Children should be involved in research projects, creative activities, sports events. In the process of such work, children learn to understand the meaning and predict the consequences of their own emotional behavior. They realize the importance of the emotional atmosphere of kindness, joy, cooperation.
4. Problems of children with needs
“The basic rule is not to let yourself be broken by either people or circumstances”
Maria Sklodowska-Curie
The future of any country is decided by the school desk. One of the main problems that arose in our society at the turn of the century is the problem of moral and spiritual burnout of the younger generation. Increasingly, we are faced with the facts of the substitution of values and concepts among young people. It is remarkable that the main goal of education at school is kind: the development of a highly moral, harmonious, physically developed and spiritually healthy personality, capable of creativity and self-determination. The topic of moral education of children with disabilities is extremely relevant. In the conditions of formation new system education, focused on entering the world educational space, there is an active process of searching for models of education that will preserve the moral and cultural-historical traditions of domestic education and upbringing, formed both in the pre-revolutionary, and in the Soviet, and modern periods of its development. In the messages of the President of the Russian Federation D.A. Medvedev draws attention to the leading role of education: "Education comes first!" . The definition of the process of education is very multifaceted, the process itself is very complex even when it comes to healthy children. Of course, it turns out to be especially difficult when children with developmental disabilities are brought up, and there are more than 10 thousand such children in our region. All the factors that determine the moral formation and development of the student's personality, I.S. Marenko divides into three groups: natural (biological), social and pedagogical. In interaction with the environment and purposeful influences, the student is socialized, acquires the necessary experience of moral behavior. The moral formation of a personality is influenced by many social conditions and biological factors, but pedagogical factors play a decisive role in this process, as the most manageable, aimed at developing a certain kind of relationship.
One of the tasks of education is to properly organize the activities of the child. Moral qualities are formed in activity, and emerging relationships can affect the change in the goals and motives of activity, which in turn affects the assimilation of moral norms and values of organizations. Human activity also acts as a criterion of his moral development. The development of the child's moral consciousness occurs through the perception and awareness of the content of the influences that come from parents and teachers, surrounding people through the processing of these influences in connection with the moral experience of the individual, his views and value orientations. In the child's mind, external influence acquires an individual meaning, thus forming a subjective attitude towards it. In this regard, the motives of behavior, decision-making and the moral choice of the child's own actions are formed. The direction of school education and the real actions of children may be inadequate, but the meaning of education is to achieve a correspondence between the requirements of proper behavior and internal readiness for this.
A necessary link in the process of moral education is moral education, the purpose of which is to inform the child of a body of knowledge about the moral principles and norms of society that he must master. Awareness and experience of moral principles and norms is directly related to the awareness of patterns of moral behavior and contributes to the formation of moral assessments and actions.
Raising unusual children "requires" the use of special technologies, methods in the work of a teacher. The difficulty of the problem of moral education of children with disabilities is determined by:
- insufficient research on the topic of moral education of children with disabilities, since there are no special programs in a given direction (especially for children with disabilities);
- children studying at MSCOU are distinguished by a wide variety of profound disorders in psychophysiological development. In a child, due to past illnesses, the normal development of the processes of perception, the processes of memorization and reproduction, especially in their active arbitrary forms, is disrupted: the processes of distraction and generalization are significantly disturbed in their development, i.e. what characterizes verbal-logical thinking. Many students are characterized by the presence of serious disorders in the field of excitability, imbalance in behavior. The abnormal functioning of these processes does not allow the child to acquire a complex system of knowledge about the world;
3) families of children with disabilities often belong to the categories of low-income, disadvantaged. Unfortunately, the number of families abusing alcohol and psychoactive substances is not decreasing. There is a low educational status of parents, and as a result, a low percentage of employed parents. All these circumstances point to the extremely low pedagogical potential families. Children living in such families from childhood imprinted in their emotional memory a negative life experience, saw life with "back door" . For the formation of the personality of this contingent of children, it is necessary to make pedagogical adjustments to the conditions of life, life, content and forms of educational work;
4) spontaneous education ("street" , not purposeful, often immoral) children with disabilities can have a serious negative impact on personality development, exacerbating health problems, turning them into "socially dangerous" population group. Based on the analysis of philosophical and psychological-pedagogical literature and the results of practical activities, it can be concluded that the role of the moral education of children with disabilities is great, since it contributes to the prevention of delinquency; allows you to form the spiritual world (value orientations) and the moral qualities of such a child, allowing him to organically fit into society; reveals creative potential, expanding the possibilities of professional choice; forms diligence in work, promotes professional orientation, helps to reduce the number of unemployed, fosters industriousness (voluntary attitude to work and honesty), forms in the mind of the child the concept of labor as a universal value; reduces the number of dysfunctional families; solves the problem of social infantilism. Scientists in the field of pedagogy have revealed that in different age periods there are unequal opportunities for moral education. A child, a teenager and a young man have different attitudes towards different means of education. Knowledge and accounting achieved by man in this or that period of life, it helps to design in the upbringing of his further growth. The moral development of the child occupies a leading place in the formation of a comprehensively developed personality.
When working on the problems of moral upbringing of schoolchildren with disabilities, it is necessary to take into account their age and psychological characteristics:
- propensity to play. In the conditions of play relations, the child voluntarily exercises, masters normative behavior. In games, more than anywhere else, the ability to follow the rules is required from the child. Violation of their children notice with particular acuteness and uncompromisingly express their condemnation of the violator. If the child does not obey the opinion of the majority, then he will have to listen to a lot of unpleasant words, and maybe even leave the game. So the child learns to reckon with others, receives lessons in justice, honesty, truthfulness. The game requires its participants to be able to act according to the rules. “What a child is at play, such is in many ways he will be at work when he grows up” - said A.S. Makarenko.
