Organization of correctional and developmental work in preschool educational institutions in the context of the implementation of the Federal State Educational Standard.

Emelyanova N.V. - teacher speech therapist,

Turk A.V. - teacher speech therapist

MBDOU TsRR – d/sno. 70 Firefly"

Organization of correctional and developmental work in preschool educational institutions in the context of the implementation of the Federal State Educational Standard.

We live in an era of change. Global changes are currently taking place in the preschool education system. First of all, they are related to the fact that in accordance with the Federal Law of December 29, 2012 No. 273-FZ “On Education in the Russian Federation,” the preschool education system has become the first educational level of the Russian education system, which guarantees the unity of the educational space, provides uniform conditions and quality of education, continuity of basic educational programs of preschool and primary general education.

New changes in the preschool education system have resulted in the adoption of the federal educational standard for preschool education (FSES DO), which determines what the program of a preschool educational institution should be and what conditions are needed for its implementation. In accordance with the Federal State Educational Standard for Preschool Education, the teaching staff of each preschool educational institution creates its own model of the pedagogical process, choosing the main educational program, partial programs, technologies, forms, methods and techniques of working with preschoolers.

The model of correctional and developmental activities in preschool educational institutions is an integral system. The goal is to organize the educational activities of a preschool educational institution as a system that includes diagnostic, preventive and correctional and developmental aspects that ensure a high, reliable level of speech and mental development of a preschooler. The work of a kindergarten is determined by a strict, well-thought-out system, the importance of which lies in the speech therapy of the educational process and various types of children’s activities. Creating a holistic correctional and developmental system for children with developmental disabilities is a complex task that requires the involvement of various specialists. To carry out qualified correction of violations, a program mechanism for children with disabilities must be launched. This means that the main general educational program of preschool education of a preschool educational institution, developed on the basis of the Federal State Educational Standard for Preschool Education, should include all the specific features of the education and development of children with disabilities: varying the timing of learning materials, a system of correctional work, special approaches, methods and techniques aimed at mastering OOP, special conditions for implementation. And also provide for adaptation of the general education program to the perception of the education system by children with disabilities. children with disabilities. In a kindergarten, correctional work will be effective only if it is carried out in a complex that includes pedagogical and psychological correction, as well as medical support for students.

The purpose
of correctional work
in groups for children with special health needs is to ensure the correction of deficiencies in the physical and (or) mental development of various categories of children with disabilities and to assist children of this category in mastering the general education program.

The correctional work program should be aimed at ensuring the correction of deficiencies in the physical and (or) mental development of children with disabilities and assisting children in this category in mastering the basic educational program.

The correctional work program contains

list, content and plan for the implementation of individually oriented correctional measures that ensure the satisfaction of the special educational needs of children with disabilities, their integration into preschool educational institutions and their mastery of the basic educational program;
a system of comprehensive psychological, medical and pedagogical support for children with disabilities in the educational process, including a psychological, medical and pedagogical examination of children in order to identify their special educational needs, monitoring the dynamics of children’s development, their success in mastering the program, adjusting corrective measures;
description of special conditions for the education and upbringing of children with disabilities, the use of an adapted educational program and methods of teaching and upbringing, conducting individual and group correctional classes;
a mechanism for interaction in the development and implementation of correctional measures with a speech therapist and preschool education specialists who must ensure the unity of correctional and developmental work in the preschool educational institution;
planned results of correctional work.

The correctional work program at preschool educational institutions contains several areas: diagnostic, correctional and developmental, advisory, information and educational.

Diagnostic direction includes:

timely identification of children in need of special assistance;
early diagnosis of developmental disorders and analysis of the causes of adaptation difficulties;
comprehensive collection of information about the child based on diagnostic information: study of the development of the emotional-volitional sphere and personal characteristics, socialization of the developmental situation and conditions of family education, adaptive capabilities of the level of socialization, systematic comprehensive monitoring of specialists over the level and dynamics of development, analysis of the success of correctional and developmental work.

