In accordance with the new Federal State Educational Standard, children with special educational needs can attend any preschool educational institution. The trend in modern education is towards inclusion, that is, not just the inclusion of children with disabilities into society, but also the adaptation of the environment to such children. The goal of inclusion in a preschool educational institution is to ensure the child’s adaptation to society and to socialize him as early as possible. But at the same time, the other side of the coin is that not all parents and teachers are ready for the fact that a special child will be trained and raised in a group with normally developing children.
Nevertheless, the statistics are disappointing; every year there are more and more children with special educational needs.
Children with disabilities include children:
- with visual impairment;
- with hearing impairment;
- with speech impairments;
- with intellectual disabilities (from mental retardation to severe mental retardation);
- with cerebral palsy and motor disorders;
- with disorders of the emotional-volitional sphere;
- with complex developmental defects.
Also, do not forget about children with behavioral disorders and unidentified diagnoses, who also need a special approach from teachers and specialists.
Recommendations from an educational psychologist for teachers working with children with disabilities
Often teachers experience fear and uncertainty in their abilities when a “special” child first comes to a general education group. This is quite justified, because such a child requires more attention and the creation of special conditions for learning and development. What about the other children? And then the teacher comes up with the idea of sending the child to another group or to a specialized kindergarten, because “he will be better there.” They try their best to convince parents and administration of this, turn to specialists, demanding referrals to the commission, etc.
First of all, the teacher must know that Parents themselves have the right to decide where their child will be educated and raised. And if they choose a general education group, it means that not only special education and child development is important for them (which, by the way, can also be obtained additionally in development centers), but also communication with other children and parents. They want to be equal to everyone, they want their “special” child to be accepted and understood just like other children, so that he lives and develops in society. And the main role in this, of course, belongs to the teacher.
The teacher must internally accept such a child, because this determines how other children will perceive the baby, and how parents of normally developing children will react to the appearance of a child with disabilities in the group.
When working with a child with disabilities, a teacher should take into account the following features:
- As a rule, parents of “special” children are ready to cooperate and interact with the teacher. It is very important at the very beginning discuss emerging problems and look for joint ways to solve them. You should find out from the parents the character traits, interests and preferences of the child. Based on data received from parents, a teacher can more effectively build his work with a child in a kindergarten. It is important to conduct a constructive dialogue with parents, not to evaluate statements, but to try to find out as much important and useful information about the child as possible.
- Another important point in interacting with a child with disabilities is relying on his strengths. You should not see only negative traits in the baby - this will lead to negative emotions that do not contribute to the baby’s development and will not change the situation for the better. It would be more correct to focus on the child’s successes and achievements, albeit small, but very important for him. For a child with disabilities, constant encouragement for the slightest success is very important - this develops in him faith in his own strengths and capabilities.
- It should be remembered that children with disabilities need other methods and means of presenting information. They often take longer to accept adult instructions and complete tasks than other children.
- In no case should a teacher compare a “special” child with other children, because his development follows a different, own path.
Thus, a child with disabilities in a general education institution faces many difficulties; he definitely needs the help, support and understanding of a patient adult. And if this adult is a teacher, then we can say with confidence that the child and his parents will not be left alone with their problem, but will take another important step towards the harmonious development of the child.
Sections: Working with preschoolers
Favorable conditions for the development of cognitive activity and positive personal qualities in children with disabilities are created through the implementation of individual correctional and developmental programs that involve different levels of material mastery.
At the same time, joint education of children with different levels of mental development has a stimulating effect on children with severe disabilities, promotes their social adaptation, and in children who do not have deviations in mental development, humane personal qualities and communication skills are formed that are useful in later life.
Psychological and pedagogical work begins with in-depth diagnostics.
Individual diagnostics of mental development.
Throughout the entire period of a child’s stay in a preschool institution, psychological and pedagogical diagnostics of his development are carried out. During the diagnostic process, the current level of development of mental functions, the ability to learn new things, and the optimal option for further education at school are revealed.
