Self-analysis of the professional activity of a teacher-defectologist. Essay “The profession of a defectologist is ... What is the content of the professional education of a defectologist teacher

Serious concern today is caused by the health problems of preschoolers and younger schoolchildren. According to the State report "On the state of health of children in Russian Federation» 20% of preschoolers have health problems, and primary school this percentage increases to 50%. During the period of schooling, the number of healthy children decreases by 4 times, the number of children with myopia, neuropsychiatric disorders, posture disorders, etc. increases.

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Article on the topic "Competence of a defectologist in the prevention of developmental disorders of the child"

Introduction

Serious concern today is caused by the health problems of preschoolers and younger schoolchildren. According to the State report "On the state of health of children in the Russian Federation", 20% of preschoolers have deviations in health, and in the primary grades this percentage increases to 50%. During the period of schooling, the number of healthy children decreases by 4 times, the number of children with myopia, neuropsychiatric disorders, posture disorders, etc. increases.

The causes of violations in the development of children have always interested humanity. The question of systematization of this information has so far been undeservedly left without due attention. Currently, most of these causes are established and reflected in the medical literature. But there is still no consensus about at what stage of an individual's development and what causes (or groups of them) dominate. For example, when it comes to intellectual disabilities, 90% of cases are attributed to prenatal problems, 3% to perinatal and 7% to postnatal.

The spectrum of developmental disorders is very wide. For the biological usefulness of an individual, socio-psychological factors are essential, and from a psychological and social point of view, biological factors are also essential for a fully developing personality.

The problem of children's health today is more relevant than ever. We, adults, are used to believing that the most important thing for children is to study well. Is it possible to study well if you feel dizzy, if the body is weakened by diseases, if it does not know how to fight the disease. Obviously, only medical innovations cannot fully provide a significant improvement in children's health, unless certain changes occur at the level educational institutions in the organization of the educational process.

At present, it can be confidently asserted that it is the teacher who is able to do more for the health of the modern student than the doctor. This does not mean that the teacher should fulfill the duties of a medical worker. It's just that the teacher must build his activities in such a way that the education and upbringing of children in an institution does not harm health. After all, only a healthy child is able to successfully and fully master educational program. And a health disorder, as a rule, leads to learning difficulties, especially if conditions for the normal functioning of the body of students and pupils are not created in the class, in the group.

At present, a teacher-defectologist cannot be just a source of knowledge, because requests modern society are at odds with the academic education that the school provides. Since our country needs people of a new quality who are able to act independently, provide for themselves and others, be responsible for their work, and above all, they must act as an organizer and coordinator of the educational process and teach children to acquire knowledge, objectively assess themselves and their capabilities, work independently and take responsibility for the results of their work. And in order to achieve respect and love from children, you need to prove that you are worth it. How to do it? For each teacher, the emotional-valuable and creative sphere of activity, as well as knowledge of competencies, are very important. A professional teacher should have internal motivation for the qualitative implementation of his activities. One of the main qualities of a defectologist teacher is the willingness to help. One of the essential qualities is his professionalism. Nowadays, children can get almost any information on their own, so we just need to update and expand our knowledge. Educational activity becomes brighter, livelier and more interesting if the facial expressions and pantomimes of the teacher show that he himself is interested in the educational process. Children feel that they are interested. One of the most important factors influencing professionalism is self-education. The search for new techniques, methods and technologies is relevant especially in our time. It is almost impossible to force a child - a representative of a new generation, to do something if you do not agree with him or if you are not interested. Therefore, it is necessary to choose such technologies that would make it possible to implement this. Technologies should contribute to the development of children's key competencies: research, social-personal, communicative, organizational, personality-adaptive, informational and key competencies: the ability to work without constant guidance, the ability to take responsibility on their own initiative, the ability to master any knowledge on their own initiative, the ability to analyze new situations and apply existing knowledge for analysis and generalization.

Competence-based approach is a relatively new perspective in the study of education problems. The concepts of "competence", "competence", "competence-based approach" as system-educational and pedagogical categories have become intensively included in the conceptual apparatus of the sciences of education.

The professional competence of a teacher-defectologist affects all areas of his pedagogical activity, the content of which is largely determined by the nature of interaction with all participants in the correctional and educational process. IN modern conditions full-fledged assistance in the development and education of a child with special needs is possible only in a broad sociocultural and interpersonal context, therefore, a teacher-defectologist should involve both various social partners and many narrowly focused specialists in the educational and educational process. The success of the correctional and developmental impact is directly related to the ability of the teacher-defectologist to build positive relationships with parents, children and colleagues in the form of active interaction, and the latter is due, among other things, to the degree of formation of the social competence of the defectologist.

Areas of work of a defectologist

diagnostic direction.The diagnostic work of the teacher is an integral part of the comprehensive study of the child by the specialists of the school PMPK. The main task of this direction is to predict possible difficulties in the education and development of each child, to determine the causes and mechanisms of problems that have already arisen. Diagnostic activities include: studying the personal files of students (pedagogical characteristics, conclusions about the neuropsychic state of the student); visiting the family (establishing contact with the child's parents, studying the child's living conditions, individual features and positive aspects of the child); monitoring the child during and after school hours; the study of the products of the child's activity (notebooks, drawings, crafts); use of standardized methods. The diagnostic activity of a specialist can solve various problems. In this regard, the following stand out: Primary diagnosis of students. Purpose: to determine the level of actual and "zone of proximal development" of the child, the causes and mechanisms of learning difficulties, identifying children in need of specialized assistance. Dynamic learning of students. Purpose: tracking the dynamics of the child's development, determining the compliance of the selected forms, techniques, methods of teaching and upbringing with the level of development of the student (2 times a year).

Stage diagnostics. Purpose: ascertaining the effectiveness and determining the effectiveness of the corrective impact on the development of the educational, cognitive, emotional and volitional spheres of the child.

current diagnostics. Purpose: examination of students at the request of parents, teachers, specialists of the school council (as necessary).

corrective direction.It is a system of corrective influence on educational and cognitive activity, the personal sphere of a child with disabilities in the dynamics of the educational process. The main directions of correctional and developmental work: sensory and sensorimotor development; formation of space-time relations; mental development (motivational component, operational and regulatory components); normalization of the leading activity of age; the formation of versatile ideas about objects and phenomena of the surrounding reality, the enrichment of the dictionary, the development of coherent speech. Indicative forms and methods of work can be as follows: individual and group remedial classes, conversations; socio-psychological training interpersonal communication; simulation, career guidance and business games, educational discussions; involvement of children in creative associations of interest; involvement of parents in work with children. There is no single, uniquely successful method, method or form of work with students and their parents. It all depends on specific situation, which cannot be passed by, and sometimes it should be specially created.

Consultative, educational and preventive direction

The advisory, educational and preventive areas of work of the defectologist are carried out to assist parents, teachers of preschool educational institutions in matters of education and upbringing of children with special educational needs.

Principles of work of a defectologist:

1) The use of an integrated approach to monitoring, correction and rehabilitation, based on the principle of unity of diagnosis and correction. Monitoring is an integral part of a comprehensive study of the child by specialists of the psychological, medical and pedagogical council of the preschool educational institution. The results of a defectological examination are necessarily compared with psychological, speech therapy, medical, pedagogical data and discussed at meetings of the council.

2) Implementation of the etiopathogenetic approach to the analysis of disorders. Mosaic lesions of the central nervous system at a delay mental development Cerebral-organic genesis leads to a significant heterogeneity of the disturbed and intact links of the child's mental activity, to a pronounced uneven formation of its different sides and determines the need for a differentiated approach in the work of a defectologist teacher to overcome the difficulties of pupils.

3) Taking into account the age and individual characteristics of the child's development, based on the maximum activation of the "zone of proximal development". Content educational activities is built within the framework of leading activities preschool age, on material that meets the requirements of the preschool program. Corrective and developmental exercises are selected in such a way that, on the one hand, they would be available for the pupils to perform, and on the other hand, their level of complexity would make it possible to activate the child's potential. In the classroom, various types of assistance are widely used - from minimal to maximal.