The correctional and developmental direction includes:

selection of correctional programs, methods, methods and techniques that are optimal for the development of a child with disabilities in accordance with his special educational needs: organization and conduct by specialists of individual and group correctional and developmental classes necessary to overcome developmental disorders and learning difficulties;
correction and development of higher mental functions, development of the emotional-volitional and personal spheres of the child and psychocorrection of his behavior, social protection of the child in the event of unfavorable living conditions under traumatic circumstances.

The information and educational direction includes:

various forms of educational activities (lectures, conversations, printed material), conducting thematic presentations for teachers and parents to explain the individual typological characteristics of various categories of children with disabilities. In this direction, information and training tools and techniques are widely used that help improve speech therapy literacy of both teachers and parents.

Advisory work includes:

development of joint, substantiated recommendations on the main areas of work with children with disabilities, common for all participants in the educational process;
consultation by specialists of teachers on the choice of individually oriented methods and techniques for working with children with disabilities;
consulting assistance to the family in matters of choosing an upbringing strategy and methods of corrective education for a child with disabilities.

In groups of combined orientation with OHP, when building a system of correctional work, the joint activities of specialists are planned in such a way that teachers build their work with the child on the basis of general pedagogical principles, not in isolation, but complementing and deepening the influence of each. A unified complex of joint correctional and pedagogical work, outlined by specialists, is aimed at the formation and development of motor and speech areas. The content of classes, organization and methodological techniques are determined by the goals of correctional education, taking into account specific ideas and speech experience accumulated by children in the process of working as a speech therapist in the sections of the program. The system of correctional and developmental activities provides for individual, frontal forms of work, as well as independent activity of a child with special needs in a specially organized spatial-speech environment .

All specialists work under the guidance of a teacher-speech therapist, who is the organizer and coordinator of all correctional and developmental work, draws up, together with colleagues, a block integrated calendar and thematic plan, organizes diaphragmatic-speech breathing, corrects sound pronunciation, automates them, differentiates them, introduces them into independent speech contributes to the speech therapy of routine moments and directly organized educational activities, the practical acquisition by children of the skills of word formation and inflection, which helps the child’s personal growth, the formation of confident behavior, a sense of dignity, adaptation in the society of peers, adults, and in the future – successful learning at school.

The purpose of correctional work in groups for children with special health needs is to ensure the correction of deficiencies in the physical and (or) mental development of various categories of children with disabilities and to assist children of this category in mastering the general education program.

The correctional work program contains:

list, content and plan for the implementation of individually oriented correctional measures that ensure the satisfaction of the special educational needs of children with disabilities, their integration into preschool educational institutions and their mastery of the basic educational program;
a system of comprehensive psychological, medical and pedagogical support for children with disabilities in the educational process, including a psychological, medical and pedagogical examination of children in order to identify their special educational needs, monitoring the dynamics of children’s development, their success in mastering the program, adjusting corrective measures;
description of special conditions for the education and upbringing of children with disabilities, the use of an adapted educational program and methods of teaching and upbringing, conducting individual and group correctional classes;
a mechanism for interaction in the development and implementation of correctional measures with a speech therapist and preschool education specialists who must ensure the unity of correctional and developmental work in the preschool educational institution;
planned results of correctional work.

The correctional work program at preschool educational institutions contains several areas: diagnostic, correctional and developmental, advisory, information and educational.

Diagnostic direction includes:

timely identification of children in need of special assistance;
early diagnosis of developmental disorders and analysis of the causes of adaptation difficulties;
comprehensive collection of information about the child based on diagnostic information: study of the development of the emotional-volitional sphere and personal characteristics, socialization of the developmental situation and conditions of family education, adaptive capabilities of the level of socialization, systematic comprehensive monitoring of specialists over the level and dynamics of development, analysis of the success of correctional and developmental work.

The correctional and developmental direction includes:

selection of correctional programs, methods, methods and techniques that are optimal for the development of a child with disabilities in accordance with his special educational needs: organization and conduct by specialists of individual and group correctional and developmental classes necessary to overcome developmental disorders and learning difficulties;
correction and development of higher mental functions, development of the emotional-volitional and personal spheres of the child and psychocorrection of his behavior, social protection of the child in the event of unfavorable living conditions under traumatic circumstances.

