What does the abbreviation OVZ stand for? The decoding reads: limited health opportunities. This category includes persons who have defects in development, both physically and psychologically. The phrase "children with disabilities" means some deviations in the formation of the child, if it is necessary to create special conditions for life.
Categories of children with disabilities
The main classification divides unhealthy children into the following groups:
With and communication;
Hearing impaired;
with visual impairments;
With speech dysfunctions;
With changes in the musculoskeletal system;
From development;
Delayed mental development;
complex violations.
Children with disabilities, their types, provide for correctional training schemes, with the help of which a child can be saved from a defect or significantly reduce its impact. So, for example, when working with children with visual impairments, special developing computer games, which help to improve the perception of this analyzer (mazes, and others).
Learning principles
Working with a child with disabilities is incredibly painstaking and requires a lot of patience. Each type of violation requires its own development program, the main principles of which are:
1. Psychological safety.
2. Help in adapting to environmental conditions.
3. Unity of joint activity.
4. Motivating the child to the learning process.
The initial stage of education includes cooperation with the educator, increased interest in performing various tasks. The secondary school should strive for the formation of a civic and moral position, as well as for the development of creative abilities. We must not forget about the impact on the development of children with disabilities, which plays a major role in the formation of personality.
It is no secret that the process of becoming an individual includes the unity of systems of socio-cultural and biological factors. Atypical development has a primary defect that was caused by biological circumstances. It, in turn, forms secondary changes that have arisen in the pathological environment. For example, the primary defect will be and the secondary - the onset of dumbness. Studying the relationship between primary and subsequent changes, the teacher L. S. Vygotsky put forward a position that states that the further the primary defect is separated from the secondary symptoms, the more successful the correction of the latter will be. Thus, four factors influence the development of a child with disabilities: the type of impairment, the quality, degree and duration of the main impairment, as well as environmental conditions.
Children's education
With the correct and timely development of the child, many deviations in the further development can be significantly mitigated. The education of children with disabilities should be of high quality. Currently, there is an increase in the number of children with severe disabilities, but at the same time, thanks to the use of the latest equipment, modern correctional programs, many students reach the desired level of development in their age category.
At present, the tendency to eliminate the inequality of general education and correctional schools, the role of inclusive education is increasing. In this regard, there is a large heterogeneity in the composition of students in terms of their mental, physical, mental development, which greatly complicates the adaptation of children both with deviations in health and without functional disorders. The teacher is often simply lost in the methods of helping and supporting students with disabilities. There are also shortcomings in the use of various information technologies during lessons or extracurricular activities. These gaps are due to the following reasons:
1. Lack of the necessary technological infrastructure, software and hardware in the educational institution.
2. Lack of necessary conditions oriented towards joint learning activities.
Thus, the creation of a "barrier-free" learning environment is still a problem.
Education for all
Distance learning is confidently gaining a place of honor in teaching along with traditional forms. This way of organizing the educational process greatly simplifies getting a decent education for children with disabilities. The decoding of distance learning looks like this: it is a form of education, the advantages of which are:
1. High adaptation to the conditions of life and health of students.
2. Rapid update of methodological support.
3. Opportunity quick receipt additional information.
4. Development of self-organization and independence.
5. Opportunity to get help in in-depth study of the subject.
This form is able to solve the issue of frequently ill children, thereby smoothing the boundaries between them and the children without deviations in health.
GEF. HIA in children
Based on the Standard, it is possible to use four types. Determination of the desired option for students is based on the recommendations of the psychological-medical-pedagogical commission. For the successful implementation of the selected program, special conditions are taken into account, necessary for the child with disabilities. There is a transition from one option to another as the child develops. Such an action is possible subject to the following conditions: a statement from the parents, the desire of the child, a visible positive trend in education, the results of the PMPK, as well as the creation of the necessary conditions by the educational organization.
Development programs taking into account GEF
There are several based on the Standard. The first option is designed for children who were able to reach the desired level of development by the time they enter school and who can cooperate with their peers. In this case, students with disabilities study along with healthy students. The interpretation of this option is as follows: children study in the same environment, they are subject to basically the same requirements, after graduation, everyone receives a document on education.
Children with disabilities who study under the first option are eligible to pass different types certifications in other forms. Special conditions are created in application to a specific category of student's health. The main educational program includes compulsory correctional work that corrects shortcomings in the development of the child.