4) Implementation of interdisciplinary interaction of specialists, the nature of which is determined by the structure of the violation and the priorities of corrective action. In the process of comprehensive monitoring, the aspects of the child that need correction are identified, comprehensive development programs are drawn up, which should include priority areas correctional work of each specialist, the total load on the pupil, recommendations to the teacher and parents.

5) Organization of dynamic monitoring of the development of children, which is carried out in order to track the dynamics of the child's development, determine the compliance of the selected forms, techniques, teaching methods with the level of development of the student. In the process of dynamic study, the tasks of differentiating similar states of developmental disorders are also solved.

6) Systematic carrying out of a correlative analysis of the state of formation of knowledge, skills and psychophysical development of the child. Comparison of the child's real achievements with the development of the cognitive sphere makes it possible to correct correctional programs, outline "workarounds" in education, vary the methods of the teacher's work, and choose adequate forms of education in each individual case.

Content and levels of mastery of competencies

The ability to design preventive and correctional development programs for children with different types of disabilities;

Knowledge of the basic principles for the development of preventive and correctional development programs for children with disabilities;

Understanding the essence, tasks, methods of preventive and correctional and developmental work with children with different types of disabilities;

Ability to design activity programs based on modern scientific approaches to preventive and correctional development activities, track the results of the implementation of preventive and correctional development programs;

Willingness to constructively interact with related specialists on the development of the abilities of children and adolescents with disabilities;

Have an idea about the peculiarities of working with children with developmental disorders of speech pathologists, social workers, social educators, psychologists, teachers of fine arts, physical education, etc. Knowledge of the basics of the psychology of group interaction. Understanding the specifics of the work of a teacher-psychologist in a general team of specialists;

The ability to organize the interaction of specialists in the development of the abilities of children and adolescents with disabilities, monitor the effectiveness of the interaction of specialists and make appropriate adjustments;

Knowledge of the structure of the educational environment, methods for diagnosing the components of the educational environment, ways to identify violations in the behavior and development of children and adolescents with disabilities. Understanding the relationship between the features of the functioning of the educational environment and the difficulties that arise in the subjects of education, violations in the behavior and learning of children and adolescents with disabilities;

the ability to monitor the educational environment, analyze the results of diagnostics, identify and explain the causes of difficulties in teaching children and adolescents with disabilities;

the ability to provide psychological assistance to optimize the pedagogical process in correctional educational institutions;

The ability to provide psychological support to participants in the pedagogical process, to discuss and analyze existing problems to solve the problems of optimizing the pedagogical process;

The ability to advise teachers, administration, pupils / students on the optimization of the educational process in correctional educational institutions:

Knowledge of the basics of psychological counseling;

Understanding the relationship between the use of methods of the educational process and the mechanisms of educational cognitive activity child;

The ability to select methods of interaction with specialists, parents, children in the course of counseling, to monitor the effectiveness of the work being done.

Over the past decades, negative phenomena in the health of children have been growing. With developmental anomalies, with prolonged diseases of an early age, pronounced disorders can occur that lead to a restriction of vital and social functions, in the most severe cases leading to social insufficiency. A high prevalence of developmental disorders in children has been noted in the literature. This percentage, without significant changes, is observed throughout the entire length of early and preschool age - on average for all parameters - 65%. Developmental disorders in young children affect the further mental and intellectual formation, and the problem acquires not only medical and pedagogical, but also social significance. The problem of integrating children with developmental disorders into the general developmental environment sets the task for specialists to search for new, holistic forms of early prevention, which at the same time prevent the aggravation of general underdevelopment and contribute to the formation of a developing human personality in all manifestations.

The concept of prevention of developmental disorders in children is based onthe principle of a differentiated approach, taking into account the state of health, the complexity of the use of medical, psychological, pedagogical and social methods rehabilitation using all possibilities, that is, the creation of a common correctional space. The system of early complex prevention proposed by us is structurally medical-psychological-pedagogical. In our opinion, it is necessary to start complex preventive work already in the antenatal clinic, where future mom. Considering the limited possibilities of antenatal clinics, the absence of pediatric neonatologists, neurologists, defectologists, psychologists and child psychiatrists in these institutions, it is necessary to use visual poster forms of education, educational booklets for future parents about the normal development of the child and possible deviations. These stands and booklets in an accessible form can help parents understand the following questions: what are developmental deviations, why a child can be at risk, how and when to start communicating with an infant, how a family situation can affect development. In addition, they can perform a coordinating, dispatching function and form in adults the need for timely access to specialists - a speech therapist, psychologist, psychiatrist, neurologist, which makes it possible to concretize the early forms of habilitation. An extremely important task in this regard is the prevention of emotional and sensory deprivation.

At the same time, the positive results of complex corrective action are directly related to the correct organization of corrective action at home. First of all, it is the establishment of partnerships under the guidance of specialists: a doctor - parents, a correctional teacher - parents, a psychologist - parents, with the aim of the active participation of parents in enhancing the mental and general development of the child. Secondly, the complexity and integrity of the impact make it possible to stimulate, "observe" and direct the development of the child not only in an organized manner, but also in natural, domestic conditions. The system and methodological approaches developed and tested in various organizational forms make it possible not only to obtain adequate adaptation, a corrective effect, but, what is especially important, to eliminate diagnostic errors in the assessments of cognitive activity, leading to a limitation of the social perspective of the child and his family. At the same time, pharmacological effects and psychotherapeutic support are necessary links in a general correctional program that helps restore or improve the state of speech activity, the communicative sphere,neuropsychic processes, emotional and behavioral reactions.

Behavioral difficulties in children of this group are associated with disorders of the nervous system and higher mental functions, with existing emotional discomfort. The wrong stereotype of the child's behavior is reinforced by the wrong and inadequate attitude of adults towards him. Parents need to understand why the child develops atypically, differs from other children in behavior, developmental delay. Such children bring a lot of trouble to adults with their behavior. Parents, as a rule, have a hard time experiencing the negative reaction of others to the behavior of their children. They experience a feeling of helplessness, confusion, shame for their child. This turns into irritation against the child, leads to conflicts in the family on the basis of education. Each member of the family begins to accuse others of self-indulgence, excessive strictness, etc. In the future, this leads to uneven behavior of adults in relation to the child, which aggravates the situation and adversely affects the child's condition, leading to the consolidation of pathological behavioral reactions. That is why psychotherapeutic support is required as a restructuring, reconstruction of risk factors in a child, as a recreation of harmonious relationships in the family. All components of risk factors and the relationship between them are subjected to psychotherapeutic support; the psychological climate of the family is normalized, parental positions in relation to children are being reconstructed, parents' awareness of the motives of family education is expanding, the very course of the mental development of children in the family is being harmonized, self-awareness and self-esteem of the child are developing and harmonizing.

In turn, the original correctional and pedagogical program structurally includes two parts: 1 - preparing parents for cooperation with specialists; 2 - direct (with a correctional teacher) and indirect (with parents) classes with a child.

Work with parents is conditionally divided into propaedeutic and main periods. The purpose of the propaedeutic period is not only to prepare the child for new forms of education, training and integration (full, incomplete or partial) in social environment but also the adaptation of parents to the condition of the child. The influence of parents on the child in the main period can be of a leading, parallel and reinforcing nature. In this regard, the development of the content of the program of complex medical-psychological-pedagogical influence includes the modeling of adequate social and role behavior, both for an adult and a child; teaching a new mode of intrapsychic, interpersonal and communicative relationships. The originality of the program lies in the fact that the entire life activity of a child with deviant development is covered by stimulating the appearance of speech, the development of a detailed statement, language instinct, language competence, the formation of creative forms of speech and cognitive activity. An important feature of the program is the stimulation of the appearance of speech in children by teaching reading.

The program is built from complementary methodological blocks built according to the concentric principle. The content of the blocks is dynamic, which allows you to include not only the gradual complication of the material, but also take into account the individual characteristics of the child and the cognitive style of perception, awareness and assimilation of information. Each block assumes the parallel work of a speech therapist, other specialists and parents. The effectiveness and optimality of the proposed approaches have been confirmed by the positive results of our work with children suffering from severe developmental disorders: disorders in the development of expressive and impressive speech, delays in the rate of speech and intellectual development, mental developmental delays.