The information and educational direction includes:

various forms of educational activities (lectures, conversations, printed material), conducting thematic presentations for teachers and parents to explain the individual typological characteristics of various categories of children with disabilities. In this direction, information and training tools and techniques are widely used that help improve speech therapy literacy of both teachers and parents.

Advisory work includes:

development of joint, substantiated recommendations on the main areas of work with children with disabilities, common for all participants in the educational process;
consultation by specialists of teachers on the choice of individually oriented methods and techniques for working with children with disabilities;
consulting assistance to the family in matters of choosing an upbringing strategy and methods of corrective education for a child with disabilities.

In groups of combined orientation with OHP, when building a system of correctional work, the joint activities of specialists are planned in such a way that teachers build their work with the child on the basis of general pedagogical principles, not in isolation, but complementing and deepening the influence of each. A unified complex of joint correctional and pedagogical work, outlined by specialists, is aimed at the formation and development of motor and speech areas. The content of classes, organization and methodological techniques are determined by the goals of correctional education, taking into account specific ideas and speech experience accumulated by children in the process of working as a speech therapist in the sections of the program. The system of correctional and developmental activities provides for individual, frontal forms of work, as well as independent activity of a child with ODD in a specially organized spatial-speech environment.

MAGAZINE Preschooler.RF

“Corrective technologies in pedagogical practice, as an effective tool in working with preschool children”

Taking care of health is the most important work of educators. Their spiritual life, worldview, mental development, strength of knowledge, and self-confidence depend on the cheerfulness and vigor of children.”

Sukhomlinsky V. A.

Health is a state of complete physical, mental and social well-being and not merely the absence of disease or infirmity.

The efforts of preschool educational institutions employees today, more than ever, are aimed at improving the health of preschool children and cultivating a healthy lifestyle. It is no coincidence that these are the priority tasks in the program for the modernization of Russian education. There are various forms and types of activities aimed at preserving and strengthening the health of pupils. Their complex has now received a common name - health-saving technologies.

So what is “health-saving technology” ?

Health-saving technology is an integral system of educational, health-improving, corrective and preventive measures that are carried out in the process of interaction between children, teachers, and parents.

Preschool teachers most often use three groups of health-saving technologies in their practice:

Technologies for preserving and promoting health;
Healthy lifestyle training technologies;
Corrective technologies.

The goal of correctional technologies is physical development and health promotion, as well as relieving psycho-emotional stress of preschool children. Today, teachers have many methods at their disposal to help solve a child’s problems in the most pleasant way for him.

Music therapy - in various forms of physical education and health work; holidays, birthdays or individual classes. They are held 2-4 times a month depending on the goals set. The advantages of music therapy are:

Absolutely harmless;
Ease and simplicity of use;
Possibility of control;
Reducing the need to use other treatment methods that are more stressful and time-consuming.

Used as an auxiliary tool as part of other technologies to relieve stress and improve emotional mood. It is recommended to use musical soundtracks in children’s daily activities: as a background music in the morning, when preparing for bed, or for a walk. You can also listen to fragments of musical works in classes on artistic and speech activities in the process of directing.

Listening to a variety of classical music influences the development of intelligence, creative and musical abilities.

2. Fairy tale therapy is a method of “fairy tale treatment” . classes are used for psychological, therapeutic and developmental work. A fairy tale can be told by an adult or a group of children, and the rest of the children repeat the necessary movements after the storytellers.

In fairy tale therapy for children, 3 main types of fairy tales are used:

1) Fiction and folk tales:

These fairy tales contribute to the education of moral and aesthetic feelings:

2) Developmental and educational fairy tales that allow the child

gain experience about surrounding objects and phenomena, rules of behavior in various situations (public places and in relation to people of different ages, master writing and reading.

)Independently composed by a child: through such a fairy tale you can learn about those experiences of a child that he is not aware of or hides from adults. Thus, a fairy tale in a child’s life has enormous educational significance. It becomes a means of development and education from the first day of a child’s life and accompanies him until adolescence. The role of fairy tales in the education of preschool children is great. It awakens all the good that is in a child’s soul, forms strong moral values and a love of reading, teaches proper communication, and develops the emotional sphere and speech. Fairy tales can not only be read, but also discussed with children. The guys really love to “personify” them and play them up. Children also compose fairy tales themselves, because a fairy tale invented by a child, which reveals the essence of the problem, is the basis of fairy tale therapy. Through a fairy tale, you can learn about children’s experiences that they themselves are not really aware of, or are embarrassed to discuss with adults.