- Inability to engage in monotonous activities for a long time. According to psychologists, children of 6-7 years of age cannot keep their attention on any one object for more than 7-10 minutes. Further, the children begin to be distracted, switch their attention to other objects, so frequent changes in activities during classes are necessary.
- Insufficient clarity of moral ideas due to little experience. Given the age of children, the norms of moral behavior can be divided into 3 levels: A child under 5 years of age learns a primitive level of rules of conduct based on the prohibition or denial of something. For example: "Do not speak loud" , "Do not interrupt the conversation" , "Don't touch someone else's thing" , "Don't Throw Trash" etc. If the baby has been taught to comply with these elementary norms, then others consider this baby to be a well-bred child. It makes no sense to talk about the second level of moral education if the first has not been mastered. But it is precisely this contradiction that is observed among adolescents: they want to please the people around them, but they are not trained in elementary behavior. At level 3 (by 14-15 years old) the principle is learned: "Help the people around you!"
- There can be tension between knowing how to do it and putting it into practice (this applies to etiquette, good manners, communication).
Knowledge of moral norms and rules of behavior does not always correspond to the real actions of the child. Especially often this happens in situations where there is a discrepancy between ethical standards and personal desires of the child.
5) Uneven use of polite communication with adults and peers (at home and at home, at school and on the street).
How will we overcome these features? Let us turn to the experience of great teachers. V. A. Sukhomlinsky said: “In practical work on moral education, our teaching staff sees, first of all, the formation of universal norms of morality. At a younger age, when the soul is very malleable to emotional influences, we reveal to children the universal norms of morality, we teach them the ABC of morality:
- You live among people. Do not forget that your every act, your every desire is reflected in the people around you. Know that there is a line between what you want and what you can. Check your actions with a question to yourself: are you doing evil, inconvenience to people? Do everything so that the people around you feel good.
- You enjoy the benefits created by other people. People make you the happiness of childhood. Pay them well for it.
- All the blessings and joys of life are created by labor. One cannot live honestly without labor.
- Be kind and considerate to people. Help the weak and defenseless. Help a friend in need. Don't hurt people. Respect and honor your mother and father - they gave you life, they educate you, they want you to become an honest citizen, a person with a good heart and a pure soul.
- Be indifferent to evil. Fight against evil, deceit, injustice. Be irreconcilable to those who seek to live at the expense of other people, harm other people, rob society.
Such is the ABC of moral culture, mastering which children comprehend the essence of good and evil, honor and dishonor, justice and injustice.
Among the main tasks that modern society puts before public education, the actual task of educating an active conscious creative personality stands out.
The educational process is built in such a way that it provides for situations in which the child is faced with the need for an independent moral choice. Moral situations for children of all ages should in no case be presented or looked like teaching or controlling, otherwise their educational value may be nullified.
The result of moral education is manifested in the attitude of children to their duties, to the activity itself, to other people.
5. Pedagogical solutions for working with children with disabilities in the Russian Federation
“It is important that people do not feel like disabled people… These are people whom fate sent difficult trials… Only sympathy is not enough, it is necessary to develop opportunities.”
L.I. Shvetsova
Every year more and more children come to municipal educational institutions who have deviations from the conditional age norm; these are not only frequently ill children, but also children with logoneuroses, dysgraphia, dyslexia, increased excitability, impaired concentration and attention retention, poor memory, increased fatigue, and also with much more serious problems (ZPR, autism, epilepsy, cerebral palsy). They need specialized assistance, an individual program, a special treatment.
More and more it is realized that psychophysical disorders do not deny the human essence, the ability to feel, experience, acquire social experience. An understanding has come that each child needs to create favorable conditions for development, taking into account his individual educational needs and abilities.
According to "Dictionary of the Russian language" To accompany means to follow alongside, along with someone as a companion or escort.
The purpose of psychological support: the creation of an integrated system of psychological and pedagogical conditions conducive to successful adaptation, rehabilitation and personal growth children in society.
Tasks of psychological and pedagogical support:
- prevention of child development problems;
- help (assistance) the child in solving urgent problems of development, learning, socialization: learning difficulties, problems with choosing an educational and professional route, violations of the emotional-volitional sphere, problems in relationships with peers, teachers, parents;
- psychological support of educational programs;
- development of psychological and pedagogical competence (psychological culture) students, parents, teachers.
The most important area of psychological and pedagogical support for the development of students is the preservation and strengthening of children's health.
Solving the problems of psychological and pedagogical support of the child cannot be limited to the area of direct interaction between the psychologist and the child, but requires the organization of work with teachers and parents as participants in the educational process.
Special work should be carried out with parents of this category of children to provide them with the necessary knowledge about the characteristics of the child, optimal forms of interaction, and training in effective methods of assistance.
Children with disabilities need to develop social competence, communication skills with others.
Overcoming social isolation, expanding the possibilities of arbitrary interaction with peers is an essential condition for positive changes in the development of such children, improving their learning abilities.
"He who is discouraged dies prematurely"
Omar Khayyam
The development of the child is directly affected by the type of disorder, the severity of its manifestation, the time when the defect manifested itself, the surrounding conditions, the social and pedagogical environment of life. Working with children with disabilities is hard work. After all, such a child needs to be given much more attention than without developmental disorders. For each variant of defects in development, its own training program is selected. But in general, their main aspects are the same.
The main principles of teaching children with disabilities are listed below:
- Motivation - it is necessary to arouse the child's interest in the world around him and the educational process.
- Development – it is important to create a single process of cooperation and joint activities.
- Building interaction, assisting in adapting to the conditions of the surrounding world.
The principle of psychological security.