To prevent developmental disorders in children, specialists and especially future parents should know the main directions for the prevention of this phenomenon.

Genetic counseling is useful in family planning. Such consultations are necessary for parents belonging to the so-called risk groups. Risk factors:

Hereditary diseases in parents or members of their families;

Congenital mental retardation;

Congenital hearing or visual impairments;

Disorders of physical development: bone deformities, changes in joint mobility;

Primary infertility or amenorrhea (absence of menstruation);

Two or more miscarriages;

At least one pregnancy was terminated due to a developmental disorder of the fetus;

Sudden death of an infant due to unclear causes;

Mother's age over 35 years;

Blood marriages, etc.

Parents at risk should attend medical genetic consultations, whose specialists inform them about the possibilities of having children with hereditary developmental disorders, as well as the risks of having children with developmental pathologies.

All women need to undergo prenatal diagnosis, which is essential for solving the problem of family planning.

If possible, it is advisable for pregnant women to visit prenatal centers for psychological support of pregnancy.

Immunization of children is very important. Timely immunization of children prevents dangerous infectious diseases that lead to developmental disorders.

One of the few causes of developmental disorders, the prevention of which directly depends on parents and teachers, is trauma to children. All types of injuries are dangerous, both domestic and street, and sports. The most dangerous are open and closed head injuries, which cause not only a concussion, but can also cause damage to the centers (vision, speech, etc.), due to which they can be impaired certain functions. Families with small children are advised not to purchase double deck cribs. Children under 6 years of age should not sleep in these cribs. Children of this age still sleep restlessly, so they can fall out of bed. Scottish traumatologists note that during the months in this country, 85 thousand babies became their patients, of which only 85 received minor bruises, the rest ended up in the hospital due to concussion, bone fractures or other injuries. Half of the affected children were younger than a year old. Even if the preschooler does not sleep on the second tier, such furniture remains a risk factor, as it is very attractive for play. Even in an ordinary crib, you should not put large toys and pillows, because, standing on them, the kids can fall out.

When toddlers begin to walk, to avoid accidents, parents should consider the safety of each living space, as children of this age become real explorers.

Only with a rational approach to the prevention of the causes of developmental disorders by parents and educators of children's institutions will it be possible to minimize some of the acquired developmental disorders in children.

Conclusion

The initial task of today is the task of developing a strategy and tactics for creating a unified state system prevention of early detection and special assistance to children with developmental disabilities and their families.

Bibliography

Aksenova, L.I., Arkhipov, B.A., Belyakova, L.I. Special Pedagogy: Uch. Allowance for students. higher ped. textbook Institutions [Text] / L.I. Aksenova, B.A. Arkhipova, L.I. Belyakova and others: Ed. N.M. Nazarova. - 2nd ed., - M .: Publishing Center "Academy", 2001.-400s.
Baidenko, V. I. Bologna Process: Problems, Experience, Solutions. - M.: Research Center for the Problems of the Quality of Training of Specialists, 2006. Borytko, N. M. Man as a subject of education: modern approaches// Pedagogical anthropology: conceptual foundations and interdisciplinary context. Materials Intl. scientific conf. (Moscow, September 30–October 2, 2002) / Comp. V. G. Bezrogov - M .: Publishing house of the URAO, 2002. - S. 40−43.
Gudonis, V.P. Analysis of the causes of developmental disorders in children and some ways of their prevention. [Test] / V.P. Gavrilov // Defectology. - 2004. No. 4. - from. 16-17.
Suntsova, A. S. Theories and technologies of inclusive education: a tutorial. − Izhevsk: Udmurt University, 2013.
Professional standard of the teacher. − Order of the Ministry of Labor and Social Protection of the Russian Federation No. 544n dated October 18, 2013
Prevention, diagnosis and correction of developmental disorders / Ed. Lynskoy M.I., Pokrovskoy Yu.A. – M.: LOGOMAG, 2012. – 284 p.
PhD, associate professor of Moscow State Pedagogical University, Davidovich, L.R.. Comprehensive prevention of developmental disorders in young children[Text] / L.R. Davidovich [Electronic resource]. – Access mode: http://pik100.ucoz.ru/konf/patologia/davidovich.htm

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The profession of defectologist is at the intersection of medicine and pedagogy. Defectology (lat. defektus - lack) is a science that studies the patterns and characteristics of the development of children with physical and mental disabilities and issues of their education and upbringing. A defectologist is a specialist who works with such children. The purpose of the work is the maximum possible development and adaptation in the social, educational, professional spheres due to the existing features.

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1. Diagnostic direction. The diagnostic work of a teacher-defectologist is an integral part of the comprehensive study of the child by specialists of the school PMPK. The results of the defectological examination are compared with psychological, medical, pedagogical data, and discussed at the meetings of the council. The diagnostic direction of work includes: primary defectological examination; systematic observations of the dynamics and correction of mental, intellectual development; verification of the compliance of the chosen program, methods and techniques of teaching with the real achievements and level of development of the child.

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The main task can be considered to be the prediction of the occurrence of difficulties in learning, the determination of the causes and mechanisms of educational problems that have already arisen. The purpose of the psychological and pedagogical examination is to identify the difficulties in the formation of knowledge, skills and abilities and the conditions for overcoming them. To do this, the level of intellectual development of the child is studied, the analysis of written work (qualitative and quantitative characteristics of typical mistakes), observation of the activities of students in the learning process and outside learning activities. The diagnostic direction is carried out on primary diagnostics and in dynamic study.

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Primary diagnostics is aimed at determining the level of actual and "zone of proximal development" of the child, the causes and mechanisms of learning difficulties, identifying children in need of specialized assistance. Based on the results of the study, the following occurs: the distribution of children into groups (subgroups) according to the leading violation, the determination of optimal conditions for individual development, the identification of children in need of individual lessons. At the end of the primary diagnosis, a protocol and a conclusion for the student are drawn up

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Dynamic study of students is carried out in order to track the dynamics of the child's development, to determine the compliance of the selected forms, techniques, teaching methods with the level of development of the student. In the process of dynamic study, the problem of differentiation of similar states of developmental disorders is also solved. Dynamic study is carried out at least twice a year (September-October, May). The results are discussed at a meeting of the school PMPK and are issued in the form of a defectological presentation for the student. In dynamic learning, the results of students' development are compared with the results of educational success in subjects, therefore it contains an analysis of control and current work of students, a determination of the formation of educational skills and methods academic work(skills and skills of perception of information, planning of educational activities, self-control, etc.).

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Stage diagnostics. This type of diagnostics is necessary to ascertain the effectiveness and determine the effectiveness of the corrective impact on the development of educational and cognitive activity of children attending the classes of a teacher-defectologist. The results of the milestone conclusions of the specialist are reflected in the map of the dynamic development of the child. The current diagnostics is aimed at examining the capabilities of pupils at the request of parents (persons replacing them), teachers and other specialists. This type of activity is carried out throughout the school year, as needed.

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2. Corrective direction. The correctional direction of the work of the teacher-defectologist is a system of corrective influence on the educational and cognitive activity of the child in the dynamics of the educational process. Depending on the structure of the defect and the degree of its severity, the content orientation of the correctional work is determined.

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the main directions of correctional and developmental work: sensory and sensorimotor development; formation of space-time relations; mental development (motivational, operational and regulatory components; the formation of age-appropriate general intellectual skills, the development of visual and verbal forms of thinking); normalization of the leading activity of age; the formation of versatile ideas about objects and phenomena of the surrounding reality, the enrichment of the dictionary, the development of coherent speech; readiness for the perception of educational material; the formation of the skills and abilities necessary for mastering the program material.

