What is ovz in dow. Preschool education for children with disabilities

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

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

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 parents or guardians of the baby. Given the child's right to choose the form and method of 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, which 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 some signs, visible to a specialist, it is possible to determine the presence of some kind of defect.

You need to be very attentive to your children and, at the slightest suspicion, turn to specialists. After all, most minor defects in development and health 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:

• Hearing, vision, speech impairment;
• Light delay mental development;
• Negative mental states;
• Psychopathic forms of behavior;
• Pedagogical neglect;
• Mild motor pathology;
• Complex forms of allergies;
• Frequently recurring common diseases.

It should be noted that the listed pathologies should be in mild form, if the pathology is severe, the child simply physically cannot be out of the house and without parents.

Features of working with children with disabilities

It must be understood that regardless of the state of physical and mental health of the child, he has equal rights to get an education like the other guys. Just for children with disabilities, an individual development program is drawn up and a deeper focus on the development of the child.

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

• “Inclusive education. Handbook of a teacher working with children with disabilities "- this is Toolkit with recommendations for overcoming defects in development 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-ROM of the “Pedagogical Video Workshop” series contains materials on creating such a developing environment that will maximize the potential of each child.

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

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

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

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

Methodological support for teachers

Today there are various forms of self-education, including literature, seminars, courses, etc. How to do everything? You can, without leaving your home, study online and get the appropriate certificates that will not be superfluous in your portfolio.

I always find especially advantageous offers for seminars in UchMag:

• "Development of fine motor skills in children with disabilities using non-traditional equipment";
• "FGOS IEO: correctional and pedagogical support for children with disabilities";
• "Special Education for Children with Special Educational Needs";
• "Methods, techniques and forms of work with parents on the development and correctional and pedagogical assistance to children with disabilities".

What are the difficulties of working with not quite healthy children?

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

Usually, the adaptation of such a child takes place with great difficulty, since there is low self-esteem, various fears. But at the same time, according to experts, one defect is compensated by an overestimated positive quality in such children. For example, hearing-impaired babies 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 be just an educator with a standard preschool education. You need to take special courses, study a lot of literature on your own, study not only your duties, but also delve into the psychology of these children, understand the features of their physical condition.

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

In short, very difficult, but such an important work is being done - the correction of defects in the child's health.

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

Directions of corrective work with children

With the little ones who visit correctional group, are engaged on 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. Instructor for physical education or in physiotherapy exercises develops an individual program for each baby, which provides for the correction of certain physical defects.

The educator, 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 emotional health of the baby and makes him stronger in every way.

• Development of cognitive qualities. Using the principle from simple to complex, relying on the principle of visibility, other methods and techniques that are suitable for each individual child, teach kids the skills of independent exploration of the world. The difficulty is that each child has his own peculiarity in health and psychosomatics, therefore, a careful selection of methodological tools is required.
• Social and communicative development. This is an extremely important area for children with disabilities. They need to be taught the most basic everyday things that will facilitate their socialization. Healthy guys learn self-service and communication skills naturally, little by little.

Toddlers with disabilities have difficulty with the simplest actions and often have speech problems. A speech therapist and a teacher from two fronts solve these problems, dealing individually with each baby. Both teachers and parents of children with disabilities participate in the organization of a communicative and developing environment. A separate area is educational work with moms and dads.

Joint efforts are teaching everyday skills and communication skills.

• The development is artistic and aesthetic. Through classes in music, drawing, modeling, etc. children very effectively develop fine motor skills, master the skills of working with different materials, learn to interact with the educator and comrades. Art is very important for such children, they are often extremely receptive to music, they love everything beautiful.

Instead of concluding...

As you understand, in order to ensure the implementation of such difficult tasks educators of special groups need knowledge, definitely special training and a great desire to help kids with disabilities. An increased salary and increased vacation will not please the teacher if he feels that he does not live up to his professional qualities to take on such a burden.

Sincerely, Tatyana Sukhikh! Till tomorrow!

AT last years Considerable attention is paid to the problems of children with special health needs (HIA). What is it and how to solve them? Let's try to figure it out.

Disabilities of health (HIA). What it is?

In the scientific literature it is described that a person with disabilities has certain limitations in everyday life. We are talking about physical, mental or sensory defects. Therefore, a person cannot perform certain functions or duties.

This condition can be chronic or temporary, partial or general.

Naturally, physical limitations leave a significant imprint on psychology. Usually, people with disabilities tend to isolation, are characterized by low self-esteem, increased anxiety and self-doubt.

Therefore, work must begin with childhood. Considerable attention within the framework of inclusive education should be paid to the social adaptation of disabled people.

Three-bar scale of disability

This is the British version. The scale was adopted in the eighties of the last century. World Organization healthcare. It includes the following steps.

