Children with disabilities in dou articles. Methodological recommendations for organizing integrated education and upbringing of children with disabilities in preschools

The Law “On Education in the Russian Federation,” which was adopted in 2012 and came into force on September 1, 2013, became a real breakthrough in the field of relations between adults and young residents of the country. This innovative document takes into account modern trends in social development, but at the same time relies on the traditions and characteristics of the Russian education system. Work on the law “On Education in the Russian Federation” went on for several years, and the result was a legal instrument that takes the regulation of relations in education to a qualitatively different level. For the first time in the history of domestic education, this law introduced a new legal concept - students with disabilities.

Children with disabilities.

The federal law defines students with disabilities as individuals who have deficiencies in physical and (or) psychological development, confirmed by the conclusion of a psychological-medical-pedagogical commission and preventing them from receiving education without the creation of special conditions. Obtaining a PMPK conclusion is the most important step in confirming the status of a child with disabilities. If a mother comes to a preschool educational organization and says that the child has limited health capabilities, but this is in no way supported by a document from the PMPK, then such a child cannot be assigned to a compensatory or combined group. Even if kindergarten teachers and psychologists see that a particular child needs correctional help, the family is obliged to visit the PMPK and obtain the commission’s conclusion.

Psychological and pedagogical support for inclusive education in territorial primary education and training schools

It should be noted that the psychological, medical and pedagogical commission works in two directions: on the one hand, it examines children, on the other hand, it gives recommendations on providing children with psychological, medical and pedagogical assistance and creating conditions for them in educational organizations. PMPC employees know and understand that the recommendations must reflect the conditions that need to be organized for the education of a child with disabilities in a preschool educational institution according to the Federal State Educational Standard using an adapted educational program for children with disabilities - either basic or individual. Quite often, PMPK recommends that parents assign a child with disabilities to a compensatory group or a combined group where inclusive education is provided. This approach makes it possible to more actively include children with disabilities in the life of society and instill in them communication skills. Inclusive education The term “inclusive education,” which is directly related to the education of children with disabilities, first appeared in the regulatory framework of the Russian Federation in 2012; previously there was no such concept in any document at the federal level. The Law “On Education” introduces the following definition: “Inclusive education is ensuring equal access to education for all students, taking into account the diversity of special educational needs and individual capabilities.” Despite the fact that this concept appeared quite recently, inclusive education has already become firmly established in our lives, it is implemented in preschool educational organizations, and at the level of primary general and basic general education, and in higher vocational and secondary vocational education. Organization of inclusive education for children with disabilities. Depending on the recommendations of the psychological, medical and pedagogical commission, children with disabilities are admitted to kindergarten either into a compensatory group or into a combined group. What are the features of the educational process in these groups?

1. Inclusive education in preschool educational institutions in groups of a combined focus Groups of a combined focus can hardly be called an innovative novelty; preschool education in such groups existed even before the adoption of the law, when ordinary children's groups included children with minor health problems (low vision, mild deafness, etc.). The peculiarity of combined groups is that, along with normally developing preschoolers, they co-educate children who have certain types of impairments (visual impairment, hearing impairment, speech impairment, mental retardation, musculoskeletal disorders, etc. ). Unlike the occupancy of general developmental groups, which depends on the area of ​​the premises, the occupancy of combined groups is regulated by SanPiN. The SanPiNs indicate how many children with disabilities can be in such a group. As a rule, the programs that teachers use in such groups have also already been widely tested and introduced into teaching practice and into the educational process, however, the methods of teaching children with disabilities in preschool educational institutions according to the Federal State Educational Standard in these groups differ. Regardless of the number of such students (it can be two, three, four, five, seven people), the teacher uses an adapted educational program when working with them, and his own for each child. It must be emphasized that one program can only be used if the group is attended by children with a similar type of disability. For example, if two or three people have the same degree of hearing loss, then the adapted program can be uniform. If there are different children in the team, especially different types of disabilities, for example, one child has a hearing impairment, another has a visual impairment, a third has a mental development disorder, then an adapted educational program for a child with disabilities is prescribed individually for each child. health opportunities.
2. Inclusive education in compensatory groups Compensatory groups are groups attended by children with the same disability. For example, groups for children with hearing impairments, or groups for children with visual impairments, or groups for children with speech impairments, and so on. The Law “On Education” for the first time included in the list of children with disabilities also children with autism spectrum disorders, which was not previously the case in the standard provision. This is the first time such a group of children with disabilities has appeared. Unfortunately, in recent years there have actually been many children with early childhood autism; in the new millennium, doctors began to actively diagnose this disease. Autistic children need special educational conditions, and that is why they also fall under the definition of children with disabilities. Based on the characteristics of the pupils, compensatory groups can have 10 directions - depending on the category of children. The groups implement an adapted basic educational program, the only adapted basic educational program. And this is one of the main difficulties in implementing inclusive education for children with disabilities in preschool educational institutions in compensatory groups. The fact is that approximate adapted basic educational programs, taking into account which it is possible to write the actual adapted basic educational program, have not yet been posted on the Federal State Educational Standards register, and to date they have not been developed. There is only a federal state educational standard on the basis of which they are written, but on the basis of this document it is quite difficult for preschool organizations to create adapted basic educational programs.

