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Pharmacological correction of disorders of hematopoiesis and hemostasis Means affecting hematopoiesis In leukopenia caused by X-ray and radiotherapy, chemotherapy of malignant neoplasms, as well as in leukopenia accompanying various diseases, apply

Pharmacological correction of violations of certain physiological parameters of the circulatory system Means that affect the excitability, conduction of the heart muscle and heart rate Heart rate depends on automaticity, excitability and conduction

1. Rehabilitation - the application of a whole range of measures of a medical, social, educational and professional nature with the aim of preparing or retraining an individual to the highest level of his functional abilities. Definition given by the World Health Organization. In Spanish-speaking and French-speaking countries, ter "min" readaptation is used.

Habilitation - the initial formation of a lost ability for something. The term happens to be capable of anything.

According to N.M., Nazarova, it is advisable to apply habilitation in relation to children of the early nose with developmental disabilities.

Creation of adequate conditions, taking into account the peculiarities of the mental development of the child with different variants and types of disorders, is possible on the basis of correction, compensation and socialization (EA Strebeleva).

Correction (from Latin - correction) - a system of psychological, pedagogical and therapeutic measures aimed at overcoming or weakening the shortcomings of psychophysical development and behavioral deviations in children.

Compensation (from Latin - reimbursed, equalized) is a complex multi-level process, including the restoration and replacement of lost or impaired functions. Socialization (from lat. sosyu1k - public) - the formation of an individual's ability to live in society based on the assimilation of its social values ​​​​and ways of socially positive behavior.

Socialization gives the individual the opportunity to function as a full member of society. It is connected with the development of an adequate attitude towards social values. In the process of socialization, a person learns social norms, masters the ways of performing social roles, and the skills of social behavior.

4. Terms used in the field of special education (according to N.M. Nazarova):

special education - pre-school, general and vocational education, for the receipt of which special conditions are created for persons with disabilities;

person with disabilities - a person with physical disabilities that prevent the development of educational programs without creating special conditions for education;

person with special educational needs - a person who needs special pedagogical support and specific methods of education to overcome the limitations and difficulties caused by developmental disabilities;

handicap - a physical or mental handicap, confirmed by a psychological and pedagogical commission in relation to a child and a medical and social expert commission in relation to an adult;

Physical disability - a temporary or permanent deficiency in the development and (or) functioning of a human organ, or a chronic somatic or infectious disease, confirmed in the prescribed manner;

mental deficiency - a temporary or permanent deficiency in the mental development of a person, confirmed in the prescribed manner, including impaired speech, emotional and volitional spheres, including autism, the consequences of brain damage, including mental retardation, mental retardation that creates learning difficulties;

complex handicap - a set of physical and (or) psychological handicaps;

severe disability - a physical or mental disability, expressed to such an extent that education in accordance with state educational standards (including special ones) is inaccessible and learning opportunities are limited to obtaining basic knowledge and skills:

special conditions for obtaining education (special educational conditions) - conditions for learning (upbringing), including special educational programs and teaching methods, individual technical training aids and living environment, as well as pedagogical, medical, social and other services, without which it is impossible (difficulty) mastering educational programs by persons with disabilities;

special (correctional) educational institution - an educational institution for persons with disabilities.

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Definition

The system of psychological, pedagogical and medical and social measures aimed at correcting or easing physical and (or) mental disorders

Compensation in one way or another for non-sewn, impaired or lost functions and condition m account of restructuring or increased use of retained functions

The adaptation of a person as a person to existence in society in accordance with the requirements of this society and his own needs, motives and interests

Restoration of disturbed functions of the body and working capacity, achieved by using a complex of medical, pedagogical and social measures Initial formation of a disturbed ability to do something (applied to young children with special needs of psychophysical development) learning social norms and ways social behavior, as well as the active reproduction of the system of social connections by the individual

The concept of correction is central in defectological science. The entire history of special (correctional) pedagogy can be represented as the history of the development of the theory and practice of correctional work. The correctional systems and concepts of Eduard Segep (1812-1880), Maria Montessori (1870 1!) D)2), OnpdaDecroly (1871-1933), L.S. Vygotsky (1896-1934), L.II. Graborova (1885-1949) and others.

Correction can be both direct and indirect. In this regard, it is customary to distinguish direct correction(direct use of special didactic materials and methods of influence) and indirect(the whole learning process has a corrective value, the main ways are to clarify and correct existing experience and form a new one).

Implementation of corrective action requires the use of various means. All means of correction conditionally can be divided into traditional(play, study, work, extracurricular activities, socially useful activities, regimen, treatment and preventive measures) and unconventional(alternative: sensory and psychomotor training, legoteka (lego-games of constructive content), aromatherapy, hippotherapy (from the Greek "ippo" - horse), art therapy, music therapy, etc.).

Most traditional remedies have a broad meaning and involve the correction of the personality as a whole. Alternative means, as a rule, are aimed at the development and correction of individual functions and are used in combination with other measures (T.V. Varsnova). The choice of means of correction involves reliance on the socially significant content of the material.

According to V.P. Kashchenko, the following provisions form the basis of pedagogical correction:

Organization of a kind of children's environment, involving
taking into account the "small world in which the child lives";

The effectiveness of the pedagogical tools that he owns
dagog;

Constant continuous study of the child;

Collaboration of various specialists (doctors, teachers,
psychologists).

The opinions of the authors are unanimous in understanding the importance of early correction in the formation and development of the personality of a child with special needs of psychophysical development: the sooner correctional work is started, the less difficulty it will have.

motor, speech and intellectual development. The early start of corrective work makes it possible to more effectively compensate for deviations in the mental development of a child at risk, thereby mitigating secondary deviations. Timely help and correction provide an exceptional opportunity!]) to “smooth out” shortcomings and problems in development, and in some cases even eliminate them, thereby ensuring a full life for the child.