3. Art therapy - treatment with art and creativity captivates children, distracts them from unpleasant emotions, and activates the body's emotional reserves. Art therapy in working with children solves the following problems:

Helps you relax and get rid of emotional stress

Provides an opportunity to develop a positive emotional background

Develops hand motor skills and mental abilities: creativity, thinking, speech

Instills interest in creative activities

Helps overcome complexes and phobias

Group activities with other children develop confidence and communication skills

Art therapy with preschoolers should not be limited to the usual set of visual media (paper, brushes, paints) and traditional ways of using them. The child is more willing to engage in a process that is different from what he is used to. Young children enjoy creating images in an unusual way, for example, using dry leaves or threads.

The arsenal of ways to create images is wide: aquatouch, drawing with bulk products or dried leaves, drawing with fingers and palms, with a spray gun, etc. The main difference between art therapy and drawing is the absence of rules. In drawing therapy classes, the child is not told what tools to draw with or what image to create. Therefore, art therapy is not just honing drawing skills, but a way to penetrate a child’s subconscious with the help of images and the development of imagination.

Art therapy is indicated not only for children, but also for adults. This practice relieves stress and relieves anxiety, which is the main thing for the internal harmony of a modern person.

4. Color therapy (chromotherapy) is a direction that uses the effect of colors on the psycho-emotional state of a preschooler and his well-being. When used skillfully, color has a beneficial effect on people regardless of age. Color can help relieve stress or nervous excitement, calm you down, or vice versa - it can activate your performance and increase your body’s vitality. By following such a simple technique, exposing a child to a certain color, you can achieve significant results in the treatment of apathy, irritability, excessive activity and even incipient childhood aggression. Thanks to this correctional technology, teachers build lesson programs with the most problematic children. Color therapy for children involves first identifying each child's favorite color, and then filling as much of the space that surrounds him or her with that color.

5. Psycho-gymnastics are games and exercises aimed at using expressive movements in the education of emotions and higher feelings. Children explore different emotions and learn to manage them. Such games help children overcome barriers in communication, better understand themselves and others, relieve mental stress, and provide the opportunity for self-expression.

These events are conducted by a teacher-psychologist. Educators, in turn, use psycho-gymnastics in various educational areas with the help of games and sketches.

The main advantages of psychogymnastics:

the playful nature of the exercises (reliance on the leading activities of preschool children);

maintaining the emotional well-being of children;

reliance on imagination;

the ability to use group forms of work.

It is advisable to conduct classes once a week. Classes can start from the age of 3 (changing the topic, making it more complicated)

hour of comprehension.

6. Phonetic rhythms - classes are recommended for children with hearing problems or for preventive purposes.

The goals that determine the main directions in phonetic rhythm classes are to:

connect the work of the speech motor and auditory analyzers with the development of general motor skills;
promote the formation in children of speech with a pronounced intonation and rhythmic side in the process of transition of general motor skills to speech motor skills;
develop auditory perception and use it in the formation and correction of pronunciation skills.

Phonetic exercises are a good incentive to communicate with children, both in kindergarten during classes with a speech therapist, teacher, music director, and at home with parents.

With the help of phonetic play exercises, it is easy to establish contact with a silent child, achieve the necessary results in speech development, and create a comfortable emotional environment. Phonetic rhythm classes will help children form phonetically correct speech.

Phonetic rhythm helps the child:

express emotions using different intonation means;
normalize speech breathing, unity of speech;
correctly reproduce sounds individually, in syllables, words and phrases;
play sounds at a given tempo;
change the pitch and strength of the voice at a normal pace, without deviations from the norm;
perceive, distinguish, reproduce different rhythms;
teaches the natural expression of denial, laughter, etc. using gestures and sound pronunciation.

Exercises are performed with or without music. The necessary movements are not learned beforehand, but are repeated several times synchronously.

The competent use of correctional and other health-saving technologies helps to achieve the greatest possible success in overcoming not only speech problems. psychological difficulties, but also the general health of children. The main purpose of such new technologies is to unite teachers, psychologists, doctors, parents and, most importantly, the children themselves to preserve, strengthen and develop health.