Preparing kindergarten for inclusive education

Our state guarantees equal opportunities for full development to all citizens, including those with health problems. Of course, every child needs to get to the right time and place, that is, to the very kindergarten where he will feel comfortable. This especially applies to children with disabilities. Parents are not always able to get a ticket to the preschool organization where conditions have been created for such a child. And if a mother receives a ticket to a general developmental group, but the educational organization does not have the required specialist (psychologist, speech therapist, speech pathologist), and the child absolutely needs him according to the conclusion of the PMPK, then a twofold situation arises. From the outside it seems that the child is covered in preschool education. But is he getting exactly the education he needs? Not at all. Does he receive exactly the set of conditions that he needs? Again, no. And in this regard, the following is extremely important. As soon as children appear in kindergarten, they have provided confirmation from the psychological, medical and pedagogical commission, the conclusion of the PMPK about the status of “child with disabilities,” this immediately directs the educational organization to create special educational conditions for such a child. And special educational conditions are not only ramps, handrails and some other architectural and planning things. This is, first of all, improving the qualifications of teachers, training teachers, and preparing them to work with such children. This is a methodological component. This is the introduction of changes to the educational program, that is, the emergence of a certain section in the main educational program, which the Federal State Educational Standard defines as “corrective work/inclusive education.”

Thus, the preschool organization has quite a lot of serious problems that need to be solved. It should be recalled here that the training of teaching staff proficient in special pedagogical approaches and teaching methods is the prerogative of the subject of the Russian Federation. That is, the government authority of the subject should worry about training these teaching workers, on the one hand, and help attract such workers to the organization, on the other hand. Today, pedagogical universities in their programs pay attention to the education of children with disabilities; students are offered series of lectures on this topic. But very little time is allocated in the university curriculum to study this multifaceted problem; the depth of its study is insufficient to fully prepare preschool teachers for working with children with disabilities in preschool educational institutions. Future educators are given only general information about diagnostics and some fragmentary information about correction. In fact, students and graduates do not learn the actual methods of working with children with disabilities in preschool educational institutions, work methods, techniques and technologies and do not receive skills for such work. Therefore, a teacher who comes to a general development group after a pedagogical college is not ready, does not have the skills, abilities, and these competencies that he needs. It cannot be said that today our society is constantly faced with the optimization of processes and conditions. A serious problem in many regions is the dismissal of speech therapists, psychologists, and defectologists. Federal and regional authorities explain this by a decrease in funding and cost optimization. But the lack of much-needed specialists in kindergartens does not allow the educational program to be fully implemented for all children. It turns out that for some categories of pupils it can be implemented, but for others it cannot. However, with this approach, it becomes impossible to comply with the Law “On Education” and the federal state educational standard. And, of course, the social request on the part of parents is not fulfilled in any way, which is important. Adapted educational programs for children with disabilities

Although the implementation of inclusive education is associated with a lot of difficulties, the process is becoming more and more active. An accessible environment is created for children with disabilities in kindergartens; teachers master methods of interaction with such preschoolers. And today the issue of developing basic educational programs comes to the fore. The basis for writing a program is the federal state educational standard, on the basis of which the program is written. But it is equally important that the basic educational program is designed taking into account exemplary. This is required by the Law “On Education”, which is why all educational organizations (including preschool ones) do this when developing basic educational programs. To date, there are no approximate adapted basic educational programs for preschool. They have not been developed, they are not on the Federal State Educational Standards register website, and there is nowhere to get them. This is a rather serious problem that significantly hampers the development of the preschool education system in terms of preschool education for children with disabilities. We must not forget that in groups where there are children with disabilities, adapted programs should be used for training, although they may differ from each other. This point is especially worth noting. Previously, the concept of an “adapted program” did not exist, although the term “correctional program” has been used for a long time. Adapted basic general education programs are another innovation in the education system, including preschool. Adapted basic general education programs are programs that are used for a group, for a class of children who have one or another disorder. For example, an adapted basic general education program for a group of children with visual impairments or for children with hearing impairments, for blind children, for deaf children, for children with severe speech impairments. There are a lot of such children's groups in the country, and these groups should work according to adapted basic programs.