At the initial stage of education, it is important to arouse interest, readiness and ability to cooperate with the teacher, the ability to complete tasks. And the goal of education in secondary school will already be the formation of a moral, worldview and citizenship position, as well as to reveal creative abilities. As a result of teaching children with disabilities, violations of one of the analyzers are replaced by stronger and more sensitive work of others.
It is worth noting the importance of family education of children with disabilities, because most of the baby's life passes in the circle of relatives. Purposeful actions of parents can significantly affect his life. After all, if they know exactly what they want to achieve, then you can count on success. In the family, the child is becoming a part of society, the formation of social values, communication skills. It must be remembered that conflict situations and any manifestations of aggression will lead to the opposite result and will have a very negative impact on the already fragile psyche of the baby. Thus, the family plays a major role in the formation of personality.
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"with disabilities"
General patterns of mental development of persons with disabilities
The special educational needs of children with disabilities are due to the patterns of impaired development:
- difficulties in interacting with the environment, primarily with other people,
- personality development disorders;
- lower speed of reception and processing of sensory information;
- less information captured and stored in memory;
- shortcomings of verbal mediation (for example, difficulties in the formation of verbal generalizations and in the nomination of objects);
- deficiencies in the development of voluntary movements (lag, slowness, difficulties in coordination);
- slow pace of mental development in general;
- increased fatigue, high exhaustion
Taking into account the special educational needs for children with disabilities, special educational conditions are created.
Special educational conditions and special educational needs: concept, structure, general characteristics
Special educational needs are the needs for the conditions necessary for the optimal implementation of the cognitive, energy and emotional-volitional capabilities of a child with disabilities in the learning process.
- The cognitive (cognitive sphere) components are the possession of mental operations, the possibilities of perception and memory (capturing and storing the perceived information), active and passive vocabulary and accumulated knowledge and ideas about the world around.
- Energy components - mental activity and performance.
- Emotional-volitional sphere - the direction of the child's activity, his cognitive motivation, as well as the ability to concentrate and hold attention.
Special educational conditions, requirements for the content and pace of pedagogical work necessary for all children with disabilities:
- medical (therapeutic and preventive) care;
- preparing children for mastery school curriculum through propaedeutic classes (i.e. the formation of the necessary knowledge in them)
- the formation of their cognitive motivation and a positive attitude to learning;
- slow pace of presentation of new knowledge;
- a smaller volume of “portions” of presented knowledge, as well as all instructions and statements of teachers, taking into account the fact that they have less amount of memorized information;
- the use of the most effective teaching methods (including increased visibility in its various forms, the inclusion of practical activities, the use of a problematic approach at an accessible level);
- organization of classes in such a way as to avoid fatigue of children;
- maximum limitation of extraneous in relation to the educational process of stimulation;
- control of children's understanding of everything, especially verbal, educational material;
- the learning situation should be built taking into account the sensory capabilities of the child, which means optimal lighting of the workplace, the presence of sound amplifying equipment, etc.
Characteristics of the special educational needs of children with visual impairment
- totally blind or completely blind children
- children with light perception
- children with residual vision or with practical blindness
- children with progressive diseases with narrowing of the visual field (up to 10-15 °) with visual acuity up to 0.08.
In recent years, the category of visually impaired children who need special support, along with the blind and visually impaired, includes children with:
- amblyopia (persistent decrease in visual acuity without apparent anatomical cause);
- myopia
- hyperopia,
- astigmatism (decrease in the refractive optical system of the eye);
- strabismus (violation of friendly eye movement).
- difficulty in determining the color, shape, size of objects,
- the formation of fuzzy, incomplete or inadequate visual images,
- the need for skills of various kinds of spatial orientation (on your body, work surface, micro- and macrospace, etc.), the development of eye-hand coordination, fine and gross motor skills,
- low level of development of hand-eye coordination,
- poor memorization of letters by students,
- difficulties in distinguishing the configuration of letters, numbers and their elements similar in spelling,
- the need to develop writing and reading skills, including those based on Braille and using appropriate technical writing tools, in the use of appropriate computer programs,
- difficulties in the implementation of mental operations (analysis, synthesis, comparison, generalization),
- the need for a special development of cognitive, intellectual activity based on safe analyzers.
- a special need to master a wide range of practical skills that sighted peers form spontaneously, based on visual perception
- the need to form a number of social and communication skills, to develop the emotional sphere in conditions of limited visual perception.
- computer programs
Characteristics of the special educational needs of children with hearing impairment
Deaf children do not perceive speech at conversational volume and without special training, their oral speech does not develop. For deaf children, the use of a hearing aid or cochlear implant is essential for their development. However, even when using hearing aids or cochlear implants, they have difficulty in perceiving and understanding the speech of others.
Hearing-impaired children have different degrees of hearing impairment - from minor difficulties in perceiving whispered speech to a sharp limitation in the ability to perceive speech at conversational volume. Hearing-impaired children can independently, at least to a minimal extent, accumulate vocabulary and master oral speech. The need and procedure for using hearing aids is determined by specialists (audiologist and deaf teacher). For the full development of hearing-impaired children, as well as those who are deaf, special correctional and developmental classes with a deaf teacher are required.
The deaf and hard of hearing, depending on their capabilities, perceive the speech of others in three ways: by ear, visually, auditory-visually. The main way of perception of oral speech for children with hearing impairment is auditory-visual, when the child sees the face, cheeks, lips of the speaker and at the same time "hears" him with the help of hearing aids / cochlear implants
Deaf/hard of hearing people do not always successfully perceive and understand the speech of the interlocutor for the following reasons:
- external - features of the anatomical structure of the organs of articulation of the speaker (narrow or inactive lips when speaking, bite features, etc.), disguise of the lips (mustache, beard, bright lipstick, etc.), specificity of speech production (fuzzy, fast speech, etc.); position of the speaker in relation to the deaf/hard of hearing child; the number of people included in the conversation; acoustic environment, etc.;
- internal - the presence of unfamiliar words in the statements of the interlocutor; "hearing abilities" of the child (malfunction of the hearing aid; incomplete "hearing", large rooms (weak reflection of sounds from the walls)); temporary inattention (slight distraction, fatigue) and limited everyday and social experience of a child with hearing impairment (lack of awareness of the general context/topic of the conversation and the impact of this on the understanding of the message), etc.