The second type of program
Students with disabilities who are studying at school under this option are entitled to more extended terms. Several curricula are attached to the main program, taking into account the needs of a student with disabilities. This option can be implemented both in the form of joint learning with peers, and in separate groups or classes. An important role in teaching is played by information technologies and special equipment, which expands the possibilities of the student. The second option provides for the implementation of compulsory work aimed at deepening and expanding the social experience of students with disabilities.
Third type
Students with disabilities enrolled in this option receive an education that is incomparable to that received by students without disabilities. A prerequisite for the implementation curriculum is to create an adapted individual environment. Students with disabilities, together with an expert commission, choose the forms of certification and terms of study. In this case, it is possible to learning activities both together with peers, and in separate groups and special organizations.
The fourth type of development program
In this case, a student with multiple health disorders is trained according to an adapted program, taking into account an individual plan. A prerequisite is the formation of an environment in which, to a large extent, the realization of life competence in society takes place. The fourth option provides for homeschooling, where the emphasis is on expanding social contacts and life experience within the available limits. To master the program, it is possible to use a network form of interaction using various educational resources. Students who have successfully completed this training will receive a certificate of the established form.
Those can be considered promising educational establishments which implement both basic programs and those adapted to the needs of a child with disabilities. Such organizations include inclusive classes, which allow children with disabilities to develop freely in society. Also in the data schools goes continuous work not only with children, but also with their parents and teachers.
Sports as a reliable assistant. Working programm
OVZ (diagnosis) is not a reason to reduce the child's motor activity. The effectiveness of physical culture in the development of children is an indisputable fact. Sports activities increase productivity, intellectual development health improves.
Exercises are selected individually or students are divided into groups depending on the categories of diseases. Classes begin with a warm-up, where, accompanied by musical accompaniment, children perform a series of simple movements. The preparatory part takes no more than 10 minutes. The next step is to move on to the main section. In this part, exercises are performed to strengthen the cardiovascular system, muscles of the arms and legs, to develop coordination, and others. Application team games contributes to the successful functioning of communication skills, the "spirit of competition", the disclosure of one's abilities. In the final part, the teacher proceeds to calm games and exercises, summarizes the work done.
Curricula in any subjects must necessarily comply with the Federal State Educational Standard. Children with disabilities can be corrected by appropriate physical activity, because it is no secret to anyone that by developing the body, you develop the mind.
The role of parents
How to be parents who have a child with disabilities. The decoding of the abbreviation is simple - limited health opportunities. Receiving such a verdict leads parents to a state of helplessness, confusion. Many try to refute the diagnosis, but in the end comes the realization and acceptance of the defect. Parents adapt and take different positions - from "I will do everything so that my child becomes a complete person" to "I cannot have an unhealthy child." These provisions must be taken into account by psychologists when planning a correctional program with children with health problems. Parents need to know correct forms help your child, despite the types of disabilities, ways of adaptation, developmental features.
A new approach to education
Joint education of children with disabilities and without deviations in health is supported and described by a number of documents. Among them are: the National Doctrine of Education of the Russian Federation, the Concept for the Modernization of Russian Education, the National Educational Initiative “Our new school". Working with HIA implies the fulfillment of the following tasks in inclusive education: everyday, normative, labor, as well as the social adaptation of students with their subsequent merger with society. For the successful formation of skills in special schools organize extracurricular activities, where all the conditions for the development of additional abilities are created for the children. This form of educational activity for children with health problems should be agreed with psychologists and take into account the individual characteristics of students. With long, patient work on the correctional programs developed by psychologists, sooner or later there will be a result.
New approaches to education.
What does the abbreviation OVZ stand for? The decoding reads: limited health opportunities. This category includes persons who have developmental features both physically and psychologically. The phrase "children with disabilities" means that these children need to create special conditions for life and learning.
With a disorder of behavior and communication;
Hearing impaired;
with visual impairments;
With speech dysfunctions;
With changes in the musculoskeletal system;
With mental retardation;
With mental retardation;
complex violations.
Children with disabilities, their types, provide for correctional training schemes, with the help of which a child can be saved from a defect or significantly reduce its impact. So, for example, when working with children with visual impairments, special educational computer games are used that help improve the perception of this analyzer. Principles of teaching.
Working with a child with disabilities is incredibly painstaking and requires a lot of patience.