The level of development of mental functions is identified in order to determine which functions develop most successfully and which ones lag behind in development. This is necessary in order to rely as much as possible on intact functions in the process of educational work and to stimulate the development of lagging functions with the help of special techniques. In this regard, it is important to discover in each child precisely the preserved links with the help of which initial communication can be formed, or, for example, mechanical memory, with the help of which the child can learn basic knowledge.
Purpose These activities are aimed at maximizing the development of cognitive processes, emotional-volitional and personal spheres of children, i.e. comprehensive development of the child’s personality.
The teacher-psychologist decides next tasks:
- development of intact aspects of cognitive activity;
- correction of deviations in mental development;
- the formation of compensatory ways of understanding the surrounding reality;
- formation of prerequisites for educational activities.
Main directions in the development of cognitive activity in the classroom:
- development of the sensorimotor sphere,
- speech development, thinking development,
- development of attention and memory.
In the process of classes, the formation of rational ways of understanding the environment, purposeful activity, the development of the motivational component, self-regulation and self-esteem should be carried out.
During classes, tasks are combined with a game or entertaining plot, ensuring the integrity of the perceived material.
Work planning is carried out taking into account the characteristics of cognitive activity identified during the examination, the development of the emotional-volitional and personal sphere of children.
The sensorimotor development program includes:
- development of visual perception of colors: discrimination, naming colors, classification by color, ranking by color intensity;
- development of visual and tactile perception of forms: discrimination, naming, classification, transformation of forms;
- development of visual and tactile perception of quantities: discrimination, naming, classification, transformation, comparison by size, ordering by size;
- development of visual and tactile perception of the texture of objects: discrimination, naming, classification;
- development of visual and tactile perception of spatial relationships: understanding, naming, orientation, transformation;
Development of memory and attention:
- development of auditory attention and memory;
- development of visual attention and memory;
- trace design according to the model.
Development of thinking:
- Comparing and establishing the identity of objects;
- development of the ability to relate part and whole;
- classification of objects according to 2 characteristics.
Speech development.
- development of verbal communication with others;
- increasing passive and active vocabulary;
- formation of coherent speech.
Development of the emotional and personal sphere:
- the ability to express and understand the feelings of others;
- development of communication skills;
- formation of emotional stability, voluntary regulation of activity;
- formation of self-esteem;
- teaching self-relaxation skills.
Preparation for mastering educational activities:
- development of motivation to master reading and writing;
- individual selection of the optimal posture for working with a book and notebook;
- the use of letters when carrying out work on the development of visual perception;
- learning how to properly hold a pencil, pen or selecting an individual holding technique;
- developing spatial orientation skills in books and notebooks;
- formation of the direction of writing (top to bottom and left to right) using the example of writing in lines of sticks, circles, etc.;
- formation of visual-motor coordination when writing (size of the image, maintaining intervals between images, etc.). Auxiliary techniques:
- using pencils and pens with weights;
- “passive” writing: the teacher writes with the child’s hand;
- writing within a framework limited by a stencil; outlining what is written;
- a letter in a boldly outlined frame; dotted image stroke;
- letter by reference points.
The appendices present the distribution of material by age group. Of course, an individual program must be drawn up, first of all, taking into account the current level of development of the child. Monitoring and analysis of the mastery of this program is the basis for adjusting the program.
What does the abbreviation OVZ mean?
The transcript reads: limited health capabilities. This category includes persons who have developmental disabilities, both physical and psychological. The phrase “children with disabilities” means that these children need special conditions for living and learning.
Children with disabilities, their types, provide correctional training schemes, with the help of which the child can be relieved of the disorder or significantly reduce its impact.
Working with a child with disabilities is incredibly painstaking and requires a lot of patience.
Each variant of the disorder requires its own development program, the main principles of which are:
- Psychological safety.
- Help in adapting to environmental conditions.
- Unity of joint activities.
- Motivating a child for the educational process.
The initial stage of education in a preschool educational institution includes cooperation with educators and specialists, increased interest in performing various tasks.
Parents should learn to perceive a child with disabilities as a child with hidden abilities. In difficult life situations, at a minimum, there are always three options:
1. leave everything as it is, or change something;
2. change your behavior, habits, attitudes, attitudes or change the circumstances in which the problem arose;
3. if it is impossible to change the circumstances, then you can change the attitude towards the circumstances, that is, accept them: as a necessary given; as a lesson to be learned; as a catalyst for intrapersonal resources and opportunities; as something positive, which is contained in what is still perceived as negative.