Deaf/hard of hearing students may have the following main features speech development:
- at the level of production - violations of pronunciation; insufficient assimilation of the sound composition of the word, which manifests itself in errors in pronunciation and spelling of words;
- at the lexical level - a limited vocabulary, inaccurate understanding and misuse of words, often associated with incomplete mastery of the contextual meaning;
- at the grammatical level - flaws grammatical structure speech, features in the assimilation and reproduction of speech (grammatical) structures;
- at the syntactic level - difficulties in perceiving sentences with non-traditional / inverted word order / phrases and limited understanding of the text being read.
Among the most significant for the organization of the educational process about features are as follows:
- reduced amount of attention, low rate of switching, less stability, difficulties in its distribution;
- the predominance of figurative memory over verbal, the predominance of mechanical memorization over meaningful;
- the prevalence of visual forms of thinking over conceptual ones, the dependence of the development of verbal-logical thinking on the degree of development of the student's speech;
- misunderstanding and difficulty in differentiating the emotional manifestations of others, depletion of emotional manifestations;
- the presence of a complex of negative conditions - self-doubt, fear, hypertrophied dependence on a close adult, high self-esteem, aggression;
- priority communication with the teacher and limiting interaction with classmates.
The main special educational needs of a child with a hearing impairment include:
- the need for training in auditory-visual perception of speech, in the use of various types of communication;
- the need to develop and use auditory perception in various communicative situations;
- the need for the development of all aspects of all aspects and types of verbal speech (oral, written);
- the need for the formation of social competence
Characteristics of the special educational needs of children with disorders of the musculoskeletal system
In psychological and pedagogical terms, children with NODA can be divided into two categories that need different types of correctional and pedagogical work.
The first category (with the neurological nature of motor disorders) includes children in whom NODA is caused by an organic lesion of the motor parts of the central nervous system. The majority of children in this group are children with cerebral palsy (CP) - 89% of the total number of children with NODA. It is this category of children that is the most studied in the clinical and psychological and pedagogical aspects and makes up the overwhelming number in educational organizations. Since motor disorders in cerebral palsy are combined with deviations in the development of the cognitive, speech and personality spheres, along with psychological, pedagogical and speech therapy correction, the majority of children in this category also need medical and social assistance. In the conditions of a special educational organization, many children in this category show a positive trend in development.
The second category (with the orthopedic nature of movement disorders) includes children with a primary lesion of the musculoskeletal system of a non-neurological nature. Usually these children do not have severe intellectual developmental disorders. In some children, the overall pace of mental development is somewhat slowed down and individual cortical functions, especially visual-spatial representations, may be partially disturbed. Children of this category need psychological support against the background of systematic orthopedic treatment and compliance with a sparing individual motor regimen.
With all the variety of congenital and early acquired diseases and injuries of the musculoskeletal system, most of these children have similar problems. Leading in the clinical picture is a motor defect (delay in formation, impairment or loss of motor functions).
With a severe degree of motor disorders, the child does not master the skills of walking and manipulative activity. He cannot take care of himself.
With an average degree of movement disorders, children master walking, but walk unsteadily, often with the help of special devices. They are not able to move independently around the city, to travel by transport. Their self-service skills are not fully developed due to violations of manipulative functions.
With a mild degree of motor impairment, children walk independently, confidently both indoors and outside. They can travel by public transport on their own. They fully serve themselves, they have a fairly developed manipulative activity. However, children may experience incorrect pathological postures and positions, gait disturbances, their movements are not dexterous enough, slowed down. Decreased muscle strength, there are shortcomings functionality hands and fingers (fine motor skills).
Cerebral palsy is a polyetiological neurological disease that occurs as a result of early organic damage to the central nervous system, which often leads to disability, occurs under the influence of adverse factors affecting the prenatal period, at the time of childbirth or in the first year of life.
The greatest importance in the occurrence of cerebral palsy is given to a combination of brain damage in the prenatal period and at the time of childbirth.
Leading in the clinical picture of cerebral palsy are motor disorders, which are often combined with mental and speech disorders, dysfunctions of other analyzer systems (vision, hearing, deep sensitivity), convulsive seizures. Cerebral palsy is not a progressive disease. The degree of severity of movement disorders varies in a wide range, where the grossest movement disorders are at one extreme, and the minimum at the other. Mental and speech disorders have varying degrees of severity, a whole gamut of different combinations can be observed.
The structure of cognitive impairment in cerebral palsy has a number of specific features:
- uneven, disharmonious nature of violations of individual mental functions;
- the severity of asthenic manifestations (increased fatigue, exhaustion of all neuropsychic processes);
- reduced stock of knowledge and ideas about the world.
Children with cerebral palsy do not know many phenomena of the surrounding objective world and the social sphere, and most often they have an idea only about what was in their practical experience. This is due to forced isolation, restrictions on contacts with peers and adults due to prolonged immobility or difficulties in movement; difficulties in cognition of the surrounding world in the process of subject-practical activity associated with manifestations of motor and sensory disorders.