The first one is called "illness". We are talking about any loss or anomaly (psychological/physiological, anatomical structure or function).

The second stage involves patients with defects and loss of the ability to perform activities that are considered normal for other people.

The third stage is incapacity (disability).

Types of HIA

In the approved classification of violations of the basic functions of the body, a number of types are distinguished. Let's dwell on them in more detail.

1. Violations of mental processes. It is about perception, attention, memory, thinking, speech, emotions and will.

2. Violations in sensory functions. These are sight, hearing, smell and touch.

3. Violations of the functions of respiration, excretion, metabolism, blood circulation, digestion and internal secretion.

4. Changes in the static-dynamic function.

Disabled children, who belong to the first, second and fourth categories, are the majority of total. They are distinguished by certain deviations and developmental disorders. Therefore, such children require special, specific methods of training and education.

Psychological and pedagogical classification of children who belong to the system of special education

Let's consider this question in more detail. Since the choice of techniques and methods of training and education will depend on this.

• Children with developmental disabilities. They lag behind in mental and physical development due to the fact that there is an organic lesion of the central nervous system and impaired functioning of analyzers (auditory, visual, motor, speech).
• Children who have developmental disabilities. They differ in the deviations listed above. But they limit their possibilities to a lesser extent.

Children with disabilities, children with disabilities have significant developmental disorders. They enjoy social benefits and benefits.

There is also a pedagogical classification of violations.

It consists of the following categories.

Children with disabilities:

• hearing (late-deaf, hearing-impaired, deaf);
• vision (visually impaired, blind);
• speech (various degrees);
  intellect;
• delayed psycho speech development(ZPR);
• musculoskeletal system;
• emotional-volitional sphere.

Four degrees of health impairment

Depending on the degree of dysfunction and adaptation possibilities, it is possible to determine the degree of health impairment.

Traditionally, there are four degrees.

First degree. The development of a child with disabilities occurs against the background of mild and moderate functional impairment. These pathologies may be an indication for the recognition of disability. However, as a rule, this does not always happen. Moreover, with proper training and education, the child can fully restore all functions.

Second degree. This is the third group of disability in adults. The child has pronounced disturbances in the functions of systems and organs. Despite treatment, they continue to restrict him social adaptation. Therefore, such children need special conditions for education and life.

The third degree of health impairment. It corresponds to the second group of disability in an adult. There is a large severity of violations that significantly limit the child's ability in his life.

The fourth degree of health impairment. It includes pronounced violations of the functions of systems and organs, due to which the child's social maladjustment occurs. In addition, we can state the irreversible nature of the lesions and, often, the ineffectiveness of measures (therapeutic and rehabilitation). This is the first group of disability in an adult. The efforts of teachers and doctors are usually aimed at preventing a critical condition.

Problems of development of children with disabilities

This is a special category. Children with disabilities are distinguished by the presence of physical and mental abnormalities that contribute to the formation of disorders general development. This is the generally accepted position. But it is necessary to understand this issue in more detail.

If we talk about a child with minor disabilities, which we have already determined, then it should be noted that by creating favorable conditions, most of the problems with development can be avoided. Many violations are not limiters between the child and the outside world. Competent psychological and pedagogical support for children with disabilities will allow them to master program material and study together with everyone in a comprehensive school, attend a regular Kindergarten. They can communicate freely with their peers.

However, disabled children with serious disabilities need special conditions, special education, upbringing and treatment.

Social policy of the state in the field of inclusive education

In Russia, in recent years, certain areas of social policy have been developed that are associated with an increase in the number of children with disabilities. What is it and what problems are being solved, we will consider a little later. For now, let's note the following.

The basic provisions of social policy are based on modern scientific approaches, available material and technical means, a detailed legal mechanism, national and public programs, a high level of professional training of specialists, and so on.

Despite the efforts made and the progressive development of medicine, the number of children with disabilities is steadily growing. Therefore, the main directions of social policy are aimed at solving the problems of their education at school and stay in a preschool institution. Let's consider this in more detail.

Inclusive education

The education of children with disabilities should be aimed at creating favorable conditions for the realization of equal opportunities with peers, education and ensuring a decent life in modern society.

However, the implementation of these tasks should be carried out at all levels, from kindergarten to school. Let's take a look at these stages below.

Creating a "barrier-free" educational environment

The basic problem of inclusive education is to create a "barrier-free" educational environment. The main rule is its accessibility for children with disabilities, solving the problems and difficulties of socialization.

In educational institutions that provide their support, it is necessary to comply with general pedagogical requirements for technical equipment and equipment. This is especially true for the implementation of household needs, the formation of competence and social activity.

In addition, special attention should be paid to the upbringing and education of such children.