What is an adapted educational program for children with disabilities?? You cannot do without such a program when there are one, two, three, five children with disabilities in a group of normally developing peers. It is obvious that the program that the group works on (for example, the “From Birth to School” program, “Childhood”, “Rainbow” or any other program) is simply not suitable for a child with mental health problems, or any child with any disability. And if the program is not suitable, then it must be adapted. To illustrate, let's give a simple example. A child with severe speech impairments is placed in a combined group. It is clear that for such a child it is necessary to adapt the section of the program called “Speech Development”. For such a child, it is necessary to make certain changes to the content of the program, exactly those that are necessary for this particular child, based on what kind of lexical deficiency he has (that is, what he lacks in terms of vocabulary), whether he has violations of the grammatical structure of speech ( and if so, which ones), what does this child have with sound pronunciation. Thus, the educational program is adapted so that the learning process of a child with disabilities is more comfortable and leads to the achievement of high results.

Is it necessary to make changes to the charter in the case of teaching children with disabilities according to an adapted educational program? m?

It is obvious to both parents and educators that it is much easier for children with disabilities to adapt and master educational programs in mixed groups. And here it is more important than ever to talk about adapted programs. Each child with disabilities who is included in the combined group needs to adapt the basic program, which is offered for the entire group. Undoubtedly, individual adaptation of this program is required for a particular child. Perhaps only in one educational area, such as for children with severe speech impairments. Perhaps in two areas, if, for example, these are children with mental retardation. Features of adaptation depend on the educational needs of each child who finds himself in a group of healthy peers. And, perhaps, two points - the development of an adapted educational program for each child with disabilities in combined groups and the development of adapted basic educational programs - represent the main difficulty in the inclusive education of children with disabilities today. But, despite all the difficulties in introducing inclusive education, this approach to teaching children with disabilities in preschool educational institutions has the broadest prospects. Constant interaction and daily cooperation allows both children with disabilities and children with normal development to acquire new knowledge and skills, become more tolerant, and learn to find solutions in a variety of life situations. The global goal of inclusive education is to create comfortable conditions for the joint successful upbringing and effective education of children with different psychophysical developmental characteristics. And our society has already taken the first step towards achieving this goal.

The article describes the experience of organizing integrative and inclusive education for children with disabilities in a general developmental preschool educational institution.

The last decade of the 20th century and the beginning of the 21st century are characterized by a more attentive attitude of the state to the problems of children with disabilities. Thus, to date, the Concept for the development of education for disabled children and children with disabilities in the Altai Territory for 2014 - 2017 has been developed and approved. It is based on the principles of educational policy in Russia, which are defined by the Federal Law “On Education in the Russian Federation”, the state programs of the Russian Federation “Accessible Environment” for 2011 - 2015 and “Development of Education” for 2013 - 2020. These documents are about the implementation of the state-guaranteed right of the parents (legal representatives) of the child to include children with disabilities in any preschool educational institutions at the place of residence, regardless of the presence or absence of an adapted environment in them.

Today in our kindergarten there are groups: general developmental, combined, compensatory, and 1 group for children with disabilities. Along with typically developing preschoolers, the kindergarten is attended by children with Down syndrome, children with RDA, children with mental retardation, an HIV-infected child, children with a chemical burn of the esophagus, skin cancer, hemophilia, general speech underdevelopment, alalia, and attention deficit disorder.

Since the most important periods of development for children with disabilities are infancy, early and early preschool age (it is at this time that there is a unique opportunity to overcome the consequences of one or another sensory or intellectual impairment and avoid the formation of a special position among healthy people), then the implementation of an inclusive approach for For some children with disabilities, treatment begins as early as 3 years in the short-term stay group. At this stage, classes take place in a sensory room with a set of necessary technical equipment: dry pool, massagers, etc. A teacher, a psychologist, and a defectologist were the developers of the adaptation program “Grow Yourself, Baby!” At its core, the goal of the “Circle” methodology is to develop children’s motivation to participate in group activities and communicate with peers. The children attended this group for a year, where they were taught by a psychologist, a defectologist and a teacher. The specialists observed them, and, without imposing new forms, picked up what each preschooler can individually do, gradually enriched them, developed them, using play-therapeutic forms of work. A year later, these children entered 10-hour groups.