- Approximately 25% of children have visual anomalies
- 20-25% of children have hearing loss
- With all forms of cerebral palsy, there is a deep delay and impaired development of the kinesthetic analyzer (tactile and muscular-articular feeling)
- Immaturity of higher cortical functions is an important link in cognitive impairment in cerebral palsy
- Mental development in cerebral palsy is characterized by the severity of psychoorganic manifestations - slowness, exhaustion of mental processes. Difficulties in switching to other activities, lack of concentration, slowness of perception, a decrease in the amount of mechanical memory are noted.
- A large number of children are characterized by low cognitive activity, manifested in reduced interest in tasks, poor concentration, slowness and reduced switching of mental processes.
- According to the state of intelligence, children with cerebral palsy represent an extremely heterogeneous group: some have normal or close to normal intelligence, others have a mental retardation, some children have mental retardation of varying degrees.
- The main violation of cognitive activity is mental retardation associated with both early organic brain damage and living conditions. Mental retardation in cerebral palsy is most often characterized by favorable dynamics in the further mental development of children.
- In children with mental retardation, mental disorders are more often of a total nature. The insufficiency of higher forms of cognitive activity - abstract-logical thinking and higher, primarily gnostic, functions, comes to the fore.
Children with cerebral palsy have personality developmental disorders. Violations of personality formation in cerebral palsy are associated with the action of many factors (biological, psychological, social).
In addition to the reaction to the realization of one's own inferiority, there is social deprivation and improper upbringing. There are three types of personality disorders in students with cerebral palsy:
- personal immaturity;
- asthenic manifestations;
- pseudo-autistic manifestations.
With cerebral palsy, a significant place is occupied by speech disorders, the frequency of which is more than 85%.
- With cerebral palsy, the process of speech formation is not only slowed down, but also pathologically distorted.
- With cerebral palsy, there is a delay and violation of the formation of the lexical, grammatical and phonetic-phonemic aspects of speech.
- In all children with cerebral palsy, as a result of a dysfunction of the articulatory apparatus, the phonetic side of speech is not sufficiently developed, the pronunciation of sounds is persistently impaired.
- With cerebral palsy, many children have impaired phonemic perception, which causes difficulties in sound analysis.
- Dysarthria is a violation of the pronunciation side of speech, due to insufficient innervation of the speech muscles.
- The leading defects in dysarthria are violations of the sound-producing side of speech and prosodic (melody-intonation and tempo-rhythmic characteristics of speech), speech breathing disorders, voice
- There are violations of the tone of the articulatory muscles (tongue, lips, face, soft palate) according to the type of spasticity, hypotension, dystonia; mobility disorders of the articulatory muscles, hypersalivation, violation of the act of eating (chewing, swallowing), synkenizia, etc. Speech intelligibility in dysarthria is impaired, speech is blurry, fuzzy.
- With severe lesions of the central nervous system, some children with cerebral palsy have anarthria is the complete or almost complete absence of speech in the presence of pronounced central motor speech syndromes. Much less often, with damage to the left hemisphere (with right-sided hemiparesis), alalia is observed - the absence or underdevelopment of speech due to organic damage to the speech zones of the cerebral cortex in the prenatal or early period of child development. Some children with cerebral palsy may have a stutter.
- Almost all children with cerebral palsy have difficulty learning to read and write. Written speech disorders - dyslexia and dysgraphia - usually combined with underdevelopment of oral speech.
- Most children with cerebral palsy have multilevel, variable specific combinations of disorders in the development of motor, mental and speech functions. For many children, an uneven lag in all lines of development (motor, mental, speech) is characteristic, for the rest it is uniform.
- All these developmental disorders impede the education and social adaptation of children with cerebral palsy.
Opportunities for the development of academic education:
- Some children (with "purely" orthopedic pathology and some children with cerebral palsy) can master the curriculum of a comprehensive school.
- A significant part of children with cerebral motor pathology with mental retardation (with cerebral palsy and some children with orthopedic pathology) need correctional and pedagogical work and special educational conditions; they can successfully study in a special (correctional) school of the VI type.
- Children with mild mental retardation study according to the program of a special (correctional) school of the VIII type.
- For children with moderate mental retardation, it is possible to study according to an individual program in the conditions of a rehabilitation center of the education system or at home
Under special educational needs children with disorders of the musculoskeletal system, we understand the totality of medical, psychological and pedagogical measures that take into account the developmental features of these children at different age stages and are aimed at their adaptation to the educational space
The special educational needs of children with NODA are determined by the specifics of movement disorders, the specifics of mental development disorders, and determine the special logic of building the educational process, are reflected in the structure and content of education:
- the need for early detection of violations and the earliest possible start of comprehensive support for the development of the child, taking into account the characteristics of psychophysical development;
- the need for regulation of activities, taking into account medical recommendations (compliance with the orthopedic regimen);
- the need for a special organization of the educational environment, characterized by the availability of educational and educational activities;
- the need to use special methods, techniques and means of training and education (including specialized computer and assistive technologies) that ensure the implementation of "workarounds" of development, education and training;
- need for tutor services;
- the need for targeted assistance for the correction of motor, speech and cognitive and socio-personal disorders;
- the need for individualization of the educational process, taking into account the structure of the disorder and the variability of manifestations;
- the need for the maximum expansion of the educational space - going beyond the educational organization, taking into account the psychophysical characteristics of children in this category.
- These educational needs have features of manifestation at different age stages, depend on the severity of motor pathology or its complexity with deficiencies in sensory, speech or cognitive activity.
- At all stages of education of students with cerebral palsy, multidisciplinary interaction should be ensured for all specialists who carry out psychological and pedagogical study, participate in the design of an individual educational route, the development of an adapted educational program, their implementation and adjustment of the program as necessary, analyzing the effectiveness of training.