Problems and difficulties of inclusive education

Despite the ongoing work, the education and upbringing of children with disabilities is not so simple. Existing problems and the difficulties of inclusive education are reduced to the following positions.

Firstly, a group of children does not always accept a child with disabilities as "their own".

Secondly, teachers cannot master the ideology of inclusive education, and there are difficulties in implementing teaching methods.

Third, many parents do not want their normally developing children to be in the same class as a "special" child.

Fourthly, not all disabled people are able to adapt to the conditions of ordinary life without requiring additional attention and conditions.

Children with disabilities in a preschool

Children with disabilities in preschool educational institutions are one of the main problems of a non-specialized kindergarten. Since the process of mutual adaptation is very difficult for the child, parents and teachers.

The priority goal of the integrated group is the socialization of children with disabilities. For them, preschool is the starting point. Children who have different possibilities and developmental disorders, must learn to interact and communicate in the same group, develop their potential (intellectual and personal). This becomes equally important for all children, as it will allow each of them to maximize the existing boundaries of the world around them.

Children with disabilities at school

The priority task of modern inclusive education is to increase attention to the socialization of children with disabilities. Approved adapted program for children with disabilities for education in a comprehensive school. However, the materials currently available are scattered and not integrated into a system.

On the one hand, inclusive education in general education schools is beginning to appear, on the other hand, the heterogeneity of the composition of students is increasing, taking into account the level of their speech, mental and mental development.

Such an approach leads to the fact that the adaptation of both conditionally healthy children and children with disabilities is significantly more difficult. This leads to additional, often insurmountable difficulties in the implementation individual approach teacher.

Therefore, children with disabilities in school cannot simply learn on an equal basis with others. For a favorable result, certain conditions must be created.

The main areas of work in the system of inclusive education

For the full development of a child with disabilities at school, it is necessary to work in the following areas.

Firstly, in order to solve problems, it is recommended to create a group of psychological and pedagogical support in an educational institution. Her activities will be as follows: to study the developmental features of children with disabilities and their special needs, to draw up individual educational programs, to develop forms of support. These provisions should be recorded in a special document. This is an individual card of psychological and pedagogical support for the development of a child with disabilities.

Secondly, constant adjustment of the methods and methods of training and education is necessary.

Thirdly, the escort team should initiate a review curriculum, taking into account the assessment of the child's condition and the dynamics of its development. As a result, an adapted version of it for children with disabilities is being created.

Fourthly, it is necessary to regularly conduct correctional and developmental classes aimed at increasing motivation, developing cognitive activity, memory and thinking, knowledge of their personal characteristics.

Fifth, one of the necessary forms of work is work with the family of a disabled child. Its main goal is to organize assistance to parents in the process of mastering the practical knowledge and skills necessary in the upbringing and education of children with disabilities. In addition, it is recommended:

• actively involve the family in the work of the educational institution, providing psychological and pedagogical support;
• provide counseling to parents;
• educate the family in the techniques and methods of assistance available to them;
• organize feedback parents with educational institution and etc.

In general, it should be noted that inclusive education in Russia is just beginning to develop.

The Law "On Education in the Russian Federation", which was adopted in 2012 and entered into force on September 1, 2013, has become a real breakthrough in the field of relations between adults and young residents of the country. This groundbreaking document takes into account modern tendencies community development, but at the same time relies on traditions and features Russian system education. Work on the law "On Education in the Russian Federation" has been going on for several years, and its result has become a legal instrument that brings the regulation of relations in education to a qualitatively new level. For the first time in the history of national education, this law introduced a new legal concept - students with disabilities.

Children with disabilities.

Federal law defines students with disabilities as individuals who have deficiencies in physical and (or) psychological development, confirmed by the conclusion of the psychological-medical-pedagogical commission and preventing education without creating special conditions. Obtaining the conclusion of the PMPK is the most important stage in confirming the status of a child with disabilities. If a mother comes to a preschool educational organization and says that the child has disabilities, but this is not supported by a document from the PMPK, then such a child cannot be assigned to a compensatory or combined orientation group. Even if teachers and psychologists of the kindergarten see that a particular child needs corrective assistance, the family is obliged to visit the PMPK and obtain the conclusion of the commission.

Psychological and pedagogical support of inclusive education of the territorial PMPK

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 makes recommendations on providing psychological, medical and pedagogical assistance to children and creating conditions for them in educational organizations. PMPK employees know and understand that the recommendations must necessarily reflect the conditions that must 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, the 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 most directly related to the education of children with disabilities, in regulatory framework The Russian Federation first appeared in 2012; earlier there was no such concept in any document of the federal level. The law "On Education" introduces the following definition: "Inclusive education - ensuring equal access to education for all students, taking into account the diversity of special educational needs and individual opportunities." Despite the fact that this concept appeared quite recently, inclusive education has already firmly entered our lives, it is being implemented in preschool educational organizations, and at the level of primary general and basic education. general education, and in higher professional, and in the middle 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 in a compensatory group or in a combined group. What are the features of the educational process in these groups?