As noted by V.G. Petrova, early detection of children with special needs of psychophysical development should first of all be carried out in families with an “increased” risk, which include families where there are already:

A child with developmental disabilities;

Family members (grandparents, uncles, aunts) with disabilities

development of any kind;

Children who have undergone intrauterine hypoxia, birth asphyxia
this, trauma, neuroinfection, etc.;

Parents who have been exposed to radiation
lived in an unfavorable ecological environment, worked in
hazardous conditions of the chemical industry;

Mothers who had an acute infection during pregnancy
onnoe disease, severe toxicosis, trauma;

One of the parents is a drug addict or suffers from alcoholism.
Early intervention includes:

The earliest possible detection and diagnosis of violations in

development;

Reducing the gap between the moment of detection of violations
in the development of the child and the beginning of targeted correction
noah help;

Mandatory inclusion of parents in the correctional process;

Corrective impact on all areas of child development and
Creation necessary conditions for the development of his personality.

One of the forms of early correction is the system of pedagogical patronage of young children (from birth to 3 years), which has become widespread in many countries of the world (USA, 1970). By definition L.I. Aksenova, patronage: - this is a special kind of assistance to a child, his parents, teachers in solving complex problems related to survival, rehabilitation treatment, special training and education, socialization, with the formation of a growing person as a person.

A qualified teacher visits the family once a week, draws up a program pedagogical activity parents on

seven upcoming days, teaches them all the main actions (shows how to organize observations, record the results in special printed forms), monitors the implementation of the previously proposed work plan, provides didactic aids and educational toys from the game library, organized according to the principle of libraries.

Medical-social-pedagogical patronage (MSP-patronage) is becoming the leading form of organization of early correctional assistance to children with special needs of psychophysical development in our country as well. SME-natronage is implemented as a wide range of long-term rehabilitation assistance measures focused on the family of a child with OPFR. This assistance is carried out in the process of coordinated work of specialists of different profiles.

SME patronage includes: diagnostics, assistance in choosing an educational trajectory, designing individual correctional and rehabilitation programs, primary assistance in the implementation of plans.

Thus, correction can be viewed as a specially organized psychological and pedagogical influence, carried out in relation to high-risk groups and aimed at restructuring, reconstructing those unfavorable psychological neoplasms that are defined as psychological risk factors, at recreating the harmonious relationship of the child with the environment.

The essence of the compensation process (from Latin compensatio - compensation, balancing) is to compensate to some extent for impaired functions and conditions: the brain receives signals from damaged areas (kind of SOS signals), in response to which it mobilizes defense mechanisms, “reserves reliability of a living organism” and counteracts the pathological process (T.V. Varenova). When the optimal result is achieved, the mobilization of defense mechanisms stops.

Violation has a dual effect on the development of the child: on the one hand, it impedes the normal course of the body's activities, on the other hand, it serves to enhance the development of other functions that could compensate for the deficiency. This circumstance was emphasized by L.S. Vygotsky, saying: "The minus of a defect turns into a plus of compensation."

Compensatory mechanisms depend on the nature of the violation, the time and degree of damage to the function, a number of psychological

factors (awareness of the violation, setting for compensation, etc.), as well as the timeliness of the provision of qualified assistance. Without superior ability nervous activity(GNI) to mobilize their reserve capabilities effective pedagogical work difficult and more effective correctional and developmental; activity, the more stable new conditioned connections are fixed in the central nervous system (CNS).

Compensation, as L.S. Vygotsky, maybe biological And social.

The existing compensatory processes are not absolute (sustainable) in nature, therefore, under adverse conditions (excessive loads, stress, illness, seasonal deterioration of the body, abrupt cessation of training sessions, etc.), they can disintegrate. In such cases, there is i decompensation, those. recurrence (repetition, return) of functional disorders. This phenomenon of the psyche must be taken into account in * pedagogical interaction. With the phenomena of decompensation, there are serious impairments of mental performance, a decrease in the rate of development, a change in attitudes towards activities, people.

The phenomenon of compensation should be distinguished from the phenomena of compensation. pseudo-compensation, those. imaginary, false adaptations, harmful formations resulting from a person’s reaction to the vehicle or other undesirable manifestations towards him from the people around him (causing the child’s behavior when it is impossible to attract attention to himself in other ways).

Correction and compensation are closely related to rehabilitation (restoration), which includes measures to ensure and (or) restore functions, compensate for their loss or absence, and remove functional restrictions. In UN documents, the term "rehabilitation" means "a process designed to help persons with disabilities achieve and maintain optimal physical, intellectual, mental and (or) social level of activity, thereby providing the means to change their lives and expand the scope of independence."

Basic principle work of all special educational institutions is corrective orientation learning.

In addition to the concepts considered, which form the basis of the categorical apparatus of the scientific field of defectology, the law “On the education of persons with special needs of psychophysical development (special

education)” defines a number of terms that are used in the designation of various phenomena. Among them:

special education - the process of training and education of persons
with features of psychophysical development, including special
social conditions for obtaining an appropriate education,
provision of corrective assistance, social adaptation and inter
the grace of these persons in society;

person with special needs of psychophysical development- face, name
causing physical and (or) mental disorders, preventing
for education without creating special
conditions;

child with special needs of psychophysical development- face with
features of psychophysical development under the age of eighteen
tsati years;

physical and (or) mental disorders- deviations from
norms restricting social activities and confirmed
nye in the manner prescribed by law;

multiple physical and (or) mental disorders -
two or more physical and (or) mental disorders, confirmed
data in the manner prescribed by law;

severe physical and (or) mental disorders - physically
skie and (or) mental disorders, confirmed in the order,
established by law, expressed to the extent
that getting an education in accordance with the educational
standards (including special ones) is inaccessible and
learning opportunities are limited to gaining basic knowledge
about the world around us, acquiring self-care skills,
obtaining elementary labor skills and elementary pro
professional training;

early comprehensive care - a system of measures that includes you
phenomenon, examination, correction of physical and (or) mental
mental disorders, individualized education of a child with special
psychophysical development at the age of up to three years with
psychological, medical and pedagogical support in se
myi, educational institutions and health care organizations;

psychological-medical-pedagogical examination - study with
using special methods and techniques of individual
characteristics of the child's personality, the development of his cognitive and
emotional-volitional spheres, potentialities and
state of health in order to determine special conditions for
getting an education;

special conditions for education - obu conditions
training and education, including special training programs
and teaching methods, individual technical means of training
readings, special textbooks and study guides, adapted
living environment, as well as pedagogical, medical,
social and other types of assistance, without which it is impossible or beyond
difficult to master the relevant curricula persons with
features of psychophysical development;

general education institution- educational institution
created for the training and education of persons who do not have a physical
ic and (or) mental disorders that prevent getting
education without creating special conditions;

special education institution- educational institution
created for the education and upbringing of persons with special needs
psychophysical development;

homeschooling - organization of special education,
in which the development of the relevant training programs by a person with
features of psychophysical development, for health reasons
temporarily or permanently not attending an educational institution,
carried out at home.

