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Targeted familiarization of children with the work of adults, with various types of work activities, starting with early childhood, contributes to the solution of a number of correctional and educational tasks, the formation of a focus on acquiring skills future profession a child with special needs.

Today in our country there is no single official terminology to characterize preschool children with so-called special needs. In basic educational laws there are such terms as children requiring adjustment of mental or physical development, and persons with physical and mental disabilities.

Along with this, the problem arises of focusing on the effective use of stored body functions that can take on compensatory and corrective loads aimed at the development of mental processes. After all, they contribute to the development of the necessary skills and abilities, cognitive activity in various types of work activities in the conditions of a auxiliary boarding school.

The labor activity of preschoolers with special needs includes household work, self-service, work in natural conditions, and manual labor.

The most important form of labor activity in which children must be involved is manual labor. During classes, it is necessary to orient them to the need and desire to work hard and independently. The content of labor tasks includes the production of various paper toys, gifts for parents, and applications from natural materials.

Labor tasks gradually become more complex, children begin to work with a large number of materials (fabric, cardboard, plywood, wood, clay, plasticine), master ways of working with certain tools (learn to use a hammer, pliers, hacksaw, etc.). Children are taught to cut, glue, stitch sheets, and cut according to a finished pattern or sample.

Of particular importance is the creation of appropriate working conditions for work, providing children with the necessary materials and tools. To do this, the working corner should have sets of carpentry tools, sewing equipment, and the like. Everything should be placed so that it is convenient to use.

Organizing and conducting work with children requires certain preparation from the teacher. He selects the appropriate material, thinks through the sequence of its use with a demonstration of individual operations, draws the children’s attention to some difficulties in completing the task, and also teaches them how to use the tool correctly, corrects mental activity due to the compensatory capabilities of the body.

One of the most accessible forms of work for children with special needs is assignments, which can be distinguished according to the following criteria: the complexity of the tasks (simple, complex); duration of their implementation (short-term, long-term); by the nature of the organization (individual, group).

A simple assignment is that a preschool child must complete a one-time task, for example: bring a book, pencil, pen, put back a used tool, etc. The assignment requires certain mental effort, which helps to increase the activity of children. Before giving an instruction, the teacher needs to carry out explanatory work and monitor its implementation.

Gradually the assignments become more complicated.

Long-term assignments can be associated with complex tasks, for example: during a period determined by the teacher, the child is tasked with maintaining order, keeping the bedroom clean, watering flowers, and feeding animals.

In terms of meaning, instructions can be correctively aimed at activating the ability to rationally use working time and make the right decision. Carrying out assignments instills in children a sensitive attitude towards comrades and adults, and creates a sense of responsibility.

When choosing an assignment, the teacher must take into account the individual and psychophysical capabilities of each child.

When organizing preschool children to perform work tasks, it is necessary to draw their attention to the order in the workroom, in the workplace (if not everything is in order, you should instruct several students to tidy up).

When completing work with children, the teacher draws their attention to cleaning the workplace, placing used materials and tools in appropriate places, and sums up the completion of each child’s assigned task. The teacher recommends the best products for the exhibition, rewards other children with praise, and offers those who did not complete the task to improve them in the next lesson.

Preschool children with limited psychophysical capabilities have certain features in mastering practical skills, which consist in the fact that without the influence of a teacher (story, explanation, demonstration, instruction), children do not notice the mistakes made and do not understand how this affects the final the result of labor.

Practical skills are not formed spontaneously, without the influence of a teacher. Therefore, they require systematic training and the use of a variety of methods and techniques. When selecting them, the teacher must take into account the degree to which children have mastered labor operations, know their individual capabilities, and show a positive attitude towards each student.

In order to provide appropriate conditions for children to perform assigned work tasks, it is necessary to keep the workplace in order, and also take into account the time factor in work, and objectively evaluate the results of one’s activities and the work activities of children.

Only with such an organization of work activities with preschool children with special needs can they be accustomed to feasible everyday work, develop skills in work activities, and make children aware of their real and potential capabilities. This will ensure the fullest possible adaptation of graduates of the auxiliary boarding school to life and work, integration into the modern public environment.

Games for children that promote the acquisition of knowledge about the work of adults

"Proverbs about work." Older preschoolers remember proverbs and sayings related to a person’s work activity, his hard work, and his attitude to work.

"Guess your profession." Preschool children are asked to come up with any profession and write a description of it, but so that there is nothing in it that would tell others what kind of profession it is. However, the child must talk about the working conditions and the results of the work.

"Ask a Question". The eldest preschooler thinks of some profession, but does not say anything about it, invites other children to ask clarifying questions that can only be answered “yes” or “no.” Who can guess the profession faster?

"Person and Profession". The teacher names a profession. Senior preschoolers “select” someone from those present who, in their opinion, is most suitable for this profession due to their individual characteristics.

The proposed profession should be well known to children; if there is insufficient information about the profession, its features must be characterized in advance.
The game can be complicated by inviting children aged 5-7 years to “choose” a profession for each. To do this, it is advisable to divide them into groups.