Characteristics of the special educational needs of children
with mental retardation
Mental retardation (MPD) is a psychological and pedagogical definition for the most common deviations in psychophysical development among all children occurring in children. ZPR refers to the "borderline" form of dysontogenesis and is expressed in a slow rate of maturation of various mental functions. These children do not have specific hearing, vision, musculoskeletal disorders, severe speech disorders, they are not mentally retarded.
For the mental sphere of a child with mental retardation, a combination of deficient and intact functions is typical.
Partial (partial) deficiency of higher mental functions may be accompanied by infantile personality traits and behavior of the child. At the same time, in some cases, the child suffers from working capacity, in other cases, arbitrariness in the organization of activities, and thirdly, motivation for various types of cognitive activity.
Most of them have polymorphic clinical symptoms: immaturity of complex forms of behavior, purposeful activity against the background of rapid exhaustion, impaired performance, encephalopathic disorders.
Features of children with mental retardation, which must be taken into account in the educational process:
- immaturity of the emotional-volitional sphere, infantilism, lack of coordination of emotional processes;
- the predominance of game motives, maladjustment of motives and interests;
- low level of activity in all spheres of mental activity;
- a limited stock of general information and ideas about the world around;
- decrease in working capacity;
- increased exhaustion;
- instability of attention;
- limited vocabulary, especially active, slowing down in mastering the grammatical structure of speech, difficulties in mastering written speech;
- disorders of regulation, programming and control of activity, low skill of self-control;
- lower level of development of perception;
- lagging behind in the development of all forms of thinking;
- insufficient productivity of arbitrary memory, the predominance of mechanical memory over abstract-logical memory, a decrease in the volume of short-term and long-term memory
Preschoolers with mental retardation need to meet special educational needs. needs:
- in inducing cognitive activity as a means of forming sustainable cognitive motivation;
- in broadening one's horizons, the formation of versatile concepts and ideas about the world around;
- in the formation of general intellectual skills (operations of analysis, comparison, generalization, identification of essential features and patterns, flexibility of thought processes);
- in improving the prerequisites for intellectual activity (attention, visual, auditory, tactile perception, memory, etc.),
- in the formation, development of purposeful activity, the function of programming and control of one's own activity;
- in the development of the personal sphere: development and strengthening of emotions, will, development of skills of arbitrary behavior, volitional regulation of one's actions, independence and responsibility for one's own actions;
- in the development and development of means of communication, methods of constructive communication and interaction (with family members, peers, adults), in the formation of skills of socially approved behavior, the maximum expansion of social contacts;
- in strengthening the regulatory function of the word, the formation of the ability to speech generalization, in particular, accompanied by the speech of the actions performed;
- in the preservation, strengthening of somatic and mental health, in maintaining efficiency, preventing exhaustion, psychophysical overload, emotional breakdowns.
Characteristics of the special educational needs of children
with mental retardation
To persons with mental retardation(mentally retarded) include children, adolescents, adults with persistent, irreversible impairment of the predominantly cognitive sphere, resulting from an organic lesion of the cerebral cortex, which has a diffuse (diffuse) character.
The specific feature of the defect with mental retardation, there is a violation of higher mental functions - reflection and regulation of behavior and activity, which is expressed in deformation cognitive processes, in which the emotional-volitional sphere, motor skills, and the personality as a whole suffer. All this leads to a violation of the social adaptation of mentally retarded people in society.
In physical development children lag behind normally developing peers. This is reflected in lower height, weight, chest volume. Many of them have a broken posture, lack of plasticity, emotional expressiveness of movements that are poorly coordinated. Strength, speed and endurance in mentally retarded children are less developed than in normally developing children. It is quite difficult for mentally retarded schoolchildren to maintain a working position throughout the lesson, they quickly get tired. Children have reduced performance in the classroom.
Mentally retarded children often enter school with undeveloped self-help skills, which significantly complicates their school adaptation.
Attention mentally retarded children characterized by a number of features: difficulty in attracting, impossibility of prolonged active concentration, instability, quick and easy distractibility, absent-mindedness, low volume.
In the classroom, such a child may seem like an attentive student, but at the same time he does not hear the teacher's explanations at all. In order to combat this phenomenon (pseudo-attention), the educator during the explanation should ask questions that reveal whether the students are following the course of his thoughts, or offer to repeat what has just been said.
Perception in mentally retarded children it also has certain characteristics, its speed is noticeably reduced: in order to recognize an object, a phenomenon, they need noticeably more time than normally developing peers. This feature is important to take into account in the educational process: the teacher's speech should be slow so that students have time to understand it; spend more time looking at objects, pictures, illustrations.
- the volume of perception is also reduced - the simultaneous perception of a group of objects. Such narrowness of perception makes it difficult for students to master reading, work with multi-digit numbers, etc.
Perception is undifferentiated: in the surrounding space they are able to distinguish significantly fewer objects than normally developing peers, they perceive them globally, often the shape of objects is seen by them as simplified
Significantly disturbed spatial perception and orientation in space, which makes it difficult for them to master such subjects as mathematics, geography, history, etc.
Both voluntary and involuntary memorization suffer, and there are no significant differences between the productivity of voluntary and involuntary memorization.
They do not master the methods of meaningful memorization on their own, so the task of their formation falls on the teacher. The representations of children stored in memory are much less distinct and dissected than those of their normally developing peers.
Knowledge about similar objects and phenomena received in verbal form is very intensively forgotten. Images of similar objects are sharply similar to each other, and sometimes completely identified.
Most mentally retarded children have speech development disorders, while all components of speech suffer: vocabulary, grammatical structure, sound pronunciation.
violated thinking. Its main disadvantage is the weakness of generalizations. Often in the generalization, signs that are outwardly similar in terms of temporal and spatial stimuli are used - this is a generalization in terms of situational proximity. Generalizations are very broad, not differentiated.