Thus, it becomes obvious that defectology has a specific categorical apparatus that reflects the main processes and phenomena of the scientific field.

Questions and tasks for self-examination

1.4 cm, a discussion was raised about the inappropriateness of using the concept of “defectology >>?

2. Name the main subject areas of defectology and their content.

3. What are the goals and objectives of defectological science?

4. What are the main socio-cultural concepts of defectology and races
cover their essence. What factors determine the revision of these concepts
tions?

5. List the main categories of defectology and reveal the essence
each of them.

6. Compare the processes of correction and compensation, formulated
wav preliminary comparative parameters.

7. What is the fundamental difference between the processes of pseudo-compensation and decom
pensions?

8. On what grounds can a family be classified as a group of "increased
risk” in the birth of a child with special needs of psychophysical development?

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Correctional work with children with severe developmental disorders

Correctional work begins with the establishment of emotional contact with the child, finding out his interests, the presence of overvalued interests, the level of motivation, tolerance for mental stress, the time during which the child can actively participate in the lesson. This may take a long time, the specialist may get the impression that he does not perform specific corrective tasks. Nevertheless, without this stage, further corrective work is impossible or extremely ineffective.

It is very important to take into account the characteristics of the child's sensory sphere, for example, avoid those stimuli to which he is hypersensitive, gradually and carefully increase resistance to them.

The effectiveness of the lesson also depends on the activity of the child himself, whether he performs the necessary operations and actions himself or passively obeys the influence of the teacher. So, for example, exercise therapy games, where the child emotionally experiences what is happening, are much more effective than traditional massage.

It should be borne in mind that it is easier to work with those types of activities that are familiar and accessible to the child - the child is not afraid that he will not be able to complete the task (request, suggestion) of the teacher, while it is possible to complicate and modify the action already mastered by the child. New activities should be introduced gradually, giving the child the opportunity to understand, become interested and learn how to complete the task, master the game.

A team is working with the child, including different specialists (psychologist, defectologist, exercise therapy instructor, etc. - it depends on the tasks set). At the same time, each specialist decides general tasks with their own methods. For example, while working on spatial representations, the exercise therapy instructor can arrange objects in the gym in such a way that the child masters the entire space as much as possible, the music therapist will offer him different dance moves, during the game you can learn to understand prepositions and hide toys in the closet, under the table and etc.

The first - energy - functional block of the brain provides the optimal level of tone of the nervous system, maintaining the necessary state of wakefulness. Only with its full-fledged work is the normal activity of the child possible. Disorders in the work of the first block of the brain can be manifested in a decrease in the level of mental activity, rapid exhaustion of the child, fluctuations in attention - these symptoms do not allow the child to carry out this or that activity, play, perform tasks.

Often one of the symptoms of a violation of this functional block in children is a decrease in overall activity - they are passive, not interested in others, the volume of motor and cognitive activity is reduced. In this case, it is necessary to stimulate activity through the sensory (visual, auditory, tactile), emotional and motor spheres. The child is offered various games, including rhythmic movements with obligatory emotional reinforcement - the game often contains a moment of climax. For example, in the game “we drove, we drove ...” the child sits on the lap of an adult who swings him to the rhythm of the poem and “drops” him at the end, but at the last moment he picks him up and does not let him fall - while the child experiences a strong emotion, which is picked up by the teacher (possible expressive facial expressions, exclamation: “Oh, scary!”, etc.). If the child is small, the teacher can take him in his arms and circle him or lightly throw him up and catch him. Older children can be trained by two teachers. If a child loves music, sounding toys, he will benefit from music lessons in which movement is harmoniously combined with sound, and he himself can catch the rhythm of a sounding melody and reflect it in his own movement (dance). You can also swing the child on a swing, in a hammock or in a blanket, recommend parents to walk on playgrounds where there is a carousel. It should be noted that such games are contraindicated for children with episyndrome, as they can provoke a convulsive attack, therefore, in working with such children, medical supervision over the correction process is especially important.

For the same purposes, massage, aromatherapy, water procedures are used (medical supervision is especially necessary here), hippotherapy can be recommended to the child. As the child's activity grows, he can be offered not individual sensory sensations, but include them in a more complex play context.

For such activities, games that are usually played with a small child (rhymes, poems, accompanied by actions) are suitable. An important technique is the use of exercises in which the child is required to maintain a certain rhythm, for example, walking to music at a certain pace, tapping the rhythm of a song on a drum. When the child can hold one rhythm, tasks are introduced to change the rhythm - the child learns to catch the changing rhythm and act accordingly.

The work also uses the techniques outlined in the program of complex psychomotor correction by A.V. Semenovich, exercises for the formation of proper breathing from the methods for working with patients with bronchial asthma are additionally used (S.M. Ivanov, E.V. Shchadilov).

Game, music classes and art therapy are also aimed at increasing the energy background of the child, the formation of motivation for classes and interaction with the teacher.

The second functional block of the brain is the block for receiving, processing and storing information. The work of the corresponding analyzer systems allows us to see, hear, as well as remember and reproduce this information, compare it with previous experience.

Development of visual perception. In violation of visual gnosis, the child poorly recognizes pictures or even real objects. In cases of severe violations, he does not recognize familiar toys, household items. There may also be serious difficulties in recognizing the faces of familiar people. In less severe impairments, perceptual weakness does not seriously affect the child's behavior, but appears in some situations, such as when playing loto. Work begins at the level at which the child successfully copes with the proposed actions.