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FORMS AND METHODS OF WORKING WITH CHILDREN WITH MENTAL DEVELOPMENT RETARDS

FORMS AND METHODS OF WORKING WITH CHILDREN WITH MENTAL DEVELOPMENT RETARDS

At the present stage of development of the education system, the tasks of creating conditions for the development of the personality of each child in accordance with the characteristics of his mental and physical development, his capabilities and abilities are brought to the fore.

The number of children who have developmental deviations already in preschool age is very significant. Accordingly, the risk of school maladaptation and academic failure increases.

According to the Research Institute of Hygiene and Health of Children and Adolescents, recently the number of healthy preschoolers has decreased by 5 times and constitutes only about 10% of children entering school. Of particular concern is the increase in the number of children with mental retardation (MDD).

Impaired mental function

- this is a type of abnormal development of a child, which is characterized by a slow pace of development of one or more mental functions, which can be compensated under the influence of drug treatment, with special correctional influence and under the influence of a temporary factor.

From the perspective of an inexperienced observer, preschoolers with mental retardation are not so different from their peers. Parents often do not attach importance to the fact that their child began to walk independently a little later, act with objects, and that his speech development is delayed. Increased excitability, instability of attention, and rapid fatigue first manifest themselves at the behavioral level and only later on the completion of curriculum tasks.

By older preschool age, difficulties in mastering the kindergarten program become obvious: children are inactive in classes, do not remember material well, and are easily distracted. The level of development of cognitive activity and speech turns out to be lower compared to peers.

With the start of school, the clinical picture of disorders becomes more pronounced due to difficulties in mastering the school curriculum, and psychological problems become more profound and persistent.

The problem of studying and correcting mental retardation of preschool children in our country has recently become one of the most pressing.

K.S. Lebedinskaya divided mental retardation into 4 groups:

1. ZPR of constitutional origin.

2. ZPR of somatogenic origin.

3. Mental retardation of psychogenic origin.

4. Cerebral-organic origin.

Outstanding teachers and psychologists note that in most cases, children with mental retardation have impaired perception, attention, thinking, memory, and speech. Currently, the content of correctional work is being rethought in accordance with the new Federal State Educational Standards of preschool education, which take into account the educational needs of children with disabilities. To carry out qualified correction of disorders of children with mental retardation, a mechanism for an adapted Program for children with disabilities has been developed.

Corrective and inclusive practice in preschool educational institutions in the program “From birth to school”

To work in preschool groups implementing adapted educational programs, teachers need to know the characteristics of children with disabilities. Each category of children with disabilities has common characteristics, but at the same time, each child may have individual additional characteristics. To successfully implement an adapted educational program with such children, it is necessary to take into account all their specific manifestations when organizing the educational process.

To help the preschool teacher, the “From Birth to School” program includes a section called “Corrective and Inclusive Practice.” This section can be considered as a reference part for the teacher. The section “Corrective and Inclusive Practice” discusses issues that are very important for teachers.

These include the features of the organization of the educational process and the content of inclusive education in general education groups of combined preschool education and compensatory groups. In the conditions of inclusive education in a general education group, only a few children will master the adapted educational program (AEP). In the compensatory group, all children will master an adapted educational program (AEP).

The section “Corrective and Inclusive Practice” of the “From Birth to School” program provides recommendations that will be useful to all preschool teachers implementing adapted educational programs (AEP). Psychological, medical and pedagogical councils (PMPk) in preschool educational institutions will help develop the AOP. Further in the article we will show how and who identifies children with disabilities, and how the AOP is developed.

The section “Corrective and inclusive practice” for preschool teachers lists the conditions for the education and upbringing of some children with disabilities: with visual impairments, with hearing impairments, with musculoskeletal disorders, with autism spectrum disorders, with complex and complex developmental disorders.

Thus, in the section “Corrective and Inclusive Practice” attention is drawn to the most complex developmental disorders in children, their characteristics and difficulties in mastering the preschool program.