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3. Analytical direction. The analytical direction involves the analysis of the process of corrective impact on the development of the student and the evaluation of its effectiveness, as well as the analysis and evaluation of the interaction of specialists. The need for this area of activity of the defectologist is due to the need for an integrated approach to solving the problems of the child, which involves: - system analysis personal and cognitive development of the child, which allows not only to identify individual manifestations of mental development disorders of the student, but also to determine the causes of the violation, to trace their relationship and mutual influence on each other; - creation of complex individual correctional and developmental programs aimed at the interconnected development and correction of various aspects of the child's personal and cognitive development; - providing specialized support for the education and upbringing of students. Depending on the underlying developmental disorder, each child may be supervised by one or another specialist who ensures the interaction of those specialists whose help the child needs; - prevention of student overload. Corrective work of specialists should be planned taking into account the total load on the student; - interaction of specialists within the framework of the school psychological-medical-pedagogical council.

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In this way, this direction provides interdisciplinary interaction of specialists, allows evaluating the effectiveness of remedial action and correcting programs of remedial classes in accordance with the achievements of the child. For this, a comprehensive dynamic examination of children is carried out (September-October, April-May). The results are discussed at the meetings of the school PMPK. Based on the results of the work of the council, the correctional work of the defectologist with students is corrected, and comprehensive recommendations are made for parents and teachers.

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4. Consultative, educational and preventive direction. This direction involves the provision of assistance to teachers and parents of students in the upbringing and education of the child, the preparation and inclusion of parents in solving correctional and educational problems, as well as work on the prevention of secondary, tertiary developmental disorders. The teacher-defectologist develops recommendations for parents and teachers in accordance with the age and individual-typical characteristics of children, the state of their somatic and mental health; at the request of parents and teachers, an additional examination of students is organized, individual consultations and thematic parent meetings, speeches at methodological associations of teachers are held.

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5. Organizational - methodological direction. This area of activity of the teacher-defectologist includes preparation for consultations, meetings of methodological associations, pedagogical councils, participation in these events, as well as the preparation of documentation, the organization of a survey of individual students at the RMPK to remove needy students to special (correctional) institutions. When preparing a consultation for each student, a special teacher draws up a defectological presentation, which contains the main diagnostically significant characteristics of the child's developmental features for qualifying his violation.

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Thus, in his work, the defectologist teacher is actively involved in all areas of the educational process. It organizes its activities in the conditions of interdisciplinary interaction of specialists. Together with a psychologist, speech therapist, teacher, doctor, he develops and implements comprehensive individual correction and development programs, participates in meetings of the school council, conducts advisory and educational work with teachers, parents, initiates the removal of individual students to special (correctional) institutions, organizes examinations of students at PMPK.

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DEVELOPMENT OF PROFESSIONAL COMPETENCES OF A TEACHER-DEFECTOLOGIST AS A BASIS FOR IMPROVING THE QUALITY OF SPECIAL EDUCATION

Sarieva Kulpash Ntymakbaevna

dr. ped. sciences, professor, head. Department of Pedagogy and Inclusive Education of the branch of the National Center forӨ

Sayakova Anzhela Myrzagalievna

Master of Defectology, Senior Lecturer, Department of Pedagogy and Inclusive EducationӨ rleu "RIPKSO RK, Republic of Kazakhstan, Almaty

OF PROFESSIONAL COMPETENCES OF THE TEACHER-SPEECH PATHOLOGIST, AS BASIS OF IMPROVEMENT OF QUALITY OF VOCATIONAL EDUCATION

Sarieva Kulpash

professor, Doctor of Educationmanager of chairordepartmentof pedagogics and inclusive education, Republic Institute of Upgrade Qualification, branch of National Center of Upgrade Qualification “Orleu”, Republic of Kazakhstan, Almaty

Sayakova Anzhela

master of defectology,senior teacher of the chair of pedagogics and inclusive education, Republic Institute of Upgrade Qualification, branch of National Center of Upgrade Qualification “Orleu”, Republic of Kazakhstan, Almaty

ANNOTATION

The article describes the development of the professional competence of a teacher-defectologist in the interaction of children with disabilities and the process of their development in a special educational space.

ABSTRACT

article development of professional competence of the teacher-speech pathologist at interaction by children with limited opportunities and their development in the conditions of special educational space is described.

Keywords : professional competence; professional development of a teacher; teacher training.

keywords : professional competence; professional formation of the teacher; vocational training of the teach.

A professionally successful person should feel the need for self-knowledge as a way to improve their activities.

ON THE. Evert

Behind last years Significant changes have taken place in the education system in the Republic of Kazakhstan.

One of the main tasks of the educational policy of Kazakhstan is the formation of professional competencies of a teacher that meets the requirements modern life. The strategic direction of the economic and social development of our country requires new highly qualified subjects of professional activity in all areas, which differ primarily in that they are carriers of latest knowledge and technologies. With the change of requirements for the subject of activity, the requirements for the process of its professionalization change, which necessitates the design of a professional and educational environment and the corresponding conceptual, theoretical and technological support for this process.

In achieving the main result - high-quality education of schoolchildren - the professionalism of pedagogical and managerial personnel plays an important role. In recent years, paying great attention to the professional activities of a teacher-defectologist, they began to highlight the dynamism, integrity, continuity of the process in obtaining vocational education, building a professional career throughout a person's life. Teacher Education is considered as a process of formation of the professional qualities of a teacher-defectologist, his general and special abilities.

The implementation of the professional competencies of a teacher-defectologist involves the provision of practical help teachers in matters of improving pedagogical skills, studying, summarizing and putting into practice the best pedagogical experience, mastering new forms, methods and techniques for teaching and educating children with developmental disabilities. At the same time, the importance in theoretical and organizational and pedagogical developments of supporting the professional activities of defectologists is taken into account.

One of the personal factors that have a significant impact on the professional competence of a defectologist is professional orientations that arise as a result of the accumulation of professional experience.

Improving the professional competencies of a teacher-defectologist is achieved through continuous and systematic improvement of his professional level.

In accordance with the State Program for the Development of Education in the Republic of Kazakhstan for 2011-2020. effective way raise professional competence teachers-defectologists are advanced training and retraining courses, providing the educational process with qualified personnel.

As we have already said, at present, highly qualified defectologists are needed in special (correctional) educational organizations, in general education schools, preschool institutions, which should achieve high results in their professional activities. Since, every year the number of children with any violations in psycho-physical development is growing. Therefore, in the context of the development of the system of special education, socio-economic situations in the country, there is a need for training - teachers-defectologists, in order to timely provide correctional-pedagogical and socio-psychological assistance to children with developmental disabilities. This is due to the fact that present stage development of the system of special education, a number of new requirements are put forward, which must be met by a teacher-defectologist.

The professional significance of the activity of a teacher-speech pathologist, the increase in demand for specialists of various profiles (deaf teachers, typhlopedagogues, oligophrenopedagogues, speech therapists) necessitated the search for invariant ways to improve the process of professional training, as well as the formation of professionally significant qualities in future teachers-speech pathologists of special (correctional) educational organizations, general education schools, preschool institutions. It should be emphasized that the profession of a teacher-defectologist implies the presence of not only professional knowledge, skills and abilities, but also certain personality traits of the future specialist (2).

In the pedagogical works of interpretations, there are many professional terms: "pedagogical skill", "professionalism", "professional readiness", "professional competence", "professional and pedagogical competence".

In our study, we use the term "professional competence", since the pedagogical activity of a teacher-defectologist is a professional activity.

The concept of “competence” (from Latin competentio from competo I achieve, I correspond, I approach) is the personal ability of a teacher-defectologist to solve certain professional problems. Also, competence is understood as formally described requirements for personal, professional, etc. qualities of teachers.

Competence is considered as one of the most important qualities, which characterizes as an initiative. This is an inner awakening to new forms of activity, a leading role in any action. The concept of "initiative" is characterized by the fact that the teacher-defectologist takes on a greater measure of responsibility in working with children with developmental disabilities.

Also, one important component of the quality of competence is cooperation. This is a joint activity of children and adults, sealed by mutual understanding, penetration into the spiritual world, a collective analysis of the progress and results of activities.