Identification of real objects. At the first stage, work is carried out using real objects, if the child has difficulty in identifying them. Difficulties in visual perception are compensated by other analyzers - toys are felt, their shape, surface texture are evaluated. If familiar products are used, there is a reliance on their smell and taste. They discuss with the child (or tell him) what the object looks like, what color it is. Having learned to visually identify objects, the child gradually masters the ability to find an object among others, as well as recognize it by its fragment, assemble it from parts, etc. For example, you can collect an apple, a cucumber from two halves, attach wheels to a toy car, etc.

Recognition of realistic images. At the next stage, the child learns to establish a correspondence between the object and its image. First, you can use photographs or clear drawings of familiar objects. Here, the color, shape of the image reflects reality as much as possible. It is better if the photo shows only one item. Later, the number of depicted objects increases, the child performs tasks that require analysis of the plot picture (describe the plot, find differences, find a certain object among others, etc.).

An important place in the correction is occupied by lotto games, which can be organized in different ways depending on the tasks. So, a child can look for a picture on his big map that the teacher shows - while he may still not understand what exactly he is looking for, but focus on some of the most striking features of the depicted object (color, shape). In another version of the game, the teacher does not show the child a card, but names the object and waits for the child to find and show the corresponding picture - only after that (or after several erroneous actions of the child) is the card presented, and the child can check his choice. If the child can name the pictures, the teacher asks what pictures he needs to complete the game - the child looks at the card, on which some cards already lie, and asks to give him the rest. When a child has mastered a certain game, you can complicate it by changing the pictures in the loto. So, if at the beginning of the correction on a large map there are 3–4 objects that differ significantly from each other in several characteristics, then in the process of training the number of pictures increases to 6–8, and some of them may be similar to each other.

Recognition of noisy images. When a child has learned to correlate an object with a realistic image, the task becomes more complicated: the image becomes contour, schematic, black and white or noisy (crossed out with a line, superimposed on another image, etc.). Here, when perceiving, one has to focus on a smaller number of features (only the form) or selectively analyze only what belongs to a given image (in the case of crossed out and superimposed images). It also uses lotto games in which the child matches colored cards with a black and white sample (for example, this may be a photocopy of a color sample).

Image construction. At the last stage, the child learns to identify the image by one part of it, a fragment. This is the main difficulty experienced by patients with visual agnosia and, accordingly, children with weakness of visual gnosis. The teacher offers the child pictures, cut into two parts, and shows how to “fix” the picture. The child first repeats the action of the teacher, and then collects the picture on his own. Sometimes the child immediately recognizes the object, names it and then puts it together; some children find it difficult to understand what exactly they are collecting until they see the whole picture.

We use two main types of split pictures. The first is pictures cut into fragments(for example, two halves). The second type of pictures - pictures consisting of elements. Here the child sees separate parts of the depicted object - an inflorescence, a stalk and a leaflet (flower); dial and hands (clock); body, cab and wheels (machine), etc. As the child masters a certain set of pictures, the number of parts that they consist of increases, pictures from fragments are replaced by cubes (here a new task appears - to find the side on the cube that shows a piece of the desired picture).

In violation of auditory perception (with intact physical hearing), the child does not distinguish well enough the sounds around him. He is poorly oriented in the world, since he cannot determine the source of the sound, correlate the sound with the object that emits it. Often this leads to fear (many children are afraid of the sound of a working vacuum cleaner, because they do not correlate the noise with the object - the vacuum cleaner - and with the meaning of what is happening - cleaning). It is also difficult for such children to control their actions (for example, having finished playing with water, the child forgets to turn off the tap, as he does not distinguish the noise of flowing water from other sounds). Difficulties in auditory perception are also manifested in the development of speech. So, children do not “hear”, do not understand the intonation of the speaker, do not feel the emotional component of communication. In the future, with such a weakness of auditory perception, speech perception (and the child's own speech) is distorted.

Distinguishing non-speech sounds. First, the teacher, during the game, introduces the child to various everyday sounds: the sound of water, the sound of falling objects, the creak of a door, etc. The child can call these sounds himself and thus establish a connection between a certain action and a sound. Further, it is necessary to expand the repertoire of sounds available and known to the child - sounding toys, noise musical instruments. At first, the child simply plays with these objects, extracting different sounds, then begins to guess the source of the sound, without seeing it, picks up pairs of objects that sound the same. Different sounding toys, children's musical instruments are used here, the teacher himself can make boxes with different fillings (sand, cereals, etc.) that make a certain sound.

Distinguishing contrasting speech sounds. A child who has learned to distinguish between the sounds made by objects may become interested in the sounds of speech. He does not yet fully understand words and phrases, but he can distinguish dissimilar sounds that an adult utters (for example, a vowel and a consonant), he can guess whether an airplane is approaching him (with the sound “Oooh”) or a snake (“ Sh-sh-sh"). Then the task is to distinguish closer sounds. Games appear in which the child pronounces simple syllables, onomatopoeia (“ay”, “wa”, “beep”, etc.). A more difficult task is to understand words that differ in one sound (during the game, the child is asked to give or show “Bear” and “Bowl”, “Barrel” and “Daughter”, etc.).

Understanding speech. In accordance with one of the principles of correction, work is carried out from simple to complex. So, first the child learns to understand individual words(shows or gives an object or picture at the request of an adult), then learns to understand and follow instructions (from simple one-step to two-, three-step). When working with children with severe disabilities, it is very important that all exercises are included in the game context, then the child does not complete tasks, but performs actions suitable for the game (“buys” several toys in the store at the request of “mother”, etc.) .

In case of violation of tactile perception in a child, the formation of ideas about his body is disturbed, the development of large and fine motor skills, coordination of movements suffers. Violation of tactile perception can be expressed in hyper- or hyposensitivity. At the same time, fears and behavioral disorders may form (in some cases, the child does not receive the necessary information from environment and cannot adequately respond to the events taking place around, in others, on the contrary, any impact is too strong, unbearable for him). In both cases, the child can demonstrate both increased activity (he seeks to receive the necessary sensory information or, conversely, avoid exposure), and inactivity, passivity (does not respond to those stimuli that he does not feel, for example, touching a hot kettle , or, conversely, is afraid to move, so as not to hit, not to touch objects that are unpleasant for him).

Despite the notable differences between hyper- and hyposensitivity, work to overcome them has common features. So, the main task we set is to expand the sensory experience of the child. First, the teacher draws the child's attention to tactile sensations, playing with him games for very young children ("Magpie-crow", "Ladushki", etc.).