At this stage of the inclusive approach, the primary task is to identify the individual educational needs of children with disabilities. For this purpose, in the kindergarten there is a psychological-medical-pedagogical council, which includes: a teacher in whom the preschooler was integrated into the group, an educational psychologist, a speech therapist teacher, a medical worker, a defectologist, a music director and a physical education instructor). This consultation allows you to create an individual educational route for each child with disabilities and avoid isolated correction of individual parameters and lack of unity in achieving goals. The obtained data is recorded in a table once a quarter.

• Time interval
• Contents of the teacher’s activities
• Contents of the activities of a speech therapist teacher
• Contents of the teacher's activities
• psychologist
• Contents of the music director's activities
• Contents of the activities of a physical education instructor
• Contents of the activity of a defectologist
• Contents of working with families
• Expected Result
• Dynamics of development.

As can be seen from the graphs, the inclusion of parents is also mandatory. According to the Law of the Russian Federation “On Education”, parents are the first teachers, and therefore must become full-fledged and full participants in the educational activities of their own child. The unity of kindergarten and family is the key to success in inclusive education. So this year, within the framework of an inclusive approach, parent meetings “Who is a special child” and “Children of the Sun” were organized and held; parent club “Merry Family”, consultations with specialists upon request, holding musical festivals “Little Fairy”, “New Year” (where children with disabilities were active participants). Very effective are short-term viewings of videos that clearly demonstrate the peculiarities of using certain techniques of working with children. They show the dynamics of development and achievements of each child. Parents of both healthy children and parents of children with disabilities are present at this event.

When organizing inclusive education in a preschool institution, special conditions are created and support that is competent from the point of view of correctional pedagogy is provided. Subject specialists conduct both group and individual classes. In this case, the fundamental principle is to respect the interests of children. The teacher responsible for accompanying a disabled child solves each problematic situation with maximum benefit for the student. Thus, each child is given the right to develop at his own personal pace; children with disabilities receive additional help in individual lessons with specialists in accordance with their problems. For example, in speech therapy work, any program is adapted to the actual pace and characteristics of perception of each of the children with disabilities. To do this, it should be divided into separate blocks, arranged in increasing levels of difficulty, so that the material of the next block is based on the knowledge and skills acquired during the passage of the previous block. The time it takes an individual student to complete each block is not limited. The transition to the next block occurs after the child has actually mastered the material from the previous one.

The organization of the joint life activities of children in the inclusive education group can be traced in all regime moments. Preschoolers are not passive observers, but actively participate in group duty, preparation for classes, etc. On the street, children walk with everyone else. Therefore, walking areas on the territory of our institution are not isolated from one another. Unfortunately, today the state does not provide persons assigned individually to each disabled child. Therefore, during walks, they are accompanied by narrow specialists assigned to the group.

Thus, the accumulated experience allows us to conclude that an integrated approach to teaching children with disabilities with the participation of specialists, parents, and using an integrative environment allows them to more fully realize their potential, acquire the necessary knowledge and social skills, and successfully integrate into the environment of ordinary people. peers, get equal starting opportunities and prepare for independent life in the future.

Literature:

1. Alferova G.V. [Text]/New approaches to correctional and developmental work with children with disabilities.// Defectology.-2001.-No. 3
2. Borisova N.V., Prushinsky S.A. [Text]/ Inclusive education: law, principles, practice. M., 2009.
3. Volosovets T.V., Kutepova E.N [Text]/Inclusive practice in preschool education. A manual for teachers of preschool institutions. M.: MOSAIC-SYNTHESIS, 2011.
4. Semago N.Ya [Text] / Inclusive kindergarten: activities of specialists. M.: TC Sfera, 2012.
5. Federal State Educational Standard / [Text]

Irina Bortnikova
Organization of work with preschool children with disabilities

Children with disabilities (OVZ)- these are children whose health condition prevents them from mastering educational programs outside of special conditions of education and upbringing.

Group preschoolers with disabilities is extremely heterogeneous. This is determined, first of all, by the fact that it includes children with various disabilities development: impairments of hearing, vision, speech, musculoskeletal system, intelligence, with severe disorders of the emotional-volitional sphere, with delayed and complex developmental disorders.

Receipt children with disabilities and children- education for people with disabilities is one of the main and integral conditions for their successful socialization, ensuring their full participation in the life of society, effective self-realization in various types of professional and social activities. In this regard, ensuring the realization of the right of children with disabilities to education is considered one of the most important tasks of state policy in the field of education and socio-economic development of the Russian Federation.