The development of professional competence is facilitated by the personal qualities of a teacher-defectologist - his professionalism.

We understand the term "professionalism" as a special quality of people to systematically, efficiently and reliably perform professional activities in a wide variety of conditions. The concept of "professionalism" considers the degree of mastery of the teacher psychological structure professional activity that meets the standards and objective requirements existing in society.

For professional competence, it is necessary to develop abilities, desire and character, a willingness to constantly learn and improve one's skills.

Therefore, for future teachers-defectologists, professional competence is associated with education. This is the most general idea, with which it is difficult to argue, since many defectologists believe that in order to become professional specialist in their activities, it is enough to “love their job”, “have a basic defectological education”, etc.

This indicates a confusion between the concepts of competence and professionally important qualities. For example, a person may love sports, but it does not follow that his opinion can be recognized as competent in the field of sports. Therefore, in given time in special pedagogy, on the basis of love for the profession and children with developmental disabilities, attempts are made to draw a conclusion about the competence of a teacher-defectologist (3).

If you pay attention to Scientific research scientists N.N. Malofeeva, L.V. Zankova and others, then it is possible to determine the moment that teaching profession implies a high professional education of a teacher-defectologist, awareness of their activities, which is aimed at solving educational, developmental and educational tasks.

A.A. Bodalev, V.V. Davydov, Ya.L. Kolominsky, N.V. Kuzmina and others (5).

Thus, when studying the scientific works of researchers, it can be concluded that professional competence includes knowledge about the components of the educational process: goals, content, means, object, result, about oneself as a subject of professional activity, experience in applying the methods of professional activity and creative component, professional and pedagogical skills (6).

So, in the development of a professional level, several criteria are distinguished: objective; subjective; effective; normative; criteria of the current level; criteria for professional learning; creative.

The work of increasing professional competence should turn into a process of continuous development of the professional development of the individual, have the ability to make judgments and take various actions. A teacher-defectologist must understand his social and professional significance in the course of his activities in the educational space (4).

Today, the teacher-defectologist is required to comprehend the spectrum of social, psychological and pedagogical problems associated with special education and education of the personality of a child with developmental disabilities. Professional competence is not only an indicator, a criterion of personal professional achievements, but also a measure of the morality of a teacher-defectologist, since it determines the leading direction of his activity.

There are important factors in the development of professional competence:

The teacher acquires special new professional knowledge, skills and abilities in working with children with developmental disabilities;

The teacher-defectologist achieves the desired results in his professional activities.

As we have already noted, the professional activity of a teacher-defectologist is a special stage in the development of professionalism and the result of mastering special pedagogical knowledge, the technology of professional activity (4).

In order to be competent, a teacher-defectologist needs to have an idea of technological competence.

What should a defectologist teacher know about technological competence?

Must know:

· about knowledge of technologies, methods, means, forms of activity and conditions of their application in the educational space;

· on the possession of technical means (for example, on the creation of a barrier-free environment for a student with limited developmental opportunities in a general education school);

· about the purposeful application of special knowledge, skills and abilities in the education and upbringing of children with developmental disabilities;

on the implementation of the educational process in a special educational system when working with children with developmental disabilities;

about the presence of a teacher-defectologist internal motivation for the qualitative implementation of their professional activities;

about the ability to obtain the effectiveness and results of their professional activities;

To achieve positive results in your professional activities, you can conduct a mini-training "Know-Wish to know-Learned".

Example: Mini-training "Know-Wish to know-Learned".

1. Think about what you know about competency technologies. Write down your thoughts on a piece of paper, and then enter them briefly in the first column of the table.

2. Complete the second column with questions about what you would like to know about this topic.

3. Try to group the recorded information and questions into several categories.

Thus, after conducting such a mini-training, the teacher-defectologist will have a concrete idea: what goals this or that strategy is aimed at, whether the acquired special knowledge and skills will be purposefully used in teaching and educating children with developmental disabilities (3).

In order to properly develop professional competence, a teacher-defectologist needs to think critically. Since, critical thinking allows you to identify absurdities in statements or definitions and find those that are most consistent with the pedagogical activity of a teacher-defectologist.

Therefore, using critical thinking, a teacher-defectologist in his professional activity begins to think about a thing, reflect, look for additional data, new facts, etc.

Based on the foregoing, in the development of successful professional competence of a teacher-defectologist in the education and upbringing of children with disabilities, conditions such as:

1. Organization of the educational process for the development of professional competence when interacting with children with developmental disabilities;

2. Conducting psychological and pedagogical diagnostics for a teacher-defectologist to determine personal professional growth, meet his needs in professional activities, prevent the occurrence of professional burnout in his activities;

3. The development of psychological, pedagogical and special knowledge about the competent interaction of a teacher-defectologist and a child with developmental disabilities;

4. Implementation of psychological, pedagogical, diagnostic, cognitive, programming functions focused on the formation of professional competence in teaching and educating a child with developmental disabilities (5).

In the development of professional competence, a significant role is played by diagnostic tools, where the increase in the competence of a teacher-defectologist is monitored and recorded.

Based on these conceptual provisions, the National Center for Advanced Studies “Orleu” and its branches in Almaty, Astana and regional centers are doing a lot of work to develop the professional competence of defectologists.

So, today the system of advanced training of special education workers is aimed at performing the following functions:

· educational: advanced training of teaching staff, training of various categories of workers in special education;

· informational: providing educators of all levels with up-to-date professional information; creation of an efficient information infrastructure, including a publishing base, computer networks, etc.;

· advisory: providing educational workers and educational institutions with advisory assistance on specific professional problems;

· research: identifying trends in the development of education both in the country as a whole and in individual regions, identifying relevant educational needs industry workers and forecasting their development;

· design: participation in the development of regional programs for the development of education, the development of new models of education;

· innovative: providing workers with education and special educational organizations qualified assistance in the process innovation activities;

· expert: examination of innovative projects developed by special educational organizations and speech pathologists working with children with disabilities, external qualification examination of special education specialists, including their certification based on learning outcomes in the system of advanced training of educators (1).

Speaking about the professional competence of defectologists, in Kazakhstan, special education is considered as significant part education systems. State policy towards children with developmental disabilities is aimed at maintaining guarantees of life support and maintaining children's access to education systems. Therefore, it is necessary to increase the appropriate level of professional competence and the level of qualification of the staff of defectologists (1).

I would like to draw attention to the issues of staffing, where in the special (correctional) organization of education, in general education schools, preschool institutions, the following is observed:

· an acute shortage of teachers-defectologists of all profiles: teachers of the deaf, oligophronopedagogues, tiflopedagogues, speech therapists;

Most of the teachers who do not have a basic defectological education.

To improve the quality of professional activity, it is necessary:

· to identify the needs for professionally trained teaching staff of teachers-defectologists of special (correctional) educational organizations for children with disabilities, in general education schools, preschool institutions working with children with developmental disabilities;

· increase the professional competence of the management and teaching staff of special organizations that provide education for children with developmental disabilities;

within the framework of the State Program for the Development of Education in the Republic of Kazakhstan for 2011-2020. develop and improve modular programs for advanced training, depending on the individual characteristics of the teacher-defectologist: his basic education, professional interests, personal motivation, the environment of activity, providing the opportunity for continuous self-development and professional growth;

$1· to introduce modern scientific developments of the professional competence of a teacher-defectologist working with children with developmental disabilities of all categories into the modular content of the advanced training curriculum.

Thus, summarizing the above, the main conditions for development in the period of modernization of domestic education are the increase in the professional competence of a teacher-defectologist as a fundamental component of professional and pedagogical culture.

Bibliography:

Akhmetova G.K. Strategic guidelines for the modernization of the advanced training system in the Republic of Kazakhstan// Management in education, No. 4 (63), - 6-12 p.
State Program for the Development of Education in the Republic of Kazakhstan for 2011-2020
Genike E.A. Professional competence of the teacher. M., 2008.
Dmitrieva M.A., Druzhilov S.A. Levels and criteria of professionalism: problems of formation of a modern professional // Siberia. Education: Scientific and journalistic almanac. Issue 2000(4). Novokuznetsk: Publishing House of the Institute for Advanced Studies, 2001. - p. 18-30.
Klimov E.A. Pathways to professionalism. //Tutorial. M., Moscow Psychological and Social Institute. Flit, 2003. - 230 p.
Kozyreva O.A. All about teacher's professional competence // Teacher of the year: the best of the best. - 2004. - No. 3. - S. 73-77.