In the game, the child is introduced to various objects, their texture, all this happens in an emotionally rich context, so the plot is the semantic moment. In the game, the child can feel different surfaces with his hands, walk on them with his feet, come into contact with his whole body with various materials(balls in the "dry pool", sand, pebbles, cereals, pillows, water of different temperatures, etc.). If the child is afraid and avoids touching new objects, it is advisable to use familiar objects in the game - favorite toys. They can be felt, hidden under the child's clothes and searched.

Games are useful in which information of different modalities is combined - tactile and visual or auditory. So, the teacher offers the child games with special paints for hands, in which, in addition to the tactile, the visual analyzer is largely involved; when playing with sounding toys, the child can focus on the sound (the plane flies and buzzes, and then sits on the child's knee).

As the child masters different sensations, playing with them becomes more complicated. So, having become acquainted with different surfaces, the child can sort them, separating soft from hard, warm from cold, etc. At subsequent stages, the child learns to guess the object by touch - first, he looks for a familiar toy among those that are very different from it (a soft toy and several cubes are hidden under the blanket), then it becomes possible to play a “magic bag”, in which the child looks for a certain object among those similar in size and texture (for example, wooden figurines).

Mastering the physical space. If in the process of diagnosis we see in the child pronounced difficulties in spatial orientation, correctional classes begin with an appeal to the previous level of functioning. IN this case it is necessary to form in the child a holistic view of his own body (see the method of complex psychomotor correction by A.V. Semenovich). At this stage, sensory development classes are very useful, where the child receives various sensations from his body. First of all, these are tactile sensations: the teacher touches the child’s arm, leg, back, etc., draws on his stomach with paint or clay, which, when dried, slightly tightens the skin. Some unexplored parts of the body become better visible to the child if several sensations of different modalities come from them: for example, a bell is attached to the arm or leg, which rings as soon as the child makes even a small movement, a hand or leg painted with bright paint attracts the visual attention of the child, interesting also the fact that such an arm and leg leaves a bright mark on paper (a child can leave a mark, “draw” a line). These exercises allow the child to pay attention to those parts of the body that he ignores, to realize why they are needed (with your feet you can stomp, kick the ball, with your hands you can take a toy, touch different surfaces, draw, etc.). Further, the child takes possession of his body, learns to orient it in space (changing postures, moving).

Exploration of outer space. Our task is to let the child feel that the world around him exists objectively, and that he himself “... occupies a certain place in this world and in this space, that is, the child must learn to move and navigate in external space without fear” (A. A. Tsyganok, E. B. Gordon).

It is better to start work in a small room with a small number of objects. The child remembers what toys, pieces of furniture are in the room (the items that the child deals with should always lie in their places so that he can take them where they were last time), where to go, climb - under the table , out the door, in the corner of the room. Gradually, as you master it, the workspace expands, spatial bodily markers are introduced (left / right, above / below, etc.) - the teacher comments on the child’s movements around the room, his manipulations with toys (“You climbed onto a chair, and now under the table” ; “You put the doll on the windowsill, and the bear to the left of it,” etc.) Then the child learns these constructions and can perform various tasks of the teacher during the game - put the toy on the windowsill, under a chair, etc.

Motor schemes and dictations. The child learns to navigate in space using markers: for example, the teacher sets the route for the child to achieve some goal (the child is looking for a toy hidden in the room, and the teacher prompts: “Go ahead, now turn right and look under the closet”). Further, a variant is possible when the child independently builds a route of movement, accompanying it with a verbal commentary, or reproduces from memory the patterns of movement already known to him. A plan-scheme of the premises with a designated route of movement is introduced. At the next stage, the child, with the help of or independently, orients himself according to these schemes - he can move along them, indicate the location of objects in the room on them.

Design and copy. You can start by constructing from real objects (chairs, pillows), a children's designer. Together with the teacher, the child builds a house for a doll, a road for a car - the task is to keep the direction, use a large amount of space. Later, the child will be able to build according to the model (“I am building a house for my toy, and you are the same for yours”) and according to the picture.

From real space, we move on to its image - we use pictures, drawing. In the first stages, we use drawing on a vertical or lying on the floor, and not at the table, since the space of the sheet (top-bottom) must correspond to the space markers of the body. The child learns to correlate a real object and its image, independently depict what he sees, or familiar objects. The child learns to see the contour image, paints, trying as much as possible not to climb beyond the contour. At first, it is better to use gouache paints and a thick brush or sponge for drawing, since the drawing is clearer, more formal, and does not take a long time to get the result. Then you can take crayons, thick pencils, felt-tip pens. Drawing begins with very simple images, consisting of 2-3 parts, of which the child draws one or two (the teacher draws a cloud, and the child paints it and draws vertical lines of rain; the teacher begins to draw a car or a house, and the child finishes the wheels, windows and etc.). From such simple objects plot pictures are made up, and the child himself comes up with what else can be drawn.

It is also useful to put together simple images from parts. First, real objects are used (for example, it is proposed to fold fruits that are familiar to the child cut into pieces, attach wheels to a toy car), then you can move on to a flat image and cut pictures. The number of parts gradually increases from two to 4–6. When designing, it is important to take into account the spatial arrangement of each part of the drawing and object.

Assimilation of the strategy of movement in the space of the sheet. Further, the child develops the idea that a holistic picture of space consists of separate fragments arranged in a strict order, violation of this order can distort the whole picture. The main method at this stage is the folding of pictures from parts. The material gradually becomes more complex (from split pictures to cubes, to an increase in the number of fragments; realistic images are replaced by contour or stylized ones; a color sample is replaced by a black and white one, etc.). Here it is necessary to develop a way of moving around the space of the sheet, accepted in European culture: from left to right and from top to bottom (we start folding the picture from the upper left corner and sequentially fill in all the horizontal rows); master the "spatial recoding" required when copying images rotated by 90° and 180°.