In order to form correct generalizations in them, it is necessary to slow down all unnecessary connections that “mask”, make it difficult to recognize the common, and highlight the system of connections that underlies as much as possible. It is especially difficult for preschoolers to change the principle of generalization once identified, for example, if the classification was carried out taking into account color, then it is difficult for students to switch to another classification - according to form.
- The inferiority of thought processes - analysis, synthesis, abstraction, comparison.
- The thinking of mentally retarded children is characterized by inertia and stiffness.
- Preschoolers with intellectual disabilities are not critical enough of the results of their work, often do not notice obvious mistakes. They have no desire to check their work.
- There is a violation of the relationship between purpose and action, as a result of which the process of performing actions becomes formal, not designed to obtain really significant results. Often children substitute or simplify the goal, guided by their task. When performing tasks, students often find it difficult to switch from one activity to another.
- Such children are insufficiently critical of the results obtained in the process of activity (they do not correlate the results with the requirements of the task in order to verify their correctness, they do not pay attention to the content and real significance of the results).
emotional sphere mentally retarded preschoolers are characterized by immaturity and underdevelopment.
- Children's emotions are not sufficiently differentiated: experiences are primitive, poles (children experience pleasure or displeasure, and there are almost no differentiated, subtle nuances of experiences).
- Reactions are often inadequate, disproportionate to the impacts of the surrounding world in terms of their dynamics. Some pupils have excessive strength and inertia of experiences that arise on unimportant occasions, stereotyping and inertia of emotional experiences, others have excessive lightness, superficiality of experiences of serious life events, rapid transitions from one mood to another.
In mentally retarded people volitional processes are disturbed:
- they are lack of initiative, cannot independently manage their activities, subordinate it to a specific goal
- immediate, impulsive reactions to external impressions
- thoughtless actions and deeds, inability to resist the will of another person, increased suggestibility extremely aggravate their behavioral manifestations and are aggravated due to age-related changes associated with the restructuring of the child's body, especially in adolescence.
Under unfavorable living conditions, they easily have difficulties in behavior, in establishing morally acceptable relations with others.
Special Educational Needs children with MR are due to the peculiarities of psychophysical development.
- In teaching children with intellectual disabilities, the most important is accessibility content of educational material. The content of the training should be adapted to the abilities of these students. Thus, the volume and depth of the studied material are significantly reduced, the amount of time required to master the topic (section) increases, and the pace of learning slows down. Preschool children with intellectual disabilities are given a much less extensive system of knowledge and skills than normally developing peers, a number of concepts are not studied. At the same time, the knowledge, skills and abilities formed in pupils with intellectual disabilities should be quite sufficient to prepare them for independent life in society and mastering a profession.
- In teaching children of this category, we use specific methods and techniques facilitating the assimilation of educational material. For example, complex concepts are learned by dividing into components and studying each component separately - the method of small portions. Complex actions are broken down into separate operations, and training is carried out step by step.
- Widely used subject-practical activity, during which students can learn elementary abstract concepts.
- One of the important tasks of the teacher is the formation systems of available knowledge, skills and abilities. Only in some cases there may be no strict systematization in the presentation of educational material.
- Children with intellectual disabilities need constant control and specific assistance on the part of the teacher, in additional explanations and demonstration of methods and techniques of work, in a large number of training exercises during the assimilation of new material.
- It is important instilling interest in learning, developing positive motivation. At the time of entering school, most children with intellectual disabilities are dominated by attributive interests, so one of the important tasks of the teacher is the development of cognitive interests.
- Purposeful learning for preschoolers learning activities.
- The need for correction and development of mental processes, speech, fine and gross motor skills. This work should be carried out by specialists: a special teacher (oligophrenopedagogue), a special psychologist, a speech therapist, and an exercise therapy specialist.
- Purposeful increase in the level of general and speech development by forming elementary ideas about the world around us, broadening one's horizons, enriching oral speech, learning to consistently express one's thoughts, etc.
- Formation of knowledge and skills, contributing to social adaptation: skills to use the services of household service enterprises, trade, communications, transport, medical care, life safety skills; the ability to cook, maintain personal hygiene, plan a family budget; self-care skills, housekeeping, orientation in the immediate environment
- Assimilation of moral and ethical standards of behavior, mastering the skills of communication with other people.
- Labor and vocational training. Labor training is considered as a powerful means of correcting the impairments that children with intellectual disabilities have. It is the basis of the moral education of this category of children, as well as an important means of their social adaptation.
- Creation psychologically comfortable environment for preschoolers with intellectual disabilities: the atmosphere of acceptance in the group, the situation of success in the classroom or other activities. It is important to think over the optimal organization of the work of pupils in order to avoid their overwork.
Characteristics of the special educational needs of children
with severe speech impairment
Severe Speech Disorders (SND) – these are persistent specific deviations in the formation of the components of the speech system (lexical and grammatical structure of speech, phonemic processes, sound pronunciation, prosodic organization of the sound flow), observed in children with intact hearing and normal intelligence. Severe speech disorders include alalia (motor and sensory), severe dysarthria, rhinolalia and stuttering, childhood aphasia, etc.
Oral speech in children with severe forms of speech pathology is characterized by a severe limitation of the active vocabulary, persistent agrammatisms, undeveloped skills of coherent utterance, and severe impairment of general speech intelligibility.
Difficulties are noted in the formation of not only oral, but also writing, as well as communication activities.
Together, this creates unfavorable conditions for the educational integration and socialization of the child's personality in society.
- Optical-spatial gnosis is at a lower level of development and the degree of its violation depends on the insufficiency of other perception processes, especially spatial representations.
- However spatial disturbances characterized by a certain dynamism and a tendency to compensate.