Each type of violation requires its own development program, the main principles of which are:
1. Psychological safety.
2. Help in adapting to environmental conditions.
3. Unity of joint activity.
4. Motivating the child to the learning process.
The initial stage of education in a preschool educational institution includes cooperation with the educator, an increased interest in performing various tasks. The secondary school should strive for the formation of a civic and moral position, as well as for the development of creative abilities. We must not forget about the impact on the development of children with disabilities family education, which plays a major role in the formation of personality. It is no secret that the process of becoming an individual includes the unity of systems of socio-cultural and biological factors. Atypical development has a primary defect that was caused by biological circumstances. It, in turn, forms secondary changes that have arisen in the pathological environment. For example, the primary defect would be hearing loss, and the secondary would be dumbness. Studying the relationship between primary and subsequent changes, the teacher L. S. Vygotsky put forward a position that states that the further the primary defect is separated from the secondary symptoms, the more successful the correction of the latter will be. Thus, four factors influence the development of a child with disabilities: the type of impairment, the quality, degree and duration of the main impairment, as well as environmental conditions.
Teaching guys.
With the correct and timely development of the child, many deviations in the further development can be significantly mitigated. The education of children with disabilities should be of high quality. Currently, there is an increase in the number of children with severe disabilities, but at the same time, thanks to the use of the latest equipment, modern correctional programs, many students reach the desired level of development in their age category. Currently, the tendency to eliminate the inequality of general education and correctional schools is gaining momentum, and the role of inclusive education is increasing. In this regard, there is a large heterogeneity in the composition of students in terms of their mental, physical, mental development, which greatly complicates the adaptation of children both with health problems and without functional disorders. The teacher is often simply lost in the methods of helping and supporting students with disabilities. There are also shortcomings in the use of various information technologies during lessons or extracurricular activities.
These gaps are due to the following reasons:
1. Lack of the necessary technological infrastructure, software and hardware in the educational institution.
2. Lack of necessary conditions oriented towards joint learning activities.
Thus, the creation of a "barrier-free" learning environment is still a problem.
Education for all.
Distance learning is confidently gaining a place of honor in teaching along with traditional forms. This way of organizing the educational process greatly simplifies getting a decent education for children with disabilities. The decoding of distance learning looks like this: it is a form of education, the advantages of which are:
1. High adaptation to the conditions of life and health of students.
2. Rapid update of methodological support.
3. Ability to quickly obtain additional information.
4. Development of self-organization and independence.
5. Opportunity to get help in in-depth study of the subject.
This form is able to solve the issue of homeschooling for frequently ill children, thereby smoothing the boundaries between them and the children without deviations in health.
FGOS HIA.
Based on the Standard, four types of training programs can be applied. Determining the right option for students is based on the recommendations of the psychological, medical and pedagogical commission. For the successful implementation of the chosen program, the special conditions necessary for a child with disabilities are taken into account. There is a transition from one option to another as the child develops. Such an action is possible subject to the following conditions: a statement from the parents, the desire of the child, a visible positive trend in education, the results of the PMPK, as well as the creation of the necessary conditions by the educational organization.
Development programs taking into account GEF.
There are several curricula based on the Standard:
The first option is designed for children who were able to reach the desired level of development by the time they enter school and who can cooperate with their peers. In this case, students with disabilities study along with healthy students. The interpretation of this option is as follows: children study in the same environment, they are subject to basically the same requirements, after graduation, everyone receives a document on education. Children with disabilities who study according to the first option have the right to pass various types of certification in other forms. Special conditions are created in application to a specific category of student's health. The main educational program includes compulsory correctional work that corrects deficiencies in the development of the child.
The second type of program Students with disabilities who are studying at school under this option are entitled to more extended terms. Several curricula are attached to the main program, taking into account the needs of a student with disabilities. This option can be implemented both in the form of joint learning with peers, and in separate groups or classes. An important role in teaching is played by information technologies and special equipment, which expands the possibilities of the student. The second option provides for the implementation of compulsory work aimed at deepening and expanding the social experience of students with disabilities.
Third type. Students with disabilities enrolled in this option receive an education that is incomparable to that received by students without disabilities. A prerequisite for the implementation of the curriculum is the creation of an adapted individual environment. Students with disabilities, together with an expert commission, choose the forms of certification and terms of study. In this case, it is possible to carry out educational activities both together with peers and in separate groups and special organizations.