1. Inclusive education in preschool educational institutions in combined orientation groups Combined orientation groups 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.). A feature of combined orientation groups is that, along with normally developing preschoolers, children who have certain types of impairments (visual impairments, hearing impairments, speech impairments, mental retardation, disorders of the musculoskeletal system, and so on) study together. ). In contrast to the occupancy of groups of a general developmental orientation, which depends on the area of ​​\u200b\u200bthe room, the occupancy of groups of a combined orientation is regulated by SanPiN. The SanPiNs also 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 undergone a fairly wide approbation and have been introduced into pedagogical practice, in educational process, however, the methods of teaching children with disabilities in the preschool educational institution according to the Federal State Educational Standard in these groups differ. Regardless of the number of such pupils (it can be two, three, four, five, seven people), the teacher in working with them uses an adapted educational program, and for each child his own. It must be emphasized that one program is allowed to be used only if the group is attended by children with a similar type of impairment. For example, if two or three people have the same degree of hearing loss, then the adapted program can be the same. If there are different children in the team, especially different types of disorders, for example, one child with a hearing impairment, another with a visual impairment, a third with a mental development disorder, then for each child in individually an adapted educational program for a child with disabilities is prescribed.
2. Inclusive education in compensatory groups Compensatory groups are groups attended by children with the same impairment. 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 children with autism spectrum disorders in the list of children with disabilities, which was not previously in the model provision. This group of children with disabilities appeared for the first time. Unfortunately, in recent years there have really become a lot of children with early childhood autism; in the new millennium, doctors began to actively diagnose this disease. Children with autism need special educational conditions, which is why they also fall under the definition of children with disabilities. Based on the characteristics of the pupils, compensatory orientation groups can have 10 orientations - 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 the implementation of 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 actually adapted basic educational program, while they are not posted on the Federal State Educational Standards Register, have not been developed to date. 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 into right time and in the right place, that is, in the very garden where he will be comfortable. This applies in particular to children with disabilities. Parents are not always able to get a ticket to the preschool organization where conditions are created for such a child. And if the mother receives a ticket to a general developmental group, and the educational organization does not have the necessary specialist (psychologist, speech therapist, defectologist), and the child categorically needs him according to the conclusion of the PMPK, then a twofold situation develops. From the outside it seems that the child is covered by preschool education. But is he getting exactly the education he needs? Far from it. Does it get exactly the set of conditions it needs? Again, no. And in this regard, the following is extremely important. As soon as children appear in the kindergarten who have provided confirmation of the psychological, medical and pedagogical commission, the conclusion of the PMPK on the status of a “child with disabilities”, this immediately aims 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, the professional development of teachers, the training of teachers, their preparation for working with such children. This is the methodological part. This is the introduction of changes in the educational program, that is, the emergence of a certain section in the main educational program, which the Federal State Educational Standard defines as “correctional work / inclusive education”.

Thus, preschool organization there are quite a few serious problems that need to be addressed. It should be recalled here that the training of teachers who own special pedagogical approaches and teaching methods is the prerogative of the subject of the Russian Federation. That is, the public authority of the subject should worry about the training of these teaching staff, on the one hand, and facilitate the involvement of such workers in organizations, on the other hand. Today, pedagogical universities in their programs pay attention to the education of children with disabilities, students are offered a series of lectures on this topic. But there is very little time in the university program for studying this multifaceted problem, the depth of its study is insufficient for the full-fledged training of teachers up to school education to work with children with disabilities in preschool educational institutions. Future educators are given only general information about the diagnosis and some separate fragmentary information about the correction. Actually, students and graduates do not study the methods of working with children with disabilities in preschool educational institutions, methods of work, methods and technologies and do not receive the skills of such work. Therefore, a teacher who comes to a general developmental group after College of Education, is not ready, does not have the skills, abilities, these competencies that he needs. It is impossible not to say 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, defectologists. Federal and regional authorities explain this by reducing funding and cost optimization. But the lack of much-needed specialists in kindergartens does not allow for the full implementation of the educational program for all children. It turns out that for some categories of pupils it can be implemented, but not for others. 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 from the parents is not fulfilled in any way, which is important. Adapted educational programs for children with disabilities

Although the introduction of inclusive education is associated with a lot of difficulties, the process is becoming 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 the program is the federal state educational standard, on the basis of which the program is written. But it is equally important that the main educational program be developed taking into account the exemplary one. This is required by the law "On Education", therefore, 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 children. They have not been developed, they are not on the website of the Federal State Educational Standard, and there is nowhere to get them from. This is a rather serious problem, which significantly hinders 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 deserves special mention. Previously, there was no concept of "adapted program", although the term "correctional program" has been used for a long time. Adapted basic general education programs- This is 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 this or that disorder. For example, an adapted basic general education program for a group of visually impaired or hearing impaired children, 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? Such a program is indispensable in the case 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 is working on (for example, the program "From Birth to School", "Childhood", "Rainbow" or any other program) is simply not suitable for a child with AP, any child with any impairment. And if the program does not fit, then it must be adapted. Let's take a simple example to illustrate. A child with severe speech disorders falls into the 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 insufficiency 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) that this child has with sound pronunciation. Thus, the educational program is being 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 amend the charter in the case of teaching children with disabilities according to adapted educational programs m?