1. Never feel sorry for your child because he is not like everyone else.
2. Give your child your love and attention, but don’t forget that there are other family members who need it too.
3. Organize your life so that no one in the family feels like a “victim” by giving up their personal life.
4. Do not protect your child from responsibilities and problems. Solve all matters together with him.
5. Give your child independence in actions and decision-making.
6. Watch your appearance and behavior. The child should be proud of you.
7. Don’t be afraid to refuse your child anything if you think his demands are excessive.
8. Talk to your child more often. Remember that neither TV nor radio can replace you.
9. Do not limit your child’s communication with peers.
10. Don’t refuse to meet with friends, invite them to visit.
11. Seek advice from teachers and psychologists more often.
12. Read more, and not only specialized literature, but also fiction.
13. Communicate with families with children with disabilities. Share your experience and learn from others.
14. Don’t torment yourself with reproaches. It is not your fault that you have a special child!
15. Remember that someday the child will grow up and will have to live independently. Prepare him for the future life, talk to the child about it. And always remember that sooner or later your efforts, persistent patience and exorbitant work in raising a child with disabilities will definitely be rewarded!
Tips for parents raising a child with disabilities.
Adhering to the following rules will make your life and the life of your child easier:
- Overcome fear and despair.
- Don't waste time looking for the culprit. It simply doesn't happen.
- Determine what help your child and your family need and start contacting specialists:
— medical assistance (consultation with a pediatric psychoneurologist and other specialists);
— psychological and pedagogical assistance (training in a preschool educational institution based on the recommendations of the PMPC)
Due to the enormous role of the family and immediate environment in the process of developing a child’s personality, it is necessary to organize society in such a way that could stimulate this development as much as possible and smooth out the negative impact of the disease on the child’s mental state.
Parents are the main participants in psychological and pedagogical assistance to children with disabilities, especially if the child, for one reason or another, does not attend educationalinstitution.
To create favorable conditions for upbringing in a family, it is necessary to know the characteristics of the child’s development, his capabilities and development prospects, organize targeted correctional classes, form an adequate assessment, and develop the volitional qualities necessary in life.
Psychologist's work with disabled children
Dear colleagues. I immediately apologize for using incorrect words such as: disabled people and disabled children. Currently, the problem of psychological support for children with disabilities is the subject of research by specialists in many branches of scientific knowledge. Psychologists, philosophers, sociologists, teachers, social psychologists, etc. consider various aspects of this process, explore mechanisms, stages and stages, factors of psychological support.
However, the problems of psychological support for people with disabilities in general, and children with disabilities in particular, are still not the subject of special research in the domestic literature. Although the problem of psychological support for children, adolescents and adults with mental and physical developmental disorders is very relevant in both theoretical and practical terms.
Disability in children means a significant limitation in life activity; it contributes to social maladaptation, which is caused by developmental disorders, difficulties in self-care, communication, learning, and mastering professional skills in the future. The acquisition of social experience by disabled children and their inclusion in the existing system of social relations requires certain additional measures, funds and efforts from society (these may be special programs, special rehabilitation centers, special educational institutions, etc.).
The issue of psychological support for children with existing developmental disabilities is one of the main and most important in the history of special education, since the system of psychological support must be subject to the main requirement - correction, weakening of developmental defects of children with disabilities, as well as the development of the personality of children with disabilities generally.
Education is an inalienable human right. However, not all children with disabilities, regardless of the forms of its manifestation, have the opportunity to study in general education schools. Almost all schools are completely inaccessible for people with disabilities who have difficulty moving: they are not equipped with the necessary ramps or elevators. Regular schools, as a rule, do not have conditions for teaching children with hearing, vision, speech impairments...
In addition, children with disabilities often face negative attitudes towards themselves: they are most often viewed as sick children who need constant special attention and, most importantly, are unable to study at school. They can receive education in specialized schools or boarding schools, or by studying at home. This practice is by far the most common in our country, but this approach is now outdated.