The task of teachers and parents (legal representatives) help children with disabilities understand that they are not alone, that they are not outcasts in society and can do just like everyone else grow up as children, develop and achieve new achievements, keeping up with their peers. It is necessary to communicate with children, teach a child to think, reflect, empathize.

Inclusive education of children with disabilities is becoming increasingly widespread in a special group in a mass kindergarten and among peers in a regular group or in a structural unit - Lekotek. Even children with significant disabilities can be integrated 2-3 people into a regular group, but at the same time they require not only an individual approach, but also special training.

If in preschool Children with disabilities enter an educational institution, the examination is carried out by specialists (educator-psychologist, teacher-speech therapist), and the teacher gets acquainted with the data they received.

The child's study plan includes the following activities: How:

conversation with parents;

studying the child’s medical record;

examination of physical development;

mental examination development: characteristics of children's activities and cognitive mental processes, speech.

Model of professional relationship of all specialists of preschool educational institutions (teacher-psychologist, teacher-speech therapist, teacher, music director, physical education instructor) in work with a child with disabilities next:

Educational psychologist:

organizes interaction between teachers;

Develops correctional programs for the individual development of the child;

Conducts psychoprophylactic and psychodiagnostic working with children;

organizes special correctional working with children those at risk;

Increases the level of psychological competence of kindergarten teachers;

Conducts advisory working with parents.

Teacher speech therapist:

Diagnoses the level of impressive and expressive speech;

Draws up individual development plans;

Conducts individual classes (establishment of correct speech breathing, correction of sounds, their automation, differentiation and introduction to independent speech, subgroup classes (formation of phonemic processes);

Consults pedagogical workers and parents about the use of speech therapy methods and technologies of correctional and developmental work;

Musical director:

Provides musical and aesthetic education for children;

Takes into account the psychological, speech and physical development of children when selecting material for classes;

Uses elements of music therapy, etc. in classes.

Physical instructor culture:

Promotes children's health;

Improves psychomotor abilities preschoolers.

Educator:

Conducts classes on productive activities (drawing, modeling, designing) in subgroups and individually. Organizes joint and independent activities of children;

Develops cultural and hygienic skills, develops fine and gross motor skills;

organizes individual work with children according to assignments and taking into account the recommendations of specialists (educator-psychologist, teacher-speech therapist);

Applies health-saving technologies, creates a favorable microclimate in the group;

Consults parents on the formation of cultural and hygienic skills, the individual characteristics of the child, and the level of development of fine motor skills.

Medical staff:

Conducts therapeutic, preventive and recreational activities;

Monitors the health status of children through regular examinations and compliance with sanitary and epidemiological standards.

For optimal implementation of integration at the stage preschool childhood, it is necessary to observe special conditions for the upbringing and education of children with disabilities, organize barrier-free environment for their living. In the process of educational activities in kindergarten, it is important to flexibly combine individual and differentiated approaches, which will promote the active participation of children in the life of the team.

One of the conditions for increasing the effectiveness of developmental pedagogical work is the creation of a subject-based developmental environment that is adequate to the child’s capabilities, that is, a system of conditions that ensure the full development of all types of children’s activities, the development of higher mental functions and the formation of the child’s personality.

Most children are characterized by motor difficulties, motor disinhibition, low performance, which requires changes to the planning of educational activities and daily routine. The daily routine should include an increase in the time allocated for hygiene procedures and food intake. Provides wide variation organizational forms of educational work: group, subgroup, individual.

Children with disabilities need an adaptation period. Adaptation is part of the adaptive reactions of a child who may experience difficulties entering the integration space (does not make contact, does not let go of parents, refuses food, toys, etc.). During this period, the teacher must relieve stress and ensure a positive emotional state. preschooler, create a calm environment, establish contact with the child and parents.

For organizations and conducting developmental activities, it is necessary to know some features of the didactic material. When selecting material for children with visual impairments, it is necessary to take into account its size and color contrast; for children with musculoskeletal disorders, select a pronounced, easily perceptible tactile surface.

Teaching methods and technologies are determined in accordance with the capabilities of children with disabilities. When planning work it is important to use the most available methods: visual, practical, verbal. The question of the rational choice of a system of methods and individual methodological techniques and technologies is decided by the teacher in each specific case.