The fourth type of development program. In this case, a student with multiple health disorders is trained according to an adapted program, taking into account an individual plan. A prerequisite is the formation of an environment in which, to a large extent, the realization of life competence in society takes place. The fourth option provides for homeschooling, where the emphasis is on expanding social contacts and life experience within the available limits. To master the program, it is possible to use a network form of interaction using various educational resources. Students who have successfully completed this training will receive a certificate of the established form. Those educational institutions that implement both basic programs and those adapted to the needs of a child with disabilities can be considered promising. Such organizations include inclusive classes, which allow children with disabilities to develop freely in society. Also in these schools there is continuous work not only with children, but also with their parents and teachers. Sports as a reliable assistant. Working programm OVZ is not a reason to reduce the motor activity of the child. The effectiveness of physical culture in the development of children is an indisputable fact. Thanks to sports, working capacity, intellectual development, and health are strengthened. Exercises are selected individually or students are divided into groups depending on the categories of diseases. Classes begin with a warm-up, where, accompanied by musical accompaniment, children perform a series of simple movements. The preparatory part takes no more than 10 minutes. The next step is to move on to the main section. In this part, exercises are performed to strengthen the cardiovascular system, muscles of the arms and legs, to develop coordination, and others. The use of team games contributes to the successful functioning of communication skills, the "spirit of competition", and the disclosure of one's abilities. In the final part, the teacher proceeds to calm games and exercises, summarizes the work done. Curricula in any subjects must necessarily comply with the Federal State Educational Standard. Children with disabilities can be corrected by appropriate physical activity, because it is no secret to anyone that by developing the body, you develop the mind.
The role of parents.
How to be parents who have a child with disabilities. The decoding of the abbreviation is simple - limited health opportunities. Receiving such a verdict leads parents to a state of helplessness, confusion. Many try to refute the diagnosis, but in the end comes the realization and acceptance of the defect. Parents adapt and take different positions - from "I will do everything so that my child becomes a complete person" to "I cannot have an unhealthy child." These provisions must be taken into account by psychologists when planning a correctional program with children with health problems. Parents should know the correct forms of assistance to their child, regardless of the types of disabilities, ways of adaptation, developmental features.
A new approach to education.
Joint education of children with disabilities and without deviations in health is supported and described by a number of documents. Among them are: the National Doctrine of Education of the Russian Federation, the Concept for the Modernization of Russian Education, the National Educational Initiative "Our New School". Working with HIA implies the fulfillment of the following tasks in inclusive education: everyday, normative, labor, as well as the social adaptation of students with their subsequent merger with society.
For the successful formation of skills in special schools, extracurricular activities are organized, where all the conditions for the development of additional abilities are created for the children. This form of educational activity for children with health problems should be agreed with psychologists and take into account the individual characteristics of students. With long, patient work on the correctional programs developed by psychologists, sooner or later there will be a result.
Increasingly, teachers of preschool and school educational institutions in their practice are faced with children who, due to some of their characteristics, stand out in the society of their peers. As a rule, such children hardly master the educational program, work more slowly in the classroom and lessons. Not so long ago, the definition of "children with disabilities" was added to the pedagogical dictionary, but today the education and upbringing of these kids has become
in modern society
Specialists involved in the study of the contingent of children in educational institutions, argue that in almost every group of kindergarten and in the classroom high school there are children with disabilities. What it is becomes clear after a detailed study of the characteristics of a modern child. First of all, these are children with physical or mental disabilities that prevent the child from successfully mastering the educational program. The category of such children is quite diverse: it includes children with speech, hearing, vision, pathologies of the musculoskeletal system, complex disorders of intelligence and mental functions. In addition, they include hyperactive children, preschoolers and schoolchildren with severe emotional and volitional disorders, phobias and problems with social adaptation. The list is quite wide, therefore, the answer to the question: "HVD - what is it?" - requires a sufficiently detailed study of all modern deviations from the norm in the development of the child.
Special kids - who are they?
As a rule, the problems of special children become noticeable to teachers and parents already at preschool age. That is why in the modern preschool educational society, the organization of the integration of special kids into society is becoming more widespread. Traditionally, two forms of such integration are distinguished: inclusive and integrated education of children with disabilities. Integrated education takes place in a special group in preschool, inclusive - in ordinary groups among peers. In those preschool institutions where integrated and inclusive education is practiced, rates of practical psychologists are introduced without fail. As a rule, children normally perceive not quite healthy peers, because kids are more tolerant than adults, so in children's society there is almost always “communication without boundaries”.