For this category of children, the section “Correctional and Inclusive Practice” provides special principles for constructing the educational process. A way to identify the characteristics of children with disabilities is proposed for teachers and preschool specialists. Following this path will contribute to the timely identification of children with disabilities in preschool educational institutions, timely completion of the examination procedure at the PMPK and the preparation of a well-founded, adapted educational program.

Further, in the section “Corrective and inclusive practice,” the forms of preschool education for children with disabilities are listed. The principles and ways of developing adapted educational programs for each category of children with disabilities are indicated. To develop the AOP, PMPK specialists (consilium) should be involved.

The section “Corrective and Inclusive Practice” of the “From Birth to School” program provides recommendations for organizing the activities of combined groups that provide inclusive education. For this purpose, the areas of individual lessons are separately highlighted, the features of the organization of the subject-developmental environment are described, and methods of interaction with other children in groups of combined orientation are determined. Frontal forms of organizing children's activity are also proposed. One of the most important aspects of implementing an adapted educational program in combined groups is the organization of interaction with the family of children with disabilities. To include parents in the implementation of AOP for more successful inclusive education.

When organizing inclusive education, teachers are recommended to use criteria for the effectiveness of the educational process in accordance with the principles of inclusion. In the inclusive education of children with disabilities, productive interaction with the family is in some cases a decisive condition for the successful development of an adapted educational program. The active and effective inclusion of parents of children with disabilities in the implementation of AEP depends on increasing parental pedagogical competence.

Teachers are offered options for methods of teaching work in preschool educational institutions aimed at compensating for various deficiencies in the development of children. This section of the program “From Birth to School” reveals the concept of disabilities and who is included in this category. Categories of children with minimal developmental disabilities are also listed. Children with disabilities represent a heterogeneous group, both in terms of the type of impairment and the severity of the defect.

The section “Correctional and Inclusive Practice” of the “From Birth to School” program shows a system of psychological and pedagogical examination of children with disabilities in preschool educational institutions. The results of the examination and the individual characteristics of these children should be taken into account in the educational process. In this section of the program, the conditions for raising and educating children with disabilities are formulated in sufficient detail.

The final part of the “Corrective and Inclusive Practice” section of the “From Birth to School” program describes the features of children with disabilities mastering five educational areas of the program:

Educational field “Social and communicative development”;

Educational field “Cognitive development”;

Educational field “Speech development”;

Educational field “Artistic and aesthetic development”;

Educational field "Physical development".

Thus, the general education program “From Birth to School” includes a large section devoted to the issues of preschool education of children with disabilities.

The category of children with disabilities (CHD) includes children with deficiencies in physical, mental, sensory and psychological development, confirmed by a psychological, medical and pedagogical commission (PMPC).

Inclusive education means the inclusion of special children, disabled children and children with disabilities in the preschool general education process. With this inclusion, children are guaranteed and ensured equal access to preschool education. When implementing inclusive education, the special educational needs of each child must be taken into account and taken into account. These educational needs are determined after examining the child and identifying the child's individual characteristics and capabilities. Based on the data obtained during the survey, the education program will be adapted for them.

Thus, the adapted educational program is a revised educational program of the preschool educational institution and adapted for each child with disabilities who are in the conditions of inclusive education or for all children who are in the compensating group. When developing an adapted educational program for children with disabilities, their special educational needs are taken into account. In some cases, their sensorimotor characteristics must be taken into account, in other cases, psychological and speech characteristics must be taken into account. You will have to take into account the features of psychophysical development, cognitive activity, emotional-volitional sphere and other features.

An adapted educational program should be aimed at maximizing the development by a child with disabilities of those targets that are prescribed for each age. In addition, the Federal State Educational Standard for Educational Education provides for correctional assistance, but provided by specialists in the field of correctional pedagogy.

The goal of the joint activities of all preschool teachers in relation to children with disabilities is the desire for the child to master AOP, develop his communicative abilities, adapt to a group of peers, develop his potential capabilities and gain experience in social contacts, as well as correct developmental deficiencies.

For disabled children, when they receive the status of a disabled child, an individual rehabilitation program (IRP) is developed. This is done by Medical and Social Expertise (MSE). With a ready-made individual rehabilitation program (IRP), a disabled child enters a preschool educational institution. A disabled child admitted to a preschool educational institution under the conditions of inclusive education, according to the Federal State Educational Standard for Preschool Education, must be educated in accordance with his individual rehabilitation program.