9. Role public organizations in solving the problem of drug addiction: Proceedings of the international practical conference. - Kostroma: "Avantitul", 2005. - 64 p.

10. Russian non-profit organizations: the best practical experience / comp. M.A. Slobodskaya. - M.: Institute of problems of civil society, 1998. - Issue. one.

11. Russian charitable foundation "No to alcoholism and drug addiction" (RBF NAS). - Access mode: http://www.nan.ru

12. Foundation "City without drugs". - Access mode: http://stopcadr.net

13. Fund "Salvation". - Access mode: http://spasenie74.ru/mission/.

14. Foundation "Country without drugs". - Access mode: http://www.fondsbn.ru

Lavskaya Natalya Sergeevna

Candidate of Pedagogical Sciences Moscow State Pedagogical University

[email protected] gi

FEATURES OF THE PROFESSIONAL ACTIVITY OF THE TEACHER-DEFECTOLOGIST

The article presents the specifics of the activity of a teacher-defectologist, the features of the social competence of a teacher-defectologist are determined, taking into account the specifics of his professional activity.

Key words: social competence, professional activity, professional competence.

The professional competence of a teacher-defectologist affects all areas of his pedagogical activity, the content of which is largely determined by the nature of interaction with all participants in the correctional educational process. In modern conditions, full-fledged assistance in the development and education of a child with special needs is possible only in a broad sociocultural and interpersonal context, therefore, a teacher-defectologist should involve both various social partners and many narrowly focused specialists in the educational and educational process. The success of the correctional and developmental impact is directly related to the ability of the teacher-defectologist to build positive relationships with parents, children and colleagues in the form of active interaction, and the latter is due, among other things, to the degree of formation of the defectologist's social competence.

The teacher-defectologist, along with directly pedagogical activity, is called upon to implement the following functions:

1. Diagnostic (the ability to see a variety of disorders of the mental and physical health of the child; to adequately select and use psychodiagnostic methods; to diagnose the level of mental development of the child; the ability, based on the results obtained, to draw up a pedagogical conclusion and develop a route of correctional and pedagogical work; the ability to choose and use effective correctional-developing technologies).

2. Prognostic (the ability to observe the mental development of the child, the skills to predict the mental development of the child; the ability to anticipate various difficulties in the process of educational, educational and correctional work with various children; the ability to predict the results of educational and correctional activities with a child with developmental disorders).

3. Didactic functions (ability to carry out propaedeutics, plan studying proccess, use modern teaching technologies and correctional technologies, taking into account the psychophysical characteristics of each individual child; the ability to implement individual and differentiated approaches to a child with developmental disabilities).

4. Transformational functions (the ability of a teacher-defectologist to transform all components of the educational process based on the principle of corrective orientation; identifying inconsistencies and implementing the necessary transformation, adapting educational, speech, didactic and methodological material, methods and techniques, organizational forms of work, conditions of training and education).

5. Educational functions (the ability to diagnose the features of the social functioning of a child with a developmental disorder, the ability to set and solve educational tasks; mastering the methods of socialization of a child with a developmental disorder).

6. Organizational functions (the ability to rationally build educational and upbringing

cess; maintain the necessary documentation; monitor results; build relationships between different professionals).

7. Advisory functions (ability to interact with the parents of a child with a developmental disorder, educators, teachers, narrowly focused specialists; adult learning skills).

In addition to the above areas of activity of a teacher-defectologist, social and communicative functions should be noted. Social activity involves the formation of skills to study and analyze the problems, conditions and opportunities for the social integration of children with developmental disorders; provide career guidance and counselling; realize social activities according to the real needs of children. Communicative activity includes the skills of a speech pathologist to build relationships with children with developmental disabilities, their parents, colleagues and other professionals involved in accompanying the child.

Thus, in general, the content of the activity of a defectologist teacher is to promote the mental and physical development of the child, correct and compensate for his deviations.

Based on the analysis of psychological and pedagogical literature and our own practical experience, we present the professional competence of a teacher-defectologist as an integrative structural formation of his personality, manifested in the readiness and ability to implement such professional functions as the development of the personality of a child with developmental disabilities, his socialization, prevention and correction of mental health disorders and compensation for existing disorders in the child.

The professional competence of a teacher-defectologist, from our point of view, includes a number of components.

1. Subject competence - possession of the legal and regulatory framework for organizing the educational, educational and correctional development process, which is the basis for planning, organizing and monitoring the mental development of children with special needs.

2. Psychological and pedagogical competence - knowledge of the characteristics of the mental development of conditionally healthy children and children with developmental disorders; knowledge about the psychophysiological, psychological and pedagogical characteristics of children with various pathologies and psychophysiological, psychological and pedagogical characteristics of children with combined pathology; possession of modern neuropsychological methods; the ability to create a "healthy correctional and developmental environment"; own-

skills pedagogical communication; the ability to collect and systematize the information necessary for children with special needs; the ability to conduct preventive and educational work with parents of children with special needs.

3. Scientific and methodological competence - knowledge actual problems defectology and theoretical foundations work with children of preschool, school age (typhlopedagogical, deaf-pedagogical, oligophrenopedagogical, speech therapy); knowledge of the concepts and technologies of correctional and developmental education and the ability to use them, taking into account the peculiarities of the psychophysical development of children with special needs; possession of the skills to select and systematize, to clearly and logically present tasks and educational material, to explain facts and phenomena in an accessible way, based primarily on the characteristics of the mental and physical health of children with special needs; the ability to choose methods of education, forms and methods of working with children with special needs, correctional-developing and health-saving technologies.

4. Personal competence - faith in the potential of the child, creativity, empathy, the ability to self-reflection, the level of personal maturity, social and moral responsibility.

5. Self-educational competence - professional and personal need in self-improvement, the desire to master new professional knowledge, the ability to work with professionally significant information.

6. Communicative competence - the ability for interpersonal communication and productive professional interaction.

7. Social competence - the ability to establish and develop contacts with parents, children, colleagues, highly specialized specialists, representatives of various organizations, the ability to participate in social work, adaptation to living conditions.

8. Deontological competence - the ability and willingness to implement normative professional behavior in the field of correctional and pedagogical activities with the help of a formed system of value motives, deontological knowledge, skills and professionally significant qualities.

Bulletin of KSU im. ON THE. Nekrasov ♦ 2012, Volume 18

personal context, therefore, the teacher-defectologist should involve both various social partners and many narrowly focused specialists in the educational and educational process. The success of the corrective and developmental impact is directly related to

zana with the abilities of a teacher-defectologist to build positive relationships with parents, children and colleagues in the form of active interaction, and the latter is due, among other things, to the degree of social competence formed by the defectologist.

Pedagogy. Psychology. Social work. Juvenology. Sociokinetics ♦ N° 3

Defectological service

Bagryanikovskaya correctional (special) boarding school.

Golden rules of defectology:

1. The earlier corrective work is started,

the better the result will be

2. You need to approach the solution of the problem in a complex way,

involving specialists from different fields in the training and treatment.

Akhlamova Irina Vladimirovna

Position: teacher-defectologist

Pedagogical work experience: 8 years, as a teacher-defectologist - 6 years

Education: Yaroslavl State Pedagogical University
them. K.D. Ushinsky. Faculty of Defectology.

The main goals and objectives of the work of a defectologist teacher

Directions of activity of the defectologist teacher

Diagnostic direction

The diagnostic work of a teacher-defectologist is an integral part of the comprehensive study of the child by specialists of the school PMPK. The results of the defectological examination are compared with psychological, medical, pedagogical data, and discussed at the meetings of the council. The diagnostic line of work in our school includes: primary (beginning of September), cross-sectional (in January) and final (end of May) defectological examination; systematic observations of the dynamics and correction of mental, intellectual development; verification of the compliance of the chosen program, methods and techniques of teaching with the real achievements and level of development of the child.