Organization of education and upbringing of special children in a preschool institution
When a child enters a preschool institution, first of all, specialists pay attention to the degree of severity of deviations. If developmental pathologies are strongly expressed, then helping children with disabilities becomes a priority activity of the relevant kindergarten specialists. First of all, the educational psychologist plans and conducts a special study of the child, based on the results of which an individual development map is developed. The basis of the study of the baby includes such areas as an individual study of the medical record, an examination of the mental and physical development of the child. Specialists of a certain profile are connected to the work of a psychologist, depending on the nature of the pathology. The educator of the group visited by a child with disabilities is introduced to the data obtained and the individual educational route of the special pupil.
Adaptation of a child with disabilities to the conditions of a preschool institution
The adaptation period for a child who does not have pathologies in development, as a rule, proceeds with complications. Naturally, preschoolers with disabilities get used to the conditions of children's society much more difficult and problematic. These kids are accustomed to the every minute guardianship of their parents, constant help from their side. Establishing social contacts with peers is difficult due to the lack of experience of full communication with other children. The skills of children's activities are not sufficiently developed: drawing, appliqué, modeling and other activities loved by children with special kids are somewhat slower and with difficulty. Practitioners involved in the integration of children with disabilities into the preschool society recommend, first of all, to conduct psychological training for pupils of those groups to which preschool children with disabilities will come. The baby will be more comfortable if the rest of the children, who are developing normally, will perceive him as an equal, not noticing developmental deficiencies and not exposing barriers in communication.
Special educational needs of a child with disabilities
Teachers working with children with disabilities pay attention to the main difficulty - the transfer of social experience to a special child. Peers who develop normally, as a rule, easily accept skills from a teacher, but children with severe developmental pathologies need a special educational approach. It is organized and planned, as a rule, by specialists working in an educational institution visited by a child with disabilities. The training program for such children includes determining the direction of an individual approach to the baby, additional sections corresponding to special educational needs. It also includes opportunities to expand the educational space for the child beyond educational institution which is especially important for children with difficulties in socialization. The most important condition for the implementation of the educational function is to take into account the special educational needs of the child, due to the nature of the pathology and the degree of its severity.
Organization of education and upbringing of special children in a school institution
A difficult problem for employees of school institutions is the education of students with disabilities. The educational program for school-age children is much more complicated than pre-school, so increased attention is paid to the individual cooperation of a special student and teacher. This is due to the fact that, in addition to socialization, compensation for developmental deficiencies, conditions should be provided for the child to master the general educational program. A large burden falls on specialists: psychologists, speech pathologists, sociologists - who will be able to determine the direction of the corrective impact on a special student, taking into account the nature and severity of the pathology.
Adaptation of a child with disabilities to the conditions of a school educational institution
Children with disabilities attending preschool institutions are much better adapted to the children's society at the time of entering school, as they have some experience of communicating with peers and adults. In the absence of relevant experience, students with disabilities go through the adaptation period much more difficult. Difficult communication with other students is complicated by the presence of pathology in the child, which can lead to the isolation of such a student in the classroom. School specialists dealing with the problem of adaptation are developing a special adaptive route for a child with disabilities. What it is is clear from the moment of its implementation. The process involves teachers working with the class, the parents of the child, the parents of other students, the administration of the educational workers, the sociologist and the psychologist of the school. Combined efforts lead to the fact that after a certain period, usually 3-4 months, a child with disabilities is sufficiently adapted in the school community. This greatly simplifies the process of his further education and assimilation of the educational program.
Interaction between the family and the educational institution on the integration of children with disabilities into the children's society
An important role in improving the quality of the educational process of a child with disabilities is assigned to the family. The progress of a special student directly depends on how closely the cooperation of teachers with parents is established. Parents of children with disabilities should be interested not only in the assimilation of their son or daughter educational material but also in establishing a full-fledged contact of the child with peers. A positive mental attitude will fully contribute to success in mastering program material. The participation of parents in the life of the class will contribute to the creation of a single psychological microclimate of the family and school, respectively, and the adaptation of the child in the class will take place with minimal manifestation of difficulties.