Children with disabilities are also children. Like all children, they need communication with peers to develop. They, like other children, have their own interests, hobbies, dreams of “becoming someone when you grow up,” acquiring a profession and getting a decent job. And all these dreams can be in vain just because, say, a child in a wheelchair or crutches cannot get to school because it is not equipped with a ramp. However, it is possible to create conditions for the education of children with disabilities, regardless of the forms of its manifestation (blindness, deafness, cardiovascular diseases, developmental delays, etc.).
Another important aspect when working with disabled children and children with disabilities is ensuring psychological support. It should be noted that when interacting with children with disabilities, the educational psychologist often has to deal with a different range of disorders. Children with abnormal development are more limited in their research capabilities, and painful experiences associated with frequent and long stays in the hospital cause a negative attitude towards the world around them. “Special” pupils, regardless of the type and complexity of the defect, are often characterized by difficulties in the motivational and emotional-volitional spheres.
Thus, psychological assistance for such recipients is of the nature rehabilitation, based on the principles of systemic and person-oriented approaches. When building and planning his own activities, the educational psychologist uses as a form individual classes(directly for a consulting conversation), and work in mixed groups, where, along with abnormal children, children of normal development fully participate.
The issue of organizing and ensuring the educational process for disabled children and children with disabilities is largely related to the material, technical, software and methodological base of the institution. Environmental space for persons with disabilities, it should be characterized by increased comfort and accessibility to all educational facilities. The lack of the necessary program and methodological material aimed at solving the problems of learning and development of children, regardless of the type of defect or the degree of its complexity, narrows the possibilities of an educational institution (both basic and additional types) to use their potential.
Another important aspect is the increased fatigue of children with developmental problems, which increases the time required for them to complete the thematic sections of the program implemented in the children's association, and also determines the degree of assimilation of the material covered. To ensure effective pedagogical and psychological cooperation, the teacher needs to use additional incentives and means of pedagogical influence, which sometimes gives rise to internal contradictions due to the lack of specialized training.
Thus, the second task when organizing the educational process for children with disabilities is provision of highly qualified personnel, increasing the level of their professional competence when working with “abnormal” pupils, introducing highly specialized specialists into the staff - a special teacher, speech pathologist, medical worker.
Many children with disabilities have a long history of emotional trauma from birth. They have emotional disturbances of varying severity associated with the experience of fear, anxiety, and physical pain, which negatively affects their behavior. This condition can last for years and makes the child’s life activities so difficult that it significantly limits communication opportunities, reduces activity, and pathologically affects the formation of personality.
Therefore, for a school educational psychologist, the determining factor in working with such children should be the restoration of emotional contact and the establishment of trusting relationships. The child must become a full-fledged subject, an accomplice in certain events. Recommendations that need to be taken into account when building a relationship with such a child.
create an atmosphere of confidential communication so that the child can completely freely express any problems and feel involved in the events happening to him;
be able to listen carefully and analyze the child’s story about the events of his life;
react sensitively to the slightest changes in behavior, do not underestimate or exaggerate the dangers associated with emerging changes;
master various rehabilitation technologies;
to create a socio-psychological environment with the least restrictions, using the entire complex of compensating conditions.
Rehabilitation is social in nature, since its implementation takes place in specific social conditions and is aimed at achieving a social level of individual activity. In relation to a disabled child, his social activity can be quite fully expressed in creative activity. Creativity is fertile ground for self-realization, independence, activity, self-confidence, and adequate self-esteem for a sick child.
It should be noted that the use of art as a rehabilitation method is most accessible to a social educator, since it does not require special medical knowledge. Consequently, a social teacher at a correctional school can also use art therapy in rehabilitation activities.
The term “art therapy”, as defined by E. I. Kholostova, is methods and technologies for the rehabilitation of persons with disabilities by means of art and artistic activity.
The main types of art therapy are:
Music therapy.
Puppet therapy.
Fairy tale therapy
Folklore.
Hippotherapy is a complex multifunctional method of rehabilitation, which involves horse riding for disabled people using special techniques that vary depending on the client’s illness and the problems for which it is used.