It is obvious for both parents and educators that it is much easier for children with disabilities to adapt and master educational programs in groups of a combined orientation. And here it is more important than ever to talk about adapted programs. Each child with disabilities who is in a combined orientation group needs to adapt the main program that is offered for the entire group. Undoubtedly, for a particular child, an individual adaptation of this program is required. Perhaps only in one educational area, such as for children with severe speech disorders. 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 groups of a combined orientation and the development of adapted basic educational programs - represent today main difficulty in inclusive education of children with disabilities. But, despite all the difficulties of 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, 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.

IMPLEMENTATION OF AN INCLUSIVE APPROACH IN EDUCATION OF PRESCHOOL CHILDREN WITH DISABILITIES IN A GENERAL DEVELOPING KINDERGARTEN

Article: Borgoyakova Lilia Vasilievna

The article reveals the conditions for the implementation of an inclusive approach in the upbringing and education of children with disabilities in a kindergarten of a general developmental type

Keywords : inclusive education, inclusive approach, children with disabilities

Today, one of the urgent problems is the implementation of an inclusive approach in the upbringing and education of children with disabilities (hereinafter HIA) in a preschool institution of a general developmental type.

Inclusive education is the process of creating an optimal educational space focused on finding new ways to meet the educational needs of each participant in the process.

The stage of preschool childhood is the time when a child with disabilities enters the first public educational system - preschool education and upbringing.

At present, the so-called spontaneous inclusion of children with developmental disabilities among healthy peers often occurs, especially in rural areas. Children with disabilities stay in general education institutions regardless of their mental and speech development, the structure of the defect, and their psychophysical abilities.This is due to the lack of corrective preschool educational institutions, and the unwillingness of parents to raise their children in a compensatory type of institution, and a number of other socio-economic, psychological and pedagogical reasons.

The presence of children with disabilities in the same room and at the same time with normally developing peers helps to reduce the distance between these categories of preschoolers. However, the ability to be included in the usual group of children characterizes not only the capabilities of the child with disabilities, but also the quality of the work of the preschool institution, the presence in it of adequate conditions for the development of pupils with special needs. Therefore, for full functional and social inclusion, it is necessary to special organization substantive interaction, interpersonal contacts and communication, equal partnership, removal of social distance.

Currently, there are no full-fledged conditions for the inclusive education of such children in a preschool educational institution (hereinafter PEI) of a general developmental type. There are no teachers in it - defectologists, special psychologists, medical specialists, social workers, there is no special equipment and modern technical means training for remedial classes, as well as special developmental programs. In this regard, there is a need to find a solution to this problem through an inclusive approach in the upbringing and education of children with disabilities in a general developmental kindergarten.

For the optimal implementation of inclusive education at the stage of preschool childhood, it is necessary to create the following special conditions for the upbringing and education of children with disabilities in an institution of a general developmental type:

1. Creation of a regulatory and software and methodological support.

The institution should develop a regulatory framework that sets the conceptual and substantive foundations for the development of inclusive approaches to the education of children with disabilities.

The education and upbringing of children with disabilities must be carried out in accordance with special programs, taking into account the individual characteristics of the pupils: age, the structure of the disorder, the level of psychophysical development, therefore, the preschool educational institution should be equipped with special literature on remedial education.

2. Creation of a subject-developing environment.

For the success of inclusive education, it is necessary to create a subject-developing environment adequate to the child's capabilities, that is, a system of conditions that ensure the full development of all types of children's activities, correction of deviations in higher mental functions and the formation of the child's personality (cultural landscapes, sports and gaming and recreational facilities, subject-playing , children's library, game library, musical and theatrical environment, etc. (E.A. Ekzhanova, E.A. Strebeleva).

One of the important conditions for organizing the process of educating and educating children with disabilities in a general developmental kindergarten is equipping it with special equipment:

for children with disabilities musculoskeletal system, special chairs with armrests, special tables, posture correctors are needed; a ramp should be provided;

for children with visual impairments, special optical aids are needed (glasses, magnifiers, lenses, etc.); tactile panels (sets of materials of different textures) that can be touched and manipulated. The basis of hygienic measures for the protection of children's vision is the rational lighting of the premises and the workplace;

children with hearing impairments need hearing aids and other technical devices.