The purpose of the psychological and pedagogical examination consists in identifying the difficulties in the formation of knowledge, skills and abilities and the conditions for overcoming them. For this, the level of the child's intellectual development is studied, written work is analyzed (qualitative and quantitative characteristics of typical mistakes), and students' activities are observed in the process of educational and non-educational activities. The results are discussed at a meeting of the school PMPK and are issued in the form of a defectological presentation for the student. In dynamic learning, the results of students' development are compared with the results of educational success in subjects, therefore, it contains an analysis of the control and current work of students, the determination of the formation of educational skills and methods of educational work (skills and skills of perceiving information, planning educational activities, self-control, etc.). Results the conclusions of the specialist are reflected in the "Map of dynamic development" of the child.

Correction and development direction

The correctional direction of the work of the teacher-defectologist is a system of corrective influence on the educational and cognitive activity of the child in the dynamics of the educational process. Depending on the structure of the defect and the degree of its severity, the content orientation of the correctional work is determined.

The main form of organization of defectological work is group and individual lessons. Children with a homogeneous structure of the disorder are enrolled in groups. The number of children in groups varies depending on the severity of the disorder (from 2 to 6 people). Group lessons are held during the hours free from lessons, taking into account the working hours of the school. Classes are correctional-developing and subject-oriented. The frequency and duration of classes depend on the severity and nature of the violation, and the total burden on the child is determined taking into account the work of other specialists with him. The topics of group and individual lessons, as well as attendance records, are reflected in a typical class journal.

The main time in the correctional work of a defectologist teacher is devoted to classes with children of primary school age. However, classes can also be held with students in grades 5-9 - with those students who have already attended classes with a defectologist, but due to the persistence of the violation, they still need to continue corrective work. Preference in correctional work is given to the formation of methods of mental activity and methods of educational work of students on the material of different academic disciplines. We are talking about the formation of "broad" techniques that are used in the lesson, regardless of the field of knowledge and are interdisciplinary in nature. These include such techniques as considering an object from different points of view, logical text processing, highlighting the main meaning of the context, concise retelling, etc.

Analytical direction

The analytical direction involves the analysis of the process of corrective impact on the development of the student and the evaluation of its effectiveness, as well as the analysis and evaluation of the interaction of specialists.

The need for this area of activity of the defectologist is due to the need for an integrated approach to solving the problems of the child, which involves:

1) a systematic analysis of the personal and cognitive development of the child, which allows not only to identify individual manifestations of mental development disorders of the student, but also to determine the causes of the violation, to trace their relationship and mutual influence on each other;

2) the creation of comprehensive individual correctional and developmental programs aimed at the interconnected development and correction of various aspects of the child's personal and cognitive development;

3) providing specialized support for the education and upbringing of students. Depending on the underlying developmental disorder, each child may be supervised by one or another specialist who ensures the interaction of those specialists whose help the child needs;

4) prevention of student overload. Corrective work of specialists should be planned taking into account the total load on the student;

5) interaction of specialists within the framework of the school psychological-medical-pedagogical council.

Thus, this direction provides interdisciplinary interaction of specialists, allows evaluating the effectiveness of remedial action and correcting programs of remedial classes in accordance with the achievements of the child. For this, a comprehensive dynamic examination of children is carried out. The results are discussed at the meetings of the school PMPK.

Consultative, educational and preventive direction

This direction involves the provision of assistance to teachers and educators of students in the upbringing and education of the child, the training and inclusion of educators in solving correctional and educational tasks, as well as work on the prevention of secondary, tertiary developmental disorders.

The teacher-defectologist develops recommendations for educators and teachers in accordance with the age and individual-typical characteristics of children, the state of their somatic and mental health; at the request of educators and teachers, an additional examination of students is organized, individual consultations are held, as well as performances at methodological associations of teachers.

Organizational and methodological direction

This area of activity of a teacher-defectologist includes preparation for consultations, meetings of methodological associations, pedagogical councils, participation in these events, as well as paperwork.

When preparing a consultation for each student, a special teacher draws up a defectological presentation, which contains the main diagnostically significant characteristics of the child's developmental features for qualifying his violation.

Thus, in his work, the defectologist teacher is actively involved in all areas of the educational process. It organizes its activities in the conditions of interdisciplinary interaction of specialists. Together with a psychologist, speech therapist, teacher, doctor, he develops and implements comprehensive individual correction and development programs, participates in meetings of the school council, and conducts consultative and educational work with teachers and educators.

Each of the areas in the work of a specialist has its own characteristics, ensuring the satisfaction of the special educational needs of various categories of students.

Directions of correctional and developmental work of a defectologist teacher

1. Sensory and sensorimotor development

development of the visual analyzer and spatial perception of letter elements;
development of subtlety and differentiation of the analysis of visually perceived objects;
development of tactile sensations;
development of the ability to organize and control the simplest motor actions;
development of subtlety and purposefulness of movements;
development of kinesthetic bases of movements;
development of interhemispheric interaction;
development of auditory-motor coordination;
development of hand-eye coordination;
development of auditory-visual and visual-motor coordination.

Facilities: didactic games and exercises (recognition of contour, silhouette, crossed out images, underdrawn objects; figurative-background distinction of objects, letters; analysis of a complex sample: finding similarities and differences between two images; establishing correspondence between background elements, patterns ("pick a pattern" game); isolating the visually perceived letter element in figures of complex configuration; finding repeating figures, letters, their given combination in rows; finding letters with a given element; finding a given element in a series of letters; graphic dictations; redrawing figures by points; a set of exercises for the development of interhemispheric interaction, motor development: "ringlet", "fist - rib - palm", "mirror drawing", "ear - nose", "snake"; the game "magic bag"; the game "learn and write" (a modified alphabetic version of the game "magic bag").

2. Development of the cognitive sphere of students

training of arbitrary memorization of visually perceived objects;
random memorization auditory series: numbers, sounds, words, sentences, multi-step instructions;
development of tactile and kinesthetic memory;
development of short-term visual and short-term auditory memory;
development of logic and flexibility of thinking;
development of visual-figurative thinking;
development of attention (switching, stability, distribution, concentration).

Facilities: didactic games and exercises; auditory dictations; game "remember the sounds"; game "forgotten object (letter)"; visual dictations memorization and reproduction of multi-link instructions; memorization of series of letters and numbers); graphic tasks in notebooks; games: "Digital table", "Couples", "Classification", "Word game", "Ornament", "Remember the picture", "Extra", "Top-clap", "Find and cross out", "Remember and reproduce ”,“ Nonsense ”, etc.

3. Normalization of the leading activity of age

formation of methods of educational activity (act according to the model, follow the instructions, work according to the algorithm)

Formation of the function of programming and control of their own activities;

Formation of the desire to bring the work to the final result;

4. Formation of space-time representations

formation of orientation skills in the scheme of one's own body;
formation of orientation skills in the immediate environment (classroom);
formation of skills of orientation on the plane (notebook, book);
development of spatial praxis;
development of the skill of differentiation of objects similarly located in space.

Facilities: didactic games and exercises; orientation in the scheme of one's own body; orientation in the space of the room, on the plane; determination of the spatial arrangement of letter elements; identification of correctly and incorrectly written letters; graphic dictations.

5. Formation of ideas about objects and phenomena of the surrounding reality.

development of ideas about the main properties of objects;

Formation of specific ideas and concepts about the objects of the surrounding reality (training in the method of analyzing objects);

Formation of elementary concepts based on teaching methods of verbal generalization and classification;

Enrichment of the dictionary and the development of coherent speech based on observations and subject-practical activities.