“Picture the picture.” The teacher invites the children to imagine that one of the professions has disappeared. We need to think about what this will change in people’s lives, what professions it will affect.

The proposed profession should be well known to children; if there is insufficient information about the profession, its features must be characterized.

The game can be complicated by asking children to determine their profession on their own. To do this, it is advisable to divide the children into groups, one of which names a profession, the other talks about the changes that will happen if it disappears.

“Pick up your tools.” Children aged 5-7 years are divided into two teams. One of them names a profession, the other - tools and tools are needed for work.

For example: doctor - pills; teacher - book; dressmaker - needle; driver is a car.

For each correct answer, the team receives a colored chip. At the end of the game, the chips are counted and the winning team is determined.
PLANTING TOMATO SEEDLINGS
Preparation for the lesson: prepare a long bed with holes distributed at a distance of 30-40 cm from each other, tomato seedlings, a watering can with water, a sign with tomatoes on it.

Tasks: tell children aged 5-7 years that vegetables grow not only from seeds, but also from seedlings; teach children how to plant tomato seedlings and take care of them: watering, loosening the soil, weeding; develop a love of work.

PROGRESS OF THE CLASS

The teacher asks children aged 5-7 years how vegetables appear? What will new vegetables not be able to produce this summer?

Educator. Yes, of course, you need seeds. We have already planted onions, sown carrots and radishes. Today we will plant tomato seedlings.

Where did these seedlings come from?

How was she raised?

Do you think that if we sow tomato seeds today, we will soon be able to taste the fruits?

The teacher listens to all the children’s suggestions.

Now I will tell you something interesting about tomatoes. This vegetable is a real traveler. He came to us from a distant and very warm country. There is almost no winter there, and the summers are long, long and warm.

When the tomatoes came to us, the cold summer did not allow these fruits to ripen. Then a man came up with another way to grow delicious tomatoes: grow vegetable seedlings in a room on a windowsill or in a greenhouse, and when it gets warm and the ground warms up, plant them in a garden bed.

Why is the room where seedlings are grown called a “greenhouse”?

Do your parents or grandparents grow any kind of vegetable roses in their garden? Which one?

Children's answers.

In greenhouses, in a room on a windowsill, you can grow seedlings of peppers, cabbage, and cucumbers. They also love warmth very much, so their seedlings are grown first. Now let's look at tomato seedlings.

Draw children's attention to the condition of the seedling, its stem, root and root collar.

Emphasize that the seedlings must be picked up carefully, and just as carefully lowered into the holes and covered with soil. The teacher places the children on both sides of the garden bed so that each child can plant two plants.

The teacher himself stands so that he can be seen by all the children and shows how to plant the seedlings: carefully take the bush in your left hand, support the horses with your right hand so that the earth does not fall off them, tilt and carefully insert the roots of the plants into the hole, straighten them , hold the plant with your left hand all the time, and carefully cover the roots with soil with your right. You need to plant the seedlings up to the neck, then lightly compact the soil around the plant with your fingers.

After making sure that all the children understand how to plant tomato seedlings, the teacher allows them to take a seedling bush, which is in boxes in the garden bed, and start working.

Children plant seedlings, and the teacher monitors whether they are doing the work correctly and helps them. After finishing the work, the children water the planted plants and agree to care for them; They put a sign on the garden bed with tomatoes drawn on it.

This is how children are introduced to work in an interesting and exciting way.

Children with special needs. Children who demand special attention. Children... They are just children. They, like all children, want love and care for themselves. And I love them. I love you deeply, I love you warmly, I love you like a mother.

Recently, the boy Grisha, who has cerebral palsy, took his first independent steps. When you see this, tears fill your eyes. Tears of joy, tears of happiness.
And Sasha already knows how to show how a chicken pecks and how birds fly. Previously, he “didn’t see” or “hear” anyone, but now he’s already visiting the group and making his first progress.
And I have many such children. And everyone goes their own way, their own route. And they really need loving parents, attentive psychologists, and teachers next to them.

I remember myself as a first-year student writing my first term paper on pathopsychology. I remember how later I avidly read books on child psychiatry and special psychology, how I wanted to get a job in the psychoneurological department. Did not work out.
But it was quite by chance that I ended up in the Lviv Center “Dzherelo”, which works with children with special needs. And there I realized that I could give a lot to these children.

What everyone needs to know
Advice for every day for parents of all children, regardless of what characteristics they have - developmental delay, Down syndrome, cerebral palsy.

1. Create an environment for the game.
The leading activity of preschool children is play. And everything that we want to teach, that we want to develop, must be done playfully.
To begin, select a time for your gaming session. You should not rush anywhere and no one should distract you. And your baby should be cheerful and energetic, not tired or hungry.

When starting classes with your child, turn off all sources of extraneous noise - TV, radio, telephone. This will help the baby concentrate on what you are saying to him, and the noise in the background in such cases is very disturbing.
While studying or talking with your child, try to always be on the