In cases where the program cannot be mastered due to the severity of physical and mental disorders, individual correctional programs are designed aimed at socializing students and promoting the normalization of emotional behavior, the formation of self-service skills, play activities, and subject-based activities.

It is also necessary organize active work with parents(legal representatives). Methods can be completely different in form, but aimed at solving one problem - to combine work families and teachers into a single whole. Only with joint and continuous work teachers and families will have a positive result. The following forms can be considered work:

Consulting – a differentiated approach to each family with "special" child. The main thing is that parents believe in their children and be assistants for teachers.

Open days - parents (legal representatives) visit the group, together with the child, observe work of specialists.

Workshops – where are the parents? (legal representatives) get acquainted with literature, games, learn to apply the acquired knowledge in practice.

Holding joint holidays where parents can see achievements of your child, participate together with your child in competitions, competitions, etc.

An educational institution is made accessible to children with disabilities by teachers who are able to meet the special educational needs of children in this category. This is the creation of a psychological, moral atmosphere in which a special child will no longer feel like everyone else and acquire the right to a happy childhood, help them take their rightful place in society and realize their personal potential to the fullest.

Hello, dear friends! I have news: they finally paid attention to children and began to open up groups for children with disabilities in kindergartens. Some educators who have not completed courses (on organizing inclusive education for children with disabilities) are discouraged by the fact that educators in such groups receive higher salaries and additional vacation days. Today I will try to clearly explain what it is like to work with this group of children and why teachers who have undergone special inclusive training are given some privileges.

By the way, if anyone wants to study the legal framework on this issue on their own, I can recommend the manual “Education of children with disabilities in accordance with the Federal State Educational Standards of NOO. Local legal acts", you can buy it on the Labyrinth.ru portal.

So, it is worth noting that a referral to a group for children with disabilities can be obtained after passing a special psychological, medical and pedagogical commission and only with the consent of the child’s parents or guardians. Considering the child’s rights to choose the form and method of receiving education, experts can only recommend that the mother transfer the baby to a special group.

The fact is that sometimes parents do not notice deviations in the child’s behavior, which indicate the presence of a certain disease that reduces his ability to receive education in the usual way. There are children who were born with obvious deviations in health and development, and there are cases when only by certain signs noticeable to a specialist can one determine the presence of some kind of defect.

You need to be very attentive to your children and, at the slightest suspicion, contact a specialist. After all, most minor developmental and health defects can be corrected and forgotten about, but only with early diagnosis.

Children can be trained in a correctional group if they have the following defects:

• Impaired hearing, vision, speech;
• Mild mental retardation;
• Negative mental states;
• Psychopathic-like forms of behavior;
• Pedagogical neglect;
• Mild motor pathology;
• Complex forms of allergies;
• Frequently recurring general diseases.

It is worth noting that the listed pathologies should be in a mild form, but if the pathology is severe, the child simply physically cannot be outside the home and without his parents.

Features of working with children with health limitations

You need to understand that regardless of the state of the child’s physical and mental health, he has equal rights to receive an education, like other children. It’s just that an individual development program and a deeper focus on the child’s development are drawn up for children with disabilities.

To help myself and all my colleagues who work or plan to work in a correctional group, I selected thematic books in the same “Labyrinth”:

• “Inclusive education. Handbook for teachers working with children with disabilities"– this methodological manual with recommendations for overcoming developmental defects will be of interest to all interested parties;
• “Social and communicative development of children with disabilities in accordance with the Federal State Educational Standard”– the CD series “Pedagogical Video Workshop” contains materials on creating a developmental environment that will maximize the potential of each child.

Children with disabilities have the right and should be raised and developed in a group of their peers. For this purpose, special groups are created or such children are integrated into a regular group in the so-called mass kindergarten(as opposed to specialized). By the way, the stay of children with disabilities in kindergartens is free.

I really like the expression: creating a barrier-free development space. This is a succinct phrase, isn’t it, which characterizes the main task of a teacher who works with this group of children. We must do everything so that children with disabilities can receive full-fledged preschool education and education in a regular kindergarten.

The main feature of working with children with health limitations is constant psychological, medical and pedagogical accompanying children competent specialists who work closely with each other. Working with these kids involves a comprehensive search for ways to overcome defects and complete socialization in society.

Educators alone cannot solve the problem of correcting the physical or psychological problems of children. Only together we will overcome everything, including with the help of our parents. And this is not just my opinion, many experts with whom we were at the meeting think so.

Methodological help for teachers

Today, there are various forms of self-education, including literature, seminars, courses, etc. How to manage everything? You can take training online without leaving your home and receive relevant certificates that will not be superfluous in your portfolio.