3. Staffing.

Important condition ensure satisfaction special needs children is the presence in a preschool institution of a general developmental type of specialists: a teacher - a speech therapist, a teacher - a defectologist, teacher-psychologist, social pedagogue, as well as a high level of professional competence of teachers. The problem is the lack of specialists. To this end, it is necessary to prepare teachers for inclusive education through advanced training programs for specialists in preschool institutions.

4. Creation of psychological and pedagogical support.

In preschool institutions of a general developmental type, it is necessary to create psychological, medical and pedagogical councils, the purpose of which is to organize the upbringing, education and development of children with disabilities, expand the circle of children's communication, as well as psychological and social support families. The organization of complex correctional and pedagogical support for children with disabilities involves the participation of each specialist, namely, the head, senior educator, speech therapist, educators, psychologist, social teacher, music director, physical education instructor, nurse.

At the beginning of each school year it is necessary to conduct a comprehensive examination of children with disabilities by specialists and educators. In accordance with medical diagnoses, develop individual development routes for each child, determine the teaching load.

At the implementation stage of each individual route development of a child with disabilities, the task arises - the creation of a comprehensive, purposeful work. All correctional and pedagogical assistance should be carried out along with treatment. Throughout the correctional work, children with disabilities require the attention and participation of medical specialists, since many types of disorders are associated with organic lesions of the central nervous system. Corrective impact on children is more effective in combination with a special drug treatment stimulating the maturation of the central nervous system.

All teachers who will accompany children with disabilities should know the basics of corrective education and training of such children. During the stay of a child with disabilities in a preschool educational institution, teachers need to:

include in the classes all the children of the group, regardless of the defect, developing an individual correctional and developmental program for each of them;

create an atmosphere of friendliness for the child, psychological security. The teacher should strive for non-judgmental acceptance of the child, understanding of his situation;

correctly and humanely assess the dynamics of the child's progress;

when evaluating the dynamics of the progress of a child with disabilities, compare him not with other children, but mainly with himself at the previous level of development;

build a pedagogical forecast on the basis of pedagogical optimism, striving to find preserved psychomotor functions in each child, positive sides his personality and development, which can be relied upon in pedagogical work.

The organization of education and training of preschool children with disabilities in a preschool institution of a general developmental type involves making changes to the forms of correctional and developmental work.In this case, the pedagogical search is to find those types of communication or creativity that will be interesting and accessible to each of the group members. The teacher must create conditions in which the child can develop independently in interaction with other children. In the classroom, games and exercises should be selected taking into account individual training programs.An important condition for the organization of classes should be game form holding. It is also necessary to provide for the variation of organizational forms of correctional and educational work: group, subgroup, individual.In this model, developmental and remedial approaches to learning can be harmoniously combined.

Most children with disabilities are characterized by motor difficulties, motor disinhibition, low performance, which requires changes in planning. educational activities and daily routine. In the daily routine, an increase in the time allotted for classes, hygiene procedures, and meals should be provided.

In accordance with the capabilities of children with disabilities, teaching methods should be determined. When planning work, use the most accessible methods: visual, practical, verbal. Psychologists have proven that the more analyzers used in the process of studying the material, the more complete and stronger the knowledge. The choice of alternative methods creates conditions conducive to the effectiveness of the learning process. The question of the rational choice of a system of methods and individual methodological techniques must be addressed individually. In cases where the main program cannot be mastered due to the severity of physical, mental disorders, individual correctional programs aimed at the socialization of pupils and contributing to the normalization of emotional behavior, the formation of self-service skills, game actions, objective activities, social orientation.

For certain categories of children with disabilities with special developmental characteristics, it is necessary to provide for the inclusion of innovative technologies, original methods and subjects in the work. So, for example, for children with deep delays in speech, intelligence, hearing, use non-verbal means of communication, such as pictograms, a system of gestures, pictures-symbols, etc.

5. Interaction between kindergarten and family – necessary condition full development of children with disabilities. It is important to maintain the unity and consistency of all the requirements for the child in the family and kindergarten. The task of specialists is to help parents understand the essence of the child's deviations. Continuous communication with parents must be carried out through consultations, workshops, parent meetings, individual notebooks for recommendations and other forms of work. Parents should receive information about what knowledge, skills and abilities need to be consolidated in the child, get acquainted with various game techniques that are aimed at his comprehensive development.