Organization of psychological support for children with disabilities
When developing for children with severe pathologies in development, specialists without fail take into account the support of the child by a teacher-psychologist, social pedagogue, speech pathologist, rehabilitator. Psychological support for a special student is carried out by a school specialist in the psychological service and includes a diagnostic study of the level of development of intellectual functions, the state of the emotional-volitional sphere, the level of formation of the necessary skills. Based on the analysis of the obtained diagnostic results, it is planned to carry out rehabilitation measures. Correctional work with children with disabilities who may have a different nature and degree of complexity is carried out taking into account the characteristics of the identified pathologies. Carrying out corrective measures is a prerequisite for organizing psychological support for children with disabilities.
Special methods of teaching children with disabilities
Traditionally, teachers work according to a certain scheme: explaining new material, completing assignments on a topic, assessing the level of knowledge acquisition. This scheme for schoolchildren with disabilities looks somewhat different. What it is? Special teaching methods, as a rule, are explained at professional advanced training courses for teachers working with children with disabilities. In general, the scheme looks approximately as follows:
Step by step explanation of new material;
Dosed performance of tasks;
Repetition by the student of instructions for completing the task;
Provision of audio and visual teaching aids;
The system of special assessment of the level of educational achievements.
Special assessment includes, first of all, an individual rating scale in accordance with the success of the child and the efforts expended by him.
Conditions have been created in a preschool institution for organizing the education of pupils with disabilities (disabled health) and people with disabilities
MBDOU No. 48 in Amursk provides equal access to education for all pupils, taking into account the diversity of special educational needs and individual opportunities (Article 2, paragraph 27 of the Law on Education of the Russian Federation).
Availability of equipped classrooms, facilities for practical training,
libraries, sports facilities, means of education and upbringing, including those adapted for use by the disabled and persons with disabilities
The preschool institution has the necessary conditions for increasing the physical activity of children, as well as for their relaxation and rest. In the gym there is a variety of physical culture equipment, as well as manuals made by hand. Non-standard equipment increase interest in physical education, develop vital qualities, increase the effectiveness of classes. In all age groups, there are manuals for the prevention of flat feet, for outdoor games and exercises of a general developmental impact.
Gym
The classrooms of teachers - speech therapists are equipped with modern didactic aids and game sets speech development, both factory-made and made by the hands of parents and teachers . Teachers - speech therapists use the intellectual developing technology "Fairytale labyrinths of the game" in correctional work.
With a special desire, pupils of a preschool institution visit the swimming pool, which we have equipped with modern sports equipment. Studying under the Health Swimming program, children not only learn to swim, but also form the need for healthy way life, correct shortcomings in physical development.
To protect the health of pupils in a preschool institution, there are medical, vaccination, physio-rooms. In a preschool institution, the requirements for the recruitment and area of educational premises
, their decoration and equipment. Ensuring sanitary and hygienic conditions in a preschool institution meets the requirements of SanPiN.
In all group rooms there are favorable conditions for the development of both general and special abilities of our pupils, support for individuality, children's initiative and independence in various activities. Furniture, play equipment are selected taking into account the content richness, variability, pedagogical expediency, and transformability.
The preschool institution has 12 age groups, staffed according to the age principle from 1.5 to 7 years. In the 2018-2019 academic year, the groups had the following focus:
-2 groups for children with severe speech disorders;
-2 health-improving groups for children of early and younger age;
-1 group of combined orientation;
-7 general developmental groups.
These groups were attended by pupils with disabilities 33 people, including 3 children with disabilities.
The organization of work with pupils with disabilities is built taking into account the choice of adequate and effective forms of pedagogical and medical influence that meet the interests of the child and his family.
The content of correctional work is aimed at ensuring the correction of deficiencies in the physical and (or) mental development of children and helping children in mastering the educational program of a preschool institution. Teachers of a preschool institution use in correctional work such technologies as: TRIZ - the theory of inventive problem solving, project activities, gaming, personality-oriented, game developing technologies.
The main direction of the organization of correctional work is the creation of the most comfortable conditions for the comprehensive development of the child's personality, taking into account the individual, psychophysical and intellectual capabilities of the child, the development of the ability to adapt in society. Correctional work in a preschool institution was carried out with the following categories of pupils with disabilities:
- with severe speech disorders;
- disabled children.
Educational activities with children with disabilities is carried out according to an adapted educational program based on the conclusion of the territorial TPMPK.