I always find particularly advantageous offers for seminars at UchMag:

• “Development of fine motor skills in children with disabilities using non-traditional equipment”;
• "Federal State Educational Standards of the National Educational Institution: Correctional and Pedagogical Support for Children with Disabilities";
• "Special education of children with special educational needs";
• “Methods, techniques and forms of working with parents on the development and correctional pedagogical assistance to children with disabilities”.

What are the difficulties of working with children who are not entirely healthy?

The fact is that such children are characterized by some motor retardation or hyperactivity, insufficient coordination of movements, poor performance, low socialization, intellectual disability, deviations in cognitive processes, etc.

Typically, the adaptation of such a child occurs with great difficulties, since there is low self-esteem and various fears. But at the same time, according to experts, one defect is compensated by an inflated positive quality in such children. For example, children who are hard of hearing have sharp eyesight and a great interest in fine arts. And visually impaired children have a well-developed so-called sixth sense.

To work with this contingent of pupils, it is not enough to just be a teacher with a standard preschool education. You need to take special courses, study a lot of literature on your own, study not only your responsibilities, but also delve into the psychology of these children, understand the peculiarities of their physical condition.

For each child with disabilities, a profile is written by each specialist who works with him. Periodic monitoring of the child’s development dynamics and health monitoring, both physical and psychological, are carried out.

In short, very difficult, but very important work is being done - correction of child health defects.

In simple terms, they simply work with children and teach them not to be shy, but to be successful in other activities among their peers. The teacher must pay attention to the abilities of the child and the students in the group.

Directions of correctional work with children

Children who attend a correctional group are treated according to the same principle as with ordinary children, but taking into account the characteristics of this contingent.

Thus, much attention is paid to the following areas:

• Development of physical health. A physical education or physical therapy instructor develops an individual program for each child, which provides for the correction of certain physical defects.

The teacher, together with the psychologist, uses physical education as a tool to strengthen willpower, an active life position, motivates children to make independent decisions and develops the ability to get out of difficult situations. This strengthens the baby's emotional health and makes him stronger in every way.

• Development of cognitive qualities. Using the principle from simple to complex, relying on the principle of clarity, other methods and techniques that are suitable for each specific child teach children the skills of independent exploration of the world. The difficulty is that each child has his own health and psychosomatic characteristics, so a careful selection of methodological tools is required.
• Development is social and communal. This is an extremely important direction specifically for children with disabilities. They need to be taught the most basic everyday things that will facilitate their socialization. Healthy children learn self-care and communication skills naturally, gradually.

Children with disabilities experience difficulties with the simplest actions and often have problems with speech. The speech therapist and teacher solve these problems on two fronts, working individually with each child. Both teachers and parents of children with disabilities participate in organizing a communicative and developmental environment. A separate area is educational work with mothers and fathers.

Natalya Andreeva
A child with disabilities in kindergarten: work experience

Andreeva Natalya Ivanovna

Teacher of the first qualification category

Child with disabilities in kindergarten: experience.

Preschool childhood is the most important and favorable period in the development baby. Development success baby directly depends on the space that an adult organizes around him. Responsibility for organizing the developmental environment lies with two social institutions, which are the family and the preschool educational organization. The main problem faced by a parent of a special child child – this is the child’s adaptation to kindergarten, but the problem is from the side children's garden - creating conditions for full development child with disabilities.

Appearance of a statement from parents baby with a diagnosis of cerebral palsy, applications for admission to children's the garden brought to the fore the problem of the importance of implementing inclusive education in MBDOU d/s "Stream". First of all there was developed and a model of methodological support for teachers of MBDOU d/s was adopted for implementation "Stream" on the implementation of inclusive education. According to the proposed model, the teaching staff increased their competence in the field of readiness and ability work with pupils and students who have disabilities.

The next step work was the creation of conditions for development and social adaptation baby with special educational needs and their peers. At preschool educational institution Job was carried out in accordance with several groups conditions:

Organizational conditions, including legal support for inclusive education in preschool educational institutions (a package of necessary documents has been collected); material and technical equipment for the implementation of inclusive education (equipment for the exercise therapy room was purchased); medical support (under the supervision of a staff member) employee, a pediatrician from the Podgorodnepokrovsk medical outpatient clinic, an attending physician at a healthcare facility); nutrition baby in accordance with SanPin, since there were no special recommendations from the attending physician; information support for teachers and parents baby(a library containing special literature for teachers and parents on paper and electronic media); social partnership (interaction with Podgorodnepokrovskaya secondary school to create conditions for successful adaptation baby with disabilities to a new level of education and new conditions)

Psychological and pedagogical conditions, implying comprehensive support of the garden by the necessary specialists and development Adapted educational programs in therapeutic physical culture with children's cerebral palsy (spastic tetraparesis with emphasis on the right) in preschool age).