The following recommendations are offered for working with parents:
Along with the already used questionnaire, you can use a social passport, which will help the specialist learn more fully about the family of a disabled child, about relationships in the family, about the social status of the parents and much other information (Appendix)
“Open days” - presence in classes, joint work on mastering any necessary skills in lessons with speech therapists.
Parent messages and reports - they help improve literacy in the field of correctional pedagogy and psychology; awaken interest and desire to engage with their children at home.
You can also suggest using so-called thematic questionnaires and projective drawings in your work. Since the social teacher works together with the psychologist, it is he who must process and provide the results. And based on the results of the study, the social teacher builds his work with parents, in particular with the mother.
For closer interaction between parents, children, teachers, social educators and other specialists, it is necessary to organize concerts: “Hello, we are looking for talents!”, where everyone could participate.
Carrying out work with parents must be considered as the most important element in the comprehensive rehabilitation of children with developmental disabilities, because Only through interaction with the family can a social teacher help a disabled child.
It is especially important to note that the implementation of the proposed recommendations will be effective if the teacher-psychologist builds his work in conjunction with a social worker, doctors, speech therapists and other school specialists.
The goal of psychological and pedagogical support for families is to help children with disabilities find their place in life, become not only an object of attention, but also take an active life position, forming and strengthening certain healthy life skills.
Basic methods of achieving the goal of the process of psychological and pedagogical support
families raising children with disabilities:
Psychological support for parents in acquiring the knowledge, skills and abilities necessary to organize the healthy life of their child;
Consulting parents and other family members about the process of psychophysical development of the child and convincing them of the correctness of the actions of support specialists who help in developing tolerance, responsibility, confidence, ability for integration and socialization in children
10 GENERAL RULES OF ETIQUETTE
When speaking to a person with a disability, speak directly to them and not to a chaperone, parent, or sign language interpreter.
When meeting someone, it is quite natural to shake hands with a person with a disability - even those who have difficulty moving their hands, or who use a prosthesis, can shake hands - right or left, which is completely acceptable.
When you meet with someone who has little or no vision, be sure to identify yourself and everyone with you. If you are having a general conversation in a group, do not forget to explain who you are currently addressing and identify yourself.
When offering help, wait until it is accepted, and then ask what to do and how to do it. If you don’t understand, don’t hesitate to ask again.
Treat disabled children by name and treat teenagers as adults.
Leaning or hanging on someone's wheelchair is the same as leaning or hanging on the wheelchair owner. A wheelchair is part of the untouchable space of the person who uses it, including the child. This must be explained to children.
When talking to someone who has difficulty communicating, listen carefully. Be patient and wait for him to finish his sentence. Don't correct or finish speaking for him. Don’t hesitate to ask again if you don’t understand your interlocutor
When speaking to someone who uses a wheelchair or crutches, try to position yourself so that your eyes are at the same level. It will be easier for you to talk, and your interlocutor will not need to throw back his head.
To get the attention of someone who is hard of hearing, wave your hand or pat them on the shoulder. Look him straight in the eyes and speak clearly, although keep in mind that not all people who are hard of hearing can read lips. When talking with those who can read lips, position yourself so that the light falls on you and you can be clearly seen, try to ensure that nothing interferes with you and nothing obscures you.
Don't be embarrassed if you accidentally say, "See you later," or, "Have you heard about this...?" to someone who cannot actually see or hear.
During classes they use interactive working methods, which allow children to better understand and experience each situation for themselves, and express their thoughts and ideas on various issues.
They tell the children:
– what are the characteristics of people with disabilities,
– what adaptations and conditions allow them to lead an independent life,
– how and where they can study,
– where and by whom they can work,
– what kinds of sports and creativity can they engage in,
– there is also a lot of talk about joint education of children with disabilities and children without disabilities.
A significant role is played by the fact that it is young disabled people who conduct such classes, so children in the class have the opportunity to form their attitude towards people with disabilities by communicating with them directly. Also, the guys can ask questions that interest them, and in most cases they begin to understand that disability does not mean that in front of them is a completely different person: the only thing that is different about a disabled person is either his appearance, or his manner of communication, or an unusual method of movement. Thus, during classes, the children gradually come to the conclusion that disabled people are the same people as everyone else: they do the same things as other people, only sometimes in different ways.