Unfortunately, to date, the psychological and pedagogical aspects of his rehabilitation have not been fully spelled out in the IRP of a disabled child, since the staff of the Medical and Social Expertise does not yet include special correctional teachers and psychologists.

Therefore, for now, preschool educational institutions will have to draw up an adapted educational program for disabled children.

But there is already a legal framework regulating joint interdepartmental interaction when discussing and drawing up an IPR for each disabled child. The order of the Ministry of Labor and Social Protection of the Russian Federation No. 723 dated December 10, 2013 “On the organization of work on interdepartmental interaction of federal state institutions of medical and social examination with psychological, medical and pedagogical commissions” was published. The goal of interdepartmental interaction between ITU and PMPC should be the development of individual rehabilitation programs (IRP) that are optimal for disabled children.

Who identifies children with disabilities and how?

Let us dwell on the most important aspect concerning the identification of children with disabilities in preschool educational institutions and the sequence of steps towards creating an adapted educational program for them. This path can be represented as the following step-by-step sequence.

In the fall, at the beginning of the new school year, specialists and participants in the psychological-medical-pedagogical council (PMPk) in the preschool educational institution examine all children and identify children with disabilities. In some cases, specialists from the Psychological-Pedagogical Medical-Social Center (PPMSC) examine children in preschool educational institutions and also identify children with disabilities.
Next, children with disabilities, on the recommendation of the council of the preschool educational institution or primary medical school, are sent to the primary medical education center for an in-depth examination and determination of recommendations for the creation of special educational conditions.
Based on the recommendations of the PMPK (commission), specialists from the PMPK (consilium) of the preschool educational institution develop an individual educational route and/or an adapted educational program.

What are special education accommodations?

Special educational conditions for children with disabilities mean certain conditions for training, education and development. Special conditions include the use of special educational programs, the use of special teaching and upbringing methods, special aids and teaching materials, and special technical means. Special conditions include organizing and conducting group and individual correctional classes, ensuring free access to the preschool building in which the educational activities of a child with disabilities are carried out. Also providing other special conditions, without which it is impossible or difficult for a child with disabilities to master educational programs.

When drawing up an individual educational route and an adapted educational program for a child with disabilities, the following is determined:

The mode of stay in the preschool educational institution and the form of receiving preschool education;

The form of organizing psychological and pedagogical support for the child and his family; content of correctional and developmental work with the child;

The degree of adaptation and direction of adaptation of the preschool program for a child with disabilities; the nature and organization of the developmental subject-spatial environment and other special educational conditions arising from the survey data and recommendations of the PMPC. After the development of an individual educational route and/or an adapted educational program by the specialists of the PMPK (consilium) of the preschool educational institution, teachers and specialists of the preschool educational institution are included in the implementation of the AOP. Dynamic monitoring of the child's development is carried out. Meetings of the PMPK (consilium) to clarify the individual educational route and adapted educational program should be held at least once every three months.

Literature

From birth to school. Approximate general educational program for preschool education / Ed. N.E. Veraksy, T.S. Komarova, M.A. Vasilyeva. – M., 2014.
Children with disabilities: problems of innovative trends in training and education: Reader / Comp. L.V. Kalinnikova, N.D. Sokolova. - M., 2005.
Druzhinina L.A. Correctional work in kindergarten for children with visual impairments. - M., 2006.
Ekzhanova E.A., Strebeleva E.A. Correctional and pedagogical assistance to children of early and preschool age. - St. Petersburg, - 2008.
Ekzhanova E.A., Strebeleva E.A. Corrective and developmental education and upbringing: Compensatory preschool educational institution program for children with intellectual disabilities. - M., 2003.
Zhigoreva M.V. Children with complex developmental disorders: pedagogical assistance. - M., 2008.
Corrective assistance for young children with organic damage to the central nervous system in short-term groups / Ed. E.A. Strebeleva. — 2nd ed. —M., 2004.

Arkhipova E.F. Doctor of Pedagogical Sciences, Professor at Moscow State Pedagogical University, Moscow.