Thus, depending on the conditions available in the educational institution, the composition and number of children with disabilities, the implementation of an inclusive approach in the education of special children in different preschool educational institutions of a general developmental type can be very different. An ordinary kindergarten, with a well-thought-out content for organizing its work with children with disabilities, has the effectiveness of a corrective impact and plays an important role in the full preparation for schooling. Any educational institution is made accessible to children with disabilities, first of all, by teachers who are able to implement special educational needs 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. This is a place where a child with disabilities can exercise not only his right to education, but also, being included in the full social life of his peers, acquire the right to a normal childhood. Problemthe inclusion of children with disabilities in the process of teaching normally developing peers is relevant and multifaceted, the solution of which requires further research and development, the creation of special conditions in preschool institutions of a general developmental type.

Literature:

From birth to school. The main general educational program of preschool education " / Edited by N.E. Veraksa, T.S. Komarova, M.A. Vasilyeva. M .: MOSAIC-SINTEZ, 2011. P. 293-311.

Shipitsyna L.M. "Unlearned" child in the family and society. Socialization of children with intellectual disabilities. St. Petersburg: 2005. 477p.

Shmatko, N.D. For whom integrated learning can be effective / N.D. Shmatko // Defectology. 1999. No. 1. S. 41-46.

Shmatko, N.D. Integration of children with hearing impairment into preschool institutions general type / N.D. Shmatko, E.V. Mironova // Defectology. 1995. No. 4. pp. 66-74.

Ludmila Tolstik
Inclusive education of children with disabilities in a preschool educational institution of a combined type in the context of the implementation of the Federal State Educational Standard

Term "children with disabilities in kindergartens" appeared recently. This legal concept was introduced by the law adopted in 2012 and entered into force on September 1, 2013. "On Education in the Russian Federation".

Federal law defines students with disabilities as individuals with disabilities in physical and (or) psychological development, confirmed by the conclusion of the psychological-medical-pedagogical commission and preventing education without creating special conditions.

Obtaining the conclusion of the PMPK is the most important stage in confirming the status of a child with disabilities. Even if teachers and psychologists of the kindergarten see that a particular child needs corrective assistance, the family is obliged to visit the PMPK and obtain the conclusion of the commission.

As in the practice of our preschool educational institution this stage is being implemented?

4.7. There is a Psychological-Medical-Pedagogical Council (PMPk), which includes a speech therapist teacher, a teacher psychologist, educators, a senior educator - the chairman of the council. According to the Regulation on PMPk, one of the tasks is the timely identification and comprehensive examination children with deviations in adaptation, learning and behavior. One of the main functions is to conduct in-depth psychological, medical and pedagogical diagnostics of the child throughout the entire period of his stay in a preschool educational institution. Examination of a child by PMPK specialists is carried out at the initiative of the parents (legal representatives) or employees of an educational institution with parental consent (legal representatives) on the basis of an agreement between the educational institution and the parents of pupils. In all cases, consent to examination and (or) corrective work must be in writing. Based on the data obtained, their collegial discussion and analysis at the PMPK meeting, a conclusion and recommendations are drawn up for subsequent in-depth diagnostics children in the presence of parents (legal representatives) to the meeting of the Municipal Psychological-Medical-Pedagogical Commission (MPMPK).

It should be noted that the psychological-medical-pedagogical commission works in two directions: examines children, gives recommendations on the provision of psychological, medical and pedagogical assistance to children and the creation of conditions in educational organizations. PMPK employees know and understand that the recommendations must necessarily reflect those terms to be organized for learning child with disabilities in preschool GEF using an adapted educational program for children with disabilities - either basic or individual. Quite often, the PMPK recommends that parents place a child with disabilities in a compensatory group or a group where inclusive education. This approach allows for more active children with disabilities into the life of society and instill in them communication skills.

Organization inclusive education for children disabled health:

Term « inclusive education» , which is most closely related to children's education with disabilities, first appeared in the regulatory framework of the Russian Federation in 2012, previously there was no such concept in any document of the federal level.

In law "On Education" the following is introduced definition: « Inclusive education - ensuring equal access to education for all students taking into account the diversity of special educational needs and individual opportunities. Although this concept is relatively recent, inclusive Education has become an integral part of our lives implemented and in preschool educational organizations implemented, and at the level of primary general and basic general education, and in higher vocational and secondary vocational education. Depending on the recommendations of the psychological-medical-pedagogical commission children with disabilities in kindergarten can to accept:

to the compensating group,

to the group combined orientation.

What are the features of the educational process in these groups?

In our preschool for the past 14 years inclusive education for children with disabilities, is carried out in groups of compensating orientation for children with severe speech impairment.

1. Inclusive education in compensatory groups

Compensatory groups are groups attended by children with the same disorder. For example, groups for hearing impaired children, or groups for children visually impaired, or groups for children with speech disorders, and so on. Law "On Education" listed for the first time children with disabilities also children with autism spectrum disorders, which was not previously in the typical position. Such a group children with disabilities appeared for the first time. Unfortunately, in recent years children with early childhood autism has really become a lot, in the new millennium, doctors began to actively diagnose this disease. Autistic children need special conditions education, and that is why they also fall under the definition children with disabilities.