When working, it is necessary to take into account the chronology of the development of memory in ontogenesis. Initially, the child develops a memory for emotionally significant events and people - he singles out his mother among all people, and then those people with whom he has certain experiences (he is afraid of someone, on the contrary, he likes to play with someone). A child with memory impairment has difficulty remembering new people with whom he has to communicate. Therefore, one teacher initially works with children with severe developmental disorders. The child must get used to it, learn to recognize it, become animated at a meeting (an animation complex, a smile, for talking children - an expression of joy at the verbal level).

Over time, the child also remembers the toys and activities he likes. For example, he can remember where his favorite toy is and find it in the room on his own (at first this happens within one lesson, then the child can find it in the next lesson). If the child likes classes, even in the absence of speech, he can express his desire to play a certain game (climb to the teacher on his knees so that he plays “goat” with him, show or bring a toy, take his hand and lead him to a certain place) - to do this, you need to remember which game he liked. The child also remembers the sequence of events (operations when performing household activities - dressing, etc.; with a clear structure of the lesson, he can keep in memory a sequence of games or tasks).

Reliance on another modality. A child who has difficulty memorizing material of one modality, as a rule, more easily memorizes and reproduces information received through another channel of perception - having difficulty remembering information by ear, he easily draws 5-6 pictures from memory and vice versa. But often children do not know how to use it.

At the first stage, we show the child how easier it is to remember information if we use additional tools. The set of these means depends, first of all, on which sensory channel in the child turned out to be weaker and which, accordingly, performs the function of support. If there is a lack of auditory-speech memory, pictures that the child can draw himself (subject to sufficiently developed gnosis and graphic skills) or choose among those proposed by the teacher become an auxiliary tool. For example, with the help of pictograms, you can visualize the sequence of operations in everyday or subject-practical activities. With the weakness of visual memory, the naming of objects can become a support. The complication of the material in this case occurs as follows: from easily named images (objects, simple geometric shapes) to those that are difficult to name (more complex, irregular figures, icons). For other children, relying on a motor image is more suitable - they better remember what can be felt, held in their hands, what can be manipulated. In the classroom, the teacher helps them circle the picture, go from one toy to another. The form of such classes depends on the characteristics of the child. Preschoolers are offered game forms (for example, a game in the store, in which the child remembers the list of necessary purchases), schoolchildren, along with the game, perform study tasks for memorization.

Volume increase. Having mastered a new way of memorizing, the child is able to remember large quantity elements. In the course of classes, the volume of material, the number of memorized elements (words, pictures) gradually increase. This requires the child to quickly select means that facilitate memorization. On the other hand, we bring the situation closer to the real one that the child encounters at school (when he listens to the teacher's explanation, remembers the rule, the poem).

Memorization without external support. In ordinary activities, we do not have the opportunity to draw pictures, loudly name images that are difficult for us. This does not mean that we are deprived of the supports we need. These supports exist in the inner plane - we imagine visually or call to ourselves what needs to be remembered. This is what the child learns at the last stage of work. Presenting the material, we gradually transfer to the internal plan all the supports that were previously discussed jointly by the child and the teacher (see the program for the formation of the 3rd functional block of the brain).

Attention disorders are manifested in a child in all spheres of mental activity. Attention is a function without which it is impossible to carry out any purposeful activity. A child with an attention disorder cannot focus even on an interesting game, he is distracted by any impact (a fallen toy, wind noise outside the window). Otherwise, it is difficult for the child distribute attention, he can roll only one car, when another appears, he forgets about the one he was playing with, or he only plays with what he sees right in front of him, does not use toys to which you need to reach out or turn your head. Some children easily play with several toys, purposefully develop the plot of the game, but it is difficult for them switch from one action to another: they feed the doll for a long time, use different dishes, different “fruits” or “sweets”, but they need to be persuaded for a very long time that “The doll has already eaten and wants to sleep” - they agree, but cannot stop doing what started.

To attract attention. The development of attention also occurs during the game. First, the teacher, observing the child, finds those games and toys that the child is interested in, for which he can at least passively observe for some time. By offering the child these games, the teacher draws the child's attention to pleasant and interesting experiences for him. At first, this is involuntary attention; over time, the child begins to more voluntarily observe the adult's game.

Holding attention. At the beginning of classes, a child with impaired attention is able to focus on an interesting game for only a short time. The task of the second stage of work is to hold attention for several minutes. To do this, the teacher uses additional incentives. So, if the child liked a bright toy and he can look in her direction, the teacher offers him different games with this toy - it will move, sound. So that the game is not very monotonous, new elements and actions are gradually introduced into it.

Distribution of attention. After the child has learned to concentrate on one toy and include it in the game, he is offered several toys at once - he rolled one car, and now two more new ones have appeared, they can also be rolled; he fed the doll a delicious candy, and the teacher offers him a whole box of different treats. As a result, the game becomes more interesting, the child has a choice of how and what to play, but at the same time it requires some effort from him. First, the child learns to operate with several objects, then the task becomes more complicated: these objects do not lie in front of him, but from different sides, the playing space increases; the child learns to play with some toys, while not forgetting about those that are not visible now (“We feed the doll with candy, and we still have apples behind our backs, we will take them later”). When a child performs tasks, the teacher, depending on the child’s capabilities, can put the necessary items, pictures in front of him or distribute them all over the table.

Switching attention. The world around us is constantly changing: morning, afternoon, night, time for play, lunch and sleep, etc. comes. To actively exist in such a changeable environment, the child must learn to switch attention from one activity to another. Within the framework of one game, he must stop one action and move on to another (feed the doll - put her to bed.). These transitions can be explained to the child so that it is easier for him to interrupt a pleasant activity in which he feels confident and start a new business: “The car has reached the end of the road, there is nowhere to go further, now you can remember what it brought and pour the sand into the sandbox ". At the later stages of work, the child no longer needs the game context so much, he can move on to a new activity according to the instructions, having collected the picture, put the manual in the box and wait for a new one. interesting task. Then the child will be able to make a more abrupt transition, for example, at the request of the teacher, he himself will stop the game and go to class.

Thinking is a complex mental function that ensures the life and learning of the child. In order to navigate in the world around, learn new information, interact with other people, a child needs to be able to establish similarities and differences between objects, phenomena, classify objects, and trace a causal relationship between events.

During the game, the child gets acquainted with different objects. At this stage, the following tasks are set.