Personnel conditions were ensured by the presence of qualified specialists: for the implementation of adapted educational programs specialist in adaptive physical education for persons with disabilities health; carrying out corrective speech therapist job, educational psychologist; for condition monitoring health medical worker; educators, working with a child.

The third stage in work on the introduction of inclusive education in kindergarten was the design by teachers of methods and forms of inclusive education for children with disabilities.

were specialists developed Adapted educational program, which acted as an integral part of the main educational kindergarten programs, and served as the basis for creating an individual educational route for child with cerebral palsy.

To provide comprehensive support child with disabilities in a nursery setting kindergarten, regular classes are planned with specialists (teacher-speech therapist, educational psychologist, specialist in adaptive physical education for persons with disabilities health).

Included in the plan work pedagogical council issues of development dynamics baby.

Portfolio management baby, in which educators, parents and other specialists working with a child note the dynamics of its development.

Tutor support child in the process of learning. As a result, this work teachers noted the appeal child to creativity, research, increased communication with peers, the desire for independence, as well as success in public speaking and competitions within kindergarten.

Creation of an adaptive educational environment children's garden, which includes a group room in which all barriers to movement have been removed to kid, sharp corners and thresholds, furniture have been eliminated (shelves, cabinets) fixed to the walls, which creates additional support for baby; The educational process is equipped with relaxation tools ( "dry rain" multi-colored satin ribbons that flow like rain pleasantly touch the child, stimulating tactile sensations, a tactile path that develops baby, coordination of movements and helps prevent flat feet, panels with laces "Meadow" for the development of motor skills baby, a corner of solitude to restore the psycho-emotional state, etc., as well as for baby a correctional and developmental subject environment has been created, which includes gym equipment.

Teachers’ use of activities that are aimed at uniting children's team development of skills of cooperation, interaction and mutual assistance, and tolerant perception and attitudes of participants in the educational process (board games, LEGO constructor, children's table theater - allows children with different opportunities actively interact with each other).

Another stage in the implementation of inclusive education in kindergarten contact was established with parents baby, and Job with the parents of other children in preparing them for admission to a special group baby.

Job was carried out over four directions:

1. Informational and analytical, within the framework of which the interests, needs, requests of parents, and the level of their pedagogical literacy are identified. As the main form work acts in this direction "Mailbox". This form is quite in demand among all parents. kindergarten, while parents have opportunity ask a written question at a convenient time, and the teacher has time to formulate a competent answer.

2. The cognitive direction involves familiarizing parents with the age and psychological characteristics of preschool children, as well as developing parents’ practical skills in raising children. Parent meeting is the classic and most common form. Twice a year in the group he attends children with disabilities are carried out, parent meetings under a single theme “We are different, but we are together!”, to which all parents, educational psychologists are invited and issues of adaptation are raised baby in a peer group, preparing children to accept special baby. Since in kindergarten only one child with disabilities, then holding mass, specially organized consultations is not provided. Consultations are individual and are carried out at the request of parents. Consultations possible with the involvement of specialists and by the teachers themselves. Popular form work in d/s"Stream" acts as a pedagogical library for parents. The teaching staff selects information sources for parents and teachers. Teachers together with parents maintain a Portfolio baby, in which all changes are recorded. A new form of interaction with parents for our kindergarten teachers is "Parent lecture". Due to the fact that in there is only one child in the kindergarten, then the subjects of interaction chose a virtual form of communication via e-mail.

3. Leisure activities are used to establish emotional contact between teachers, parents, and children. Teachers develop scenarios for leisure activities taking into account capabilities of a child with disabilities, plan to participate baby and his parents on mass holidays.

4. Provides visual and informational direction opportunity parents to familiarize themselves with kindergarten work. For parents baby Open classes are regularly held for people with disabilities to demonstrate visible changes in behavior baby, as well as demonstrations possible forms of work with him at home, for example, during the period of rehabilitation in a health care facility.

Thus, an integrated approach to solving a problem that was difficult for the entire teaching staff allowed us to obtain positive results. Teachers have mastered knowledge, skills and job functions at a sufficient level, and parents baby noted positive dynamics in both physical condition baby, and in the psycho-emotional.