The list of implemented adapted educational programs for pupils with disabilities:
- Adapted basic educational program for children with severe speech impairment for a period of 2 years (for the 2017-2018 and 2018-2019 academic year) - (1 AOEP)
- Adapted educational program for a child with mental retardation for a period of 2 years (for 2018 - 2019 and 2019 - 2020 academic years) - (5 AOP)
- Adapted educational program for a child with intellectual disabilities for a period of 1 year (for the 2018 - 2019 academic year) - (2 AOP)
- Adapted educational program for a child with severe visual impairment for a period of 2 years (for 2018-2019 and 2019-2020 academic years) - (1 AOP)
Correctional work in a preschool institution was carried out by specialists through frontal and individual classes with pupils in accordance with individual plans and based on work programs.
In order to realize the right of every child to a quality and affordable education in a preschool institution, organized variable forms of preschool education
, both for children with a developmental norm, and with disabilities and special educational needs.
In order to provide psychological and pedagogical assistance to parents (legal representatives) of children who do not attend a preschool institution, an organized Advisory point
.
The activities of the Advisory Center are aimed at:
- assistance in the socialization of children of early and preschool age who do not attend kindergarten;
-providing comprehensive assistance to parents and children aged 5-7 who do not attend a preschool institution in ensuring equal starting opportunities when entering school;
- carrying out a comprehensive prevention of various deviations in the physical, mental and social development of preschool children who do not attend a preschool institution.
Work from the Advisory Center is built in accordance with educational program and taking into account the individual characteristics and needs of children.
| Ensuring access to the buildings of the educational organization for the disabled and persons with disabilities | |
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The design features of the building of a preschool institution do not provide for the presence of lifts and other devices that provide access for people with disabilities and persons with disabilities (HIA). Tiflotechniques, tactile tiles, floor markers, devices for securing wheelchairs, indoor handrails, toilet / shower fixtures, specialized beds and mattresses are not available in the educational organization. The entrance to the building is equipped with a bell. The entrance door is equipped with special landmarks for visually impaired persons. The building is equipped with a fire alarm system and video surveillance. |
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Nutrition conditions for students, including disabled people and people with disabilities |
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A balanced diet is organized in MBDOU in accordance with an approximate 10-day menu approved by the head. |
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Conditions for protecting the health of students, including disabled people and persons with disabilities |
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The preschool educational institution creates conditions for the protection of the health of pupils, including the disabled and people with disabilities. The preschool has a medical room and a treatment room. There is no medical worker on staff. Medical care is provided under the contract of the Amur Municipal District, within the framework of which: systematic monitoring of the health status of pupils is organized, consultations are held for educators, parents, preventive measures are taken to prevent diseases among pupils (professional examinations). The psychological-medical-pedagogical council of the preschool educational institution is functioning. The purpose of PMPK is to provide diagnostic and correctional psychological, medical and pedagogical support for pupils with disabilities, based on real opportunities educational institution and in accordance with special educational needs, age and individual characteristics, the state of somatic and neuropsychic health of pupils. PMPK works closely with TPMPC. AT kindergarten health-saving technologies are used, aimed at the full physical development of children, their improvement, disease prevention, correction of deviations in health, including the disabled and people with disabilities. In an educational institution, in order to protect the health of pupils, the following activities are carried out:
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Access to information systems and information and telecommunication networks, including those adapted for use by the disabled and persons with disabilities |
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The number of computers in MBDOU connected to the Internet - 10 points, including for educational purposes - 2; |
| Electronic educational resources to which students have access, including those adapted for use by disabled people and persons with disabilities | |
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Electronic educational resources to which students have access, including those adapted for use by disabled people and persons with disabilities - students' access to electronic educational resources is not provided. |
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Availability of special technical training facilities for collective and individual use for the disabled and persons with disabilities |
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In our kindergarten there are technical means of teaching collective and individual use for pupils, including disabled people and people with disabilities: |
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On the availability of a hostel, a boarding school, including those adapted for use by disabled people and persons with disabilities, the number of living quarters in a hostel, a boarding school for students from other cities, the formation of fees for living in a hostel |
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The presence of a hostel, a boarding school, including those adapted for use by the disabled and persons with disabilities is not provided. |
Thus, the work presented by us fully contributes to the creation of a modern (innovative) infrastructure in a preschool institution that meets the requirements of the federal state educational standard pre-school education, taking into account the needs of children with disabilities.