1) understanding the functional purpose of objects. To perform meaningful actions with objects, it is important to understand how to use them, what you can do with them: you can drink from a cup, drive a car, etc. So, the child (at first imitating the teacher, then independently) feeds and dresses the doll, carries the cubes in the car.

2) formation of ideas about similarities and differences. The child learns to find identical and (later) similar objects. He is invited, for example, to put the balls in one box, and the cars in another. The task can be complicated by offering the child similar objects that differ in some way (large and small toys, red and green cubes, etc.). Further, the number of objects with which the child operates increases, as well as the number of groups into which these objects need to be divided - they go from two colors to four, medium ones are added to small and large toys.

The sign that the child should highlight is also becoming more complicated - various geometric shapes appear (here you can fold boards with inserts, a “letter box”).

3) forming an idea of ​​the size. When a child distinguishes between several sizes, he can assemble a pyramid, observing the correct sequence of rings. Operating with objects of different sizes, he sees from experience, for example, that small objects can be put in different boxes, but a large object does not fit in a small box. He learns to relate miscellaneous items similar size (toys and boxes), collect nesting dolls.

4) understanding of cause and effect. Performing actions with objects, the child learns to understand the connection between events (pushed the toy - it fell, tilted the jar - water poured out of it and wet clothes, etc.), and then predict events (if you roll the ball from a special slide, it will hit by the bell, a pleasant sound will be heard).

1) establishing a connection "picture - object - word". The transition to the level of visual-figurative thinking assumes that the child can understand and establish a connection between the picture, the object and the word denoting it (see the development of visual perception).

2) establishing a connection between the picture and the event. Next, the child establishes a connection between the picture and the event (for example, a drawn cup indicates that it is time to go to drink tea, and a drawn table indicates the beginning of the lesson). With a child who has moved to this level of development of thinking, it becomes possible to draw up a daily schedule in which the main events are reflected in simple, understandable pictures. Children who do not use speech to communicate can learn to express their desires with pictures - show an adult a picture of a cup when you want to drink, or outerwear - when you want to walk. This way of communication and organization of life is also used in work with autistic children.

3) understanding the meaning of the scenes. The child learns to analyze the image and understand what is happening in the picture. It should be noted that for ease of perception, the picture should be clear, it should not contain unnecessary details that can distract the child's attention and complicate perception. The child can express in a word (if he uses speech) or action, with a gesture that he understood the content of the picture - put the cup on the table the same way it is in the picture, say or depict how the bear is sleeping, etc.

4) understanding of a series of plot pictures. To understand what is happening in several consecutive pictures, the child needs not only to understand the content of each of them, but also to trace the connection between the pictures. Here he is invited to put several pictures in order and tell (if available) what is happening. First, the plot should be as close as possible to the reality that the child understands, reflect familiar and familiar events (the boy got up, dressed, had breakfast, etc.). The connection between them should be obvious. Subsequently, the plot can be complicated.

The third block of the brain is the block of programming, regulation and control of complex forms of activity. It provides the organization of active, conscious mental activity - this is the regulation of behavior, drawing up a plan and program of actions and monitoring their implementation. It is impossible to deal with a child who is not able to arbitrarily regulate his behavior, sitting at the table for a long time and expecting him to perform tasks that will not necessarily interest him - he will not sit, listen to the teacher, do what he does not want to. Therefore, the main tool for children with severe developmental disorders (at least in the early stages of work) is the game available to them.

Involuntary concentration and retention of attention. At the first stage of training, the child, as a rule, has pronounced violations of voluntary regulation of activity, often field behavior. He is not yet capable of either individual or, even more so, group classes, where concentration of attention is required for a certain time, the implementation of instructions, the desire to achieve results.

At this stage, it is important to find an activity that the child is capable of and enjoys - this can be a simple manipulative game, some children may focus on sensory sensations, or listen carefully to music for a certain time. The teacher joins this activity and creates conditions in which the child is attentive and focused (at first for a few seconds, gradually the time of active attention increases). It is not difficult for the child to carefully observe the teacher or perform certain operations, since this activity is chosen taking into account his preferences. If classes are held regularly and this pleasant experience is constantly repeated, the child remembers a comfortable situation, seeks to repeat this feeling, waits for the lesson time to come again.

In other classes, specialists also observe the child's behavior and determine which toys, pictures, songs, sports equipment he likes, what he can focus on for a while. The results of these observations must be taken into account when drawing up the program of classes for this child and the group he attends.

Introduction of a simple program supervised by the teacher. Gradually, the child begins to notice other sensations and experiences associated with already familiar activities - the teacher has more means to attract and hold his attention. In addition, there is a choice: you can roll the car, listening to the sound of the wheels on the floor or on the carpet, you can hide and look for the same car in the room, you can load it with various toys, peas, sand, etc. - the child arbitrarily chooses from the mastered repertoire of games a certain, most attractive at the moment.

The game available to the child gradually becomes more complicated - new details appear in it, it takes more time than at the beginning of classes. Familiar operations are combined into a simple sequence, which is gradually assimilated by the child. A program of actions appears, the implementation of which is first controlled by the teacher.

Drawing up an action plan with the child. At a certain moment, the child again has a choice: it is possible to perform the learned operations in a different order. For example, you can first drive the car along the floor, listening to the noise of the wheels, and then pour the cubes out of the body and listen to this sound; but you can do it differently: build a road out of cubes (the car will drive along it with a different sound), and carry sand in this car (it can also be loaded and poured out). Complex operations that are still inaccessible to the child are almost completely carried out by the teacher, but the child has the opportunity to help him by joining the work. The choice of the game (and with it the drawing up of a program of action) now passes to the child - this requires him to actively plan, but at the same time makes the game interesting for him (previously, the teacher decided that the child would be pleased, and his assumption was not always correct) .