The most important thing is that children make all their own conclusions and feel the novelty of the discovery, which helps to better consolidate the material covered. It is this form of communication (an interactive form of conducting classes) that helps break stereotypes and create more or less comfortable conditions for communication. During classes, visual material is often used - videos, books in Braille, photographs - which allows children to better understand and assimilate new knowledge.
Sources:
1. The school is open to everyone. A manual for teachers of secondary schools working with disabled children, Moscow 2003
2. www.yandex.ru
3. http://perspektiva-inva.ru/
Teacher psychologist MOAU "Secondary School No. 69"
Rafikova Valentina Gennadievna
Application
THEMATIC QUESTIONNAIRE
1. My life path
My successes: My failures:
_______________________ _______________________
2. My fulcrum in life
What helps me: What hinders me:
_______________________ _______________________
_______________________ _______________________
_______________________ _______________________
3. Assessment of human qualities
Like them. Do not like.
______________________ _______________________
______________________ _______________________
______________________ _______________________
4. What I like and what I don’t like about my child
Like. I do not like.
______________________ _______________________
______________________ _______________________
______________________ _______________________
5. What is my attitude towards my child?
What makes me uncomfortable about my child:
- appearance;
- intellectual capabilities;
- behavior;
- motor awkwardness;
- inability to walk.
Do I think that I have a kind, loving child:
- I don’t know;
How does my child show his love for me:
- caresses;
- kisses, hugs;
- says he loves;
- he likes it when I caress him;
does something that I like.
When I get irritated by something about my child, I:
- I can hit;
- I suppress my anger, but I feel bad myself;
When I suppress my anger caused by something in my child, I experience:
- relieve irritation;
- the desire to attack him and do everything in his own way;
- weakness, depression;
- feeling of one’s own defenselessness;
- I want to cry;
- desire to leave it for a while;
- need to be alone.
How do I get my child to love me.
______________________________________________________
Tkacheva V.V. Psychocorrectional work with mothers raising children with developmental disabilities. Workshop on forming adequate relationships. – M.: Publishing house “Shom-Press”, 1999. – p. 62.
Special conditions:
The best price for the course!
- Guaranteed gifts for every student
- Installment payment
- Opportunity to graduate early. The price of training does not change!
- The learning process is accompanied by a highly qualified teacher.
- Possibility to return 13% of the tuition fee by submitting documents to the Federal Tax Service.
The introduction and implementation of the Federal State Educational Standard for children with disabilities in educational institutions once again focused attention on psychological and pedagogical support for all participants in the educational process, paying special attention to “special” students.The text of the Federal educational standards for children with disabilities clearly shows the idea that inclusive education is, first of all, the features of the educational process, which is built taking into account the psychophysical capabilities of a student with disabilities. Thus, educational institutions should organize effective psychological and pedagogical support for children with disabilities, the purpose of which is to create a system of psychological and pedagogical conditions that promote successful adaptation, rehabilitation and personal growth of children in society.Modern education is developing rapidly, placing new demands on all participants in the educational process. To meet this development, a teacher-psychologist at an educational institution must constantly improve his professional competence, including by paying special attention to the issues of accompanying children with disabilities.
How will the training take place?
The distance course takes place on the virtual educational platform of My University http://moi-uni.ru/, which provides for the organization of distance support for teachers and students. The course material is structured according to a modular principle, i.e. Each section of the program represents a holistic, logically complete thematic module. To enter the portal, each course participant is provided with a login and password.
Documents issued:
Upon completion of training You will receive official confirmation of successful completion of the course - Certificate of advanced training from the ANO DPO "Innovative Educational Center for Advanced Training and Retraining "My University" indicating the scope of the course - 144 hours.
1. You must select a start date that is convenient for you (before the “Sign up for a course” button)
2. Click on the “Sign up for a course” button and register your “Personal Account”
3. Make payment for training.
4. Fill out the “Profile details” section in your “personal account” (indicating the exact postal address with postal code and upload a diploma of education).
5. After filling out the “Profile details” section, you will be enrolled in a distance learning course (you will receive a notification of enrollment in the course by email).If you have any questions about the design of the "Profile Data" section, please write to the email address [email protected]