Based on the characteristics of the pupils, compensatory orientation groups can have 10 orientations - depending on the category children.

Unfortunately the number children preschool age with severe speech disorders is growing catastrophically year by year. If in the early 2000s, such children in our preschool educational institution there were approximately 35-45% of the total children aged 4,5-5 years, then the results of the last diagnostics carried out by me during February 2017 are simply shocking 88% of the total children at the age of 4 to 5 years have speech impairments, in PAOP IEO designated as "Severe speech disorders".

According to the Federal Law "On Education" as soon as children appear in the educational organization who have provided the PMPK conclusion on the status "child with disabilities", special terms defined by PMPK for the organization of education students with disabilities. And special educational terms- these are not only ramps, handrails and some other architectural and planning things. to special educational conditions should be: professional development of teachers, teacher training, their preparation for working with children with disabilities methodological component; changes in the educational program, that is, the emergence of a certain section in the main educational program, which GEF defines how"correctional work/ inclusive education» ; staffing in accordance with the current legislation: organization of the educational process students with HIA provides an introduction to staffing educational organization of additional rates of pedagogical workers (teacher-psychologist, teacher-speech therapist, social pedagogue, teacher-defectologist, tutor, assistant) when providing documents confirming the need for these specialists.

Satisfying the requirements for special educational conditions and needs of children with disabilities, necessary provide:

Detection as early as possible education of children at risk(together with medical professionals) and the appointment of speech therapy assistance at the stage of detecting the first signs of deviation in speech development;

Organization speech therapy correction in accordance with the identified violation before the start schooling; continuity of the content and methods of preschool and school education and upbringing, focused on the normalization or complete overcoming of deviations in speech and personal development ... "

Opportunities currently available in our preschool educational institution inclusive education will cover only 35% of the needs children with disabilities. And this big problem should be solved by the administration of the preschool educational institution without delay.

According to the annex to the letter of the Ministry of Education, Science and Youth Policy Krasnodar Territory dated 09.01.2017 No. 47-26/17-11

students with disabilities

in municipal educational organizations of the Krasnodar Territory":

5.1. in educational institutions, implementing adapted basic general education programs, education students with disabilities can be organized both in separate classes (groups, and together with other students.

5.2. Education students with disabilities in preschool educational organizations can carried out:

in groups of compensatory orientation;

in groups combined orientation;

through the provision of pre-school education services in various forms (short-stay groups; child play support centers; counseling centers, etc.).

Models are given inclusive education: constant total inclusion, constant incomplete inclusion, partial, temporary, episodic inclusion.

I believe that to meet the special educational needs of our contingent children can such a model, how

"5.4.2 permanent incomplete inclusion: incomplete inclusion students with disabilities in joint with students without health restrictions educational (group) and extracurricular educational activities. The level of mental development of such students with disabilities slightly below the age norm, they need systematic corrective assistance, but at the same time they are capable in a number of ways. subject areas learn on a par with healthy peers. In this case, some of the subjects (educational activities) students with disabilities are mastered together with students no health restrictions, and other items (educational areas) - separately with a defectologist teacher. Most extracurricular activities students with disabilities are carried out jointly with peers without health restrictions.

That is, it is necessary to introduce groups combined orientation.

2. Inclusive education in preschool educational institutions in groups combined orientation

Group Feature combined orientation lies in the fact that in them, along with normally developing preschoolers, together children are learning who have certain types of disorders (visual impairment, hearing impairment, speech impairment, mental retardation, disorders of the musculoskeletal system, and so on). In contrast to the occupancy of groups of a general developmental orientation, which depends on the area of ​​​​the room, the occupancy of groups combined directions are regulated by SanPiN. The SanPiNs indicate how much children with disabilities may be in such a group. As a rule, the programs that teachers use in such groups have also already undergone a fairly wide approbation and have been introduced into pedagogical practice, into the educational process, however, the methods teaching children with disabilities in a preschool educational institution according to the Federal State Educational Standard these groups are different. Regardless of the number of such pupils (it can be two, three, four, five, seven people) the teacher in working with them uses an adapted educational program, and each child has his own.

Used literature and Internet resources:

1. http://www.resobr.ru/deti-s-ovz-v-dou

2. GEF NOO for children with disabilities

3. PAOOP IEO students with TNR

4. Appendix to the letter of the Ministry of Education, Science and Youth Policy

of the Krasnodar Territory dated 01/09/2017 No. 47-26 / 17-11 "Methodological recommendations

organization inclusive education of students with disabilities in municipal educational organizations of the Krasnodar Territory