Facilities: didactic games and exercises, riddles, posters, methodological literature, demonstrative material on the topics: “Toys and educational supplies”, “Autumn. Signs of Autumn”, “Vegetables”, “Fruits”, “Pets”, “Wild Animals”, “House. Furniture”, “Dishes”, “Clothes”, “Shoes”, “Winter. Signs of winter”, “Birds. Wintering birds”, “Life of animals in winter”, “Games and amusements of children in winter”, “Transport. Ground”, “Transport. Air Transport. Water transport. Underground”, “Transport (generalization)”, “Goodbye, winter-winter”, “Family”, “Indoor plants”, “Birds”, “Spring. Signs of Spring”, “Defender of the Fatherland Day”, “Animals in Spring”, “First Spring Flowers”, “People’s Labor in Spring”, “Seasons (generalization)”, “Household Appliances”.

6. Formation of EMF.

formation of the concept of number;

Formation of the concept of a numerical sequence;

formation of computational skills;

Formation of the skill of solving problems of various types;

Formation of the concept of geometric shapes and constructions.

Formation of the concepts of “thin-wide”, “narrow-still narrower”, “big-small”, “high-low”. “up-down”, “same”, “long-short”, “near-far”, etc.

Facilities : various didactic games and exercises related to numbers and geometric shapes. For example, “Gyenes blocks” and “Kuizener sticks” (volumetric and flat): “Mosaics of numbers”, “Let's treat the cubs”, “Architects”, “Decorate the Christmas tree with beads”, “Logic train” and much more; solving mathematical problems-coloring and riddles; solving examples and problems from textbooks and writing them in notebooks.

7. Formation of skills and abilities necessary for the assimilation of educational material.

regulation of the simplest motor acts;
formation of skills of orientation in the task;
formation of the ability to plan the stages of the task;
formation of the main methods of self-control of each stage of the task;
the formation of the ability to carry out a verbal report on the action taken and the result.

Facilities: didactic games and exercises, analysis of the instruction for the task, sample: “what do I need to do?”; definition of each step of the work ahead: “what will I do first? What will I do next? What do I need to do next?"; verification of work: "compare with the sample"; finding and correcting errors: “what needs to be fixed?”; speech regulation of actions: “how did I do the work?”; games "find and correct errors (according to the model, independently)"; "Help the guys do their job", games for attention.

8. Teaching literacy, reading and writing

Learning graphemes, correlating them with the corresponding sound of speech;

Actualization and consolidation of the skill of sound pronunciation and sound-letter analysis of the word;

development of phonemic hearing and perception;

development of copying skills;

development of the skill to work according to a given model;

formation of reading and writing skills;

Learn to correct deformed sentences.

Facilities: various games and exercises for memorizing letters, matching letters and sounds; auditory dictations; visual-auditory dictations (writing words and sentences after reading the analogue); differentiation of similar letters; reading syllable tables; composing syllables, words from the proposed letters; reading words, sentences illustrated with an image; making sentences from words; graphic dictations (schematic notation of words, sentences).

9. Enrichment of the dictionary and development of coherent speech

Formation of the ability to compose descriptive stories from memory and using plot pictures;

formation of a generalization and classification of subjects according to common features and purposes;

to form the ability to recognize an object by description;

Learn to write a sentence-description;

formation of the ability to compose a story-comparison on a subject picture;

Formation of the ability to compose a story with given words and with a certain number of words.

Facilities: didactic games and ball game exercises “Who has whom”, “One-many”, “Say the opposite”, “Which, which, which”, “Name ...”, “Listen and correct”, “Say the word”, “Third extra”, “Finish the sentence”, “Explain how the words differ, come up with sentences with these words”, “Why do we need this item?” (explanation), etc.

The listed areas of work are not stages of remedial classes, each lesson uses games and exercises of different directions (from four to six directions). A prerequisite for conducting classes is planning the material based on the principle from simple to complex, dosing the help of an adult, a gradual transition from joint activities with a teacher to independent work student.

Forms of work of a defectologist teacher

The main form of correctional and developmental work of a defectologist teacher is individual and group correctional and developmental classes, which can have a correctional and developmental and subject orientation. At the same time, classes with a defectologist do not duplicate the work of a teacher, but teach them to use the knowledge gained in the classroom, to apply their skills and abilities in performing tasks that children do not solve in the classroom, to operate with their skills outside the classroom.

Documentation of a defectologist teacher

The annual work plan of the defectologist teacher (agreed and approved by the director of the boarding school)

Calendar-thematic planning of remedial classes with students (agreed and approved by the director of the boarding school)

Logbook of conducted individual remedial classes

Logbook of conducted group remedial classes

Journal of consultations with teachers and educators

Lesson plans for remedial classes

Materials of examinations (protocols of examination of pupils)

Individual folders of students, where all data about children is entered

Materials reflecting the dynamics of the development of the child (individual map of the dynamic development of the child)

Cabinet Passport

Analytical report on the work carried out for the year

Defectologist's office

The office of a teacher-defectologist is a specially equipped separate room for diagnostic, correctional, developmental and advisory work of a specialist. An office may consist of several functional rooms or one room divided into certain zones.

The design of the teacher-defectologist's office should create an atmosphere of coziness and psycho-emotional comfort for the child, not be overly overloaded, i.e. meet the requirements of the need and sufficiency in equipping foreseeable manuals, games, simulators (especially if the office consists of one room and does not involve a separately equipped room for games). At the same time, the atmosphere in the classroom should create a working mood and motivate students for learning activities.

In this regard, among the requirements, it is advisable to single out several criteria according to which the organization of the workspace of a specialist takes place:
. Scientific- providing a methodological basis for the activities of a specialist, compliance with qualification and methodological requirements.
. Health saving- compliance with the regulatory requirements of SANPiN (modes of lighting, ventilation and cleanliness; requirements for furniture for schoolchildren; prevention of overloads; optimal observance of work and rest regimes; satisfaction of students' motor activity, providing the opportunity to conduct classes of various forms - games, classes with movements, classes with a change in static posture, etc.).
. Suitable for the age of the child- providing conditions that meet age characteristics schoolchildren (level of difficulty, compliance with the age range of gaming aids, etc.).
. Rehabilitation- creation of conditions that maximize the correction of violations and compensation of the state (diversity of the environment aimed at correcting violations and developing different areas).

Two aspects of the organization of the specialist's working field should be singled out - this is the organization of space and the organization of the environment within this space.
The organization of space involves the creation of office work areas, which include:

A) In relation to children (in accordance with the types of work with students)
- study area
- motor zone
- play area

study area the specialist's office provides a place for conducting classes and contains: desks and chairs in accordance with the size in groups (up to 6 people), a blackboard, a desktop of a defectologist teacher, study guides, demonstrative and handout material. The training area must comply with the requirements of SANPiN for the training room.

Motor zone office ensures compliance with the mode of physical activity of children and provides a small free space (usually equipped with carpeting) for outdoor exercises and games. The zone can be used for non-standard classes, alternating work at a desk and exercises on the carpet (for example, children sit on the carpet in a circle to complete the task game).

Game Zone the study room provides developmental gaming activities and contains equipment with developing gaming materials in accordance with the age of children. A separate room can be equipped for the playing area or a space in the office can be allocated - a separate game table or a cabinet with game material and a place for playing).

B) In relation to the activities of a specialist (in accordance with the areas of work of a defectologist teacher)
- diagnostic zone
- correctional-developing zone
- advisory area
-methodical zone (manuals, programs, monographs and documentation of a specialist)

Diagnostic zone is equipped with specialized tools in accordance with the methodological requirements for conducting a defectological examination of students.

Correction and development zone contains specially selected material (manuals, game tools, didactic and handouts, etc.) for the development and correction of educational and cognitive activity of students. It is necessary to provide for a rational placement of visibility so that the manuals are convenient to use and at the same time, they do not overload the visible space of the office.

Advisory zone provides for the creation of an informative field for parents (bulletin board, information stand, library fund, etc.) and a workplace for consultations.

Methodical zone is equipped with specially selected editions of books, manuals, magazines that ensure the scientific nature of the specialist's activities, educational and developmental programs, regulatory documents and contains the current documentation of the defectologist. This zone meets the tasks of the organizational and planning activities of a specialist and also contains a desktop, shelving or cabinets for storing materials.