The complexity of the program. When the child can hold and complete a simple program, the teacher suggests that he change the game by adding a few more attractive details. This is possible if the child trusts an adult and knows that he offers interesting things, not boring tasks. At the same time, the game also turns out to be interesting, the child agrees to participate in it, but for this he needs to keep and consistently perform several specific actions: build a road (otherwise the car will get stuck in a swamp), load it (choosing what exactly it will be lucky), put it in the cab driver, drive the car along the road and unload the toys. At the next stage, the number of parts will increase again: the car will drive to a gas station on the way, stop at a traffic light, etc. Some of the details will be offered by the teacher, others will be invented by the child himself, adhering to the chosen plot. It is important that the requirements of the teacher obey the context of the chosen game, so that he can explain to the child why it is necessary to dress the doll in such clothes (because it is raining outside, she will get wet without a raincoat), etc., so that the child accepts these requirements.

The actions that are included in the game also become more complicated: there are forks in the road, so you have to decide where to turn (or follow the teacher's instructions); the road itself consists of cubes of different colors (to build the correct road, you need to alternate colors); only “live” passengers (dolls or animals) can ride in the cabin, the rest of the toys are cargo and are placed in the body, etc. The child follows these instructions of the teacher, knowing that after that he will play a familiar interesting game.

The choice of tasks always depends on the interests of the child and at this stage is closely related to the plot of the game. The child is not yet ready to complete tasks, as a student does in a lesson, but he can listen to the advice of an adult who tells him how to play more interesting. Under this condition, the child is able to concentrate and perform actions that he had not tried to carry out before.

The transition from the game to the performance of didactic tasks at the table. As the voluntary regulation of their own behavior and the ability to self-organize develop, the child can follow more and more suggestions and instructions from the teacher. At first, they are all subordinated to the general game, the child performs them, because the game becomes more interesting from this. Gradually, the tasks “remove” from the game, but their content is still connected with the plot: the child is invited to draw a car that he loves to play so much, remember what else he can drive on the road, etc.

Gradually, the child develops favorite tasks that he performs with special pleasure. These are no longer games in which the participants are interested in the process, but tasks aimed at achieving a result (collected or drawn picture, beads, invented story). It is important to show the child that the teacher is satisfied with this result, to praise the child in time, and if there are difficulties, to provide the necessary assistance.

Mental activity is carried out under the condition of interaction of different parts of the brain. The connection between the two hemispheres of the brain is very important, in case of violation (or lack of formation) of which coordination of movements is inaccessible or difficult (for example, walking, working with two hands, interaction of hands and feet). For more high level connections between verbal and non-verbal functions are not formed, the process of information analysis suffers (for example, difficulties in understanding objects that fall into the left visual field, one's own emotional states, etc.).

According to the concept of A.V. Semenovich, any mental function is initially represented in the right hemisphere and, as it matures, “moves” to the left. If the interaction of the hemispheres is disturbed, such transfer is difficult, which leads to insufficient development of the corresponding functions. So, for example, the child remains at the stage of involuntary vocalizations, and phrasal speech as a means of communication and regulation of behavior may not develop. Timely corrective work on the development of interhemispheric interaction leads to the development of appropriate mental functions.

Development of general motor coordination. First of all, it is necessary to develop and expand general motor capabilities (for this, there are special exercise therapy programs and a set of various outdoor games). On this basis, further work will be built on the development of the interaction of hands and feet.

Formation of large friendly movements with both hands and feet. When the simplest movements are mastered and the child enjoys playing with familiar toys, moves around the room without fear of falling, the games become more complicated - now the child learns to act with both hands. He learns to catch balloon, the ball, hit it with both hands, and then alternately with the right and left hand. At home, the child masters various household activities with both hands: washing the floor, dishes, washing, etc. In parallel, the child is offered classes with clay and dough - he kneads with both hands, sculpts the simplest figures.

Development of reciprocal coordination of hands and feet. The actions offered to the child gradually become more complicated: from symmetrical movements (catch the ball, clap your hands, etc.) we move on to different hand movements (one hand holds the jar, the other unscrews the lid, etc.). It is recommended to use different lacing, large beads. Girls often like to embroider with a large needle, boys like to work with carpentry tools (hammering nails, tightening nuts, etc.). The movements of the child's legs are also becoming more complicated: from simple walking to playing football.

Formation of interfunctional links. Both hemispheres of the brain take part in the course of each mental function, each of which performs its role in its implementation. Thus, the left hemisphere, which is mainly responsible for speech processes and voluntary regulation of activity, allows us to verbalize, name what we are doing, and plan what is to be done. Such an important role of speech is clearly visible in a child who is mastering a new activity for himself, for example, writing. First-graders often pronounce the letters and syllables that they write (and sometimes even dictate to themselves where to draw a hook and where to draw a wand), in the process of mastering the letter, pronunciation folds and goes into the inner plane, the child can write silently. The right hemisphere, which is responsible for figurative perception, thinking, emotional regulation, allows mental processes without relying on speech, to give an emotional coloring to events. Those. right hemispheric processes are more involuntary in their organization.

It is also known that information from the left half of the body (what we feel with the left hand, hear with the left ear, etc.) and from the left field of vision enters the right hemisphere. Accordingly, the left hemisphere deals with information received through the right half of the body and the right field of vision.

In the event of a violation of interhemispheric interaction, it becomes difficult to translate information received by one hemisphere into another, in particular, the connection between the speech and non-speech components of mental functions. At the same time, it is difficult name(left brain) what turned out to be left from us (right hemisphere), to realize and use this information in activities.

In the classroom, the teacher helps the child learn to notice objects that fall into the left field of vision, for example, when moving, he learns not to touch objects with his left shoulder, arm, leg, and bypass them. You can feel objects with your left hand and name them. In various activities, it is useful to draw the child's attention to objects in the left field of vision. To do this, the teacher can specifically put objects of interest to the child to the left of him, making the left field of vision more relevant. The teacher calls these objects and images, tells the child about them and encourages the child himself to name them (if speech capabilities allow); the teacher also includes these items in various activities carried out by the child arbitrarily - new, not yet mastered games.

Similarly, attention is drawn to the right half of the body and objects located on the right - but in this case, one should strive to reduce the child's arbitrariness.

Reflection on one's own experiences. It is important to teach the child to comprehend his emotional experiences. For example, a child screams, does not want to participate in the lesson, obey the requirements - the teacher in this case comments on his condition, saying: “You are tired” and suggests ways to overcome it: “You can go lie on the couch, swing on a swing (offer any other pleasant for child's occupation), relax, and then return and complete the task.