- developmental delay visual perception and visual object images in children with TNR, it manifests itself mainly in poverty and weak differentiation of visual images, inertness and fragility of visual traces, as well as in an insufficiently strong and adequate connection of a word with a visual representation of an object.
- Attention of children with TNR is characterized by a lower level of indicators of voluntary attention, difficulties in planning one's actions, in analyzing conditions, in finding various ways and means in solving problems. Low level voluntary attention in children with severe speech disorders leads to unformed or significant disruption of their structure of activity and a decrease in its pace in the process of educational work.
- All types self-control over activities(proactive, current and subsequent) may not be sufficiently formed and have a slow pace of formation.
- Volume visual memory students with TNR practically does not differ from the norm.
- Significantly reduced auditory memory, productivity of memorization, which are directly dependent on the level of speech development.
- Psychological and pedagogical classification includes two groups of speech disorders:
- 1) violation of the means of communication: phonetic-phonemic underdevelopment (FFN) and general underdevelopment of speech (OHP);
- 2) a violation in the use of means of communication (stuttering and a combination of stuttering with a general underdevelopment of speech).
- Reading and writing disorders are considered in the structure of OHP and FFN as their systemic, delayed consequences, due to the lack of formation of phonemic and morphological generalizations.
Clinical and pedagogical classification of speech disorders is based on intersystem interactions of speech disorders with a material substrate, on a combination of psycho-linguistic and clinical (etiopathogenetic) criteria.
In the clinical and pedagogical classification, violations of oral and written speech are distinguished.
- Oral speech disorders are divided into two types:
1) phonation (external) design of the utterance (dysphonia / aphonia /, bradilalia, takhilalia, stuttering, dyslalia, rhinolalia, dysarthria),
2) structural-semantic (internal) design of the statement (alalia, aphasia).
- There are two types of writing disorders: dyslexia and dysgraphia.
Tasks of special speech therapy assistance:
- a comparative analysis of the results of primary diagnostics (the level of speech development, individual manifestations of the structure of speech disorders, the starting intellectual and speech capabilities of the child) and the dynamics of the development of speech processes;
- dynamic monitoring of achievements in the development of academic knowledge, skills and abilities of students;
- assessment of the formation of students' ideas about the world around them, life competencies, communication and speech skills, social activity.
- Children with TNR need special education the basics of language analysis and synthesis, phonemic processes and sound pronunciation, prosodic organization of the sound flow.
- The need for the formation of reading and writing skills.
- The need to develop spatial orientation skills.
- Students with TNR require a special individually differentiated approach to the formation of educational skills and abilities.
Characteristics of the special educational needs of children
with autism spectrum disorders
Autism Spectrum Disorders (ASD) belong to a group of developmental disorders that are characterized by extensive deviations in social interactions and communication, as well as narrow interests and clearly repetitive behavior.
ASD includes a number of conditions and is one of the most common and described groups of mental developmental disorders in children in the world, there is an increase in the number of children with ASD.
The term "ASD" is currently most often used in specialized literature (for example, 10-15 years ago, the terms "early childhood autism", "autistic disorders", etc. were more often used in specialized literature), as it most fully reflects the high variability of possible disorders. in childhood autism.
Autism spectrum disorders are caused by biological factors that lead to the occurrence of brain dysfunctions and organic disorders (F. Appe, O. Bogdashina, etc.), while the causes of ASD are conventionally divided into groups:
- exogenous (affecting the child in the prenatal period, during childbirth and early development);
- genetically determined (both autosomal recessive and sex-linked).
- difficulties in social interaction which manifest themselves in a significant limitation of the possibility of forming communication with other people.
- difficulty maintaining verbal interaction(for example, participation in a conversation, even with a sufficient and high level of speech development). Some children strive for verbal communication, but at the same time this conversation is mainly connected with the sphere of the child's super-interests.
- Students with ASD tend to different levels of speech development. Some children have good speech, high literacy. Other children use a short agrammatic phrase, speech stamps to communicate.
- Some children are characterized echolalia(as a repetition of what another person said immediately after him or delayed). Some children with ASD have mutism (15-20%).
- In the speech development of children with ASD, experts note prosodic disorders(the child speaks monotonously or scanned, does not use interrogative intonations, etc.); pragmatists (correct use of speech, in particular the correct use of pronouns, verbs, etc.); semantics (conceptual side of speech).
- The specific features of children with ASD include "hyperlexia" that is, a rather early development of reading without a sufficient understanding of the meaning of what was read ..
- Peculiar to children with ASD asynchrony in mental development leads to the fact that the same child can demonstrate high abilities in mastering one academic discipline (for example, related to the child's super interests), middle level mastering another academic discipline and persistent failure in the third
- Common difficulties are difficulties in understanding literary texts, understanding storylines, even with a very high reading technique.
Thus, features of social, sensory, speech and cognitive development lead to the need to create special conditions that ensure the effectiveness of schooling for children with autism spectrum disorders.
Special educational needs include:
- the need for psychological and pedagogical support for a child with ASD in a preschool educational institution;
- the need to develop an adapted educational program;
- the need to implement a practice-oriented and social orientation in the education and upbringing of preschool children with ASD;
- the need to organize and implement classes of a correctional and developmental orientation (with a defectologist, speech therapist, psychologist, social pedagogue, etc.);
- the need to use additional tools that increase the effectiveness of teaching children with ASD;
- the need to determine the most effective model for the implementation of educational practice;
- the need to determine the forms and content of psychological and pedagogical support for the family;
- need for dosing study load taking into account the pace and performance;
- the need for a particularly clear and orderly temporal-spatial structure of the educational environment that supports the child's learning activities;
- the need for special development of forms of adequate educational behavior of the child, communication skills and interaction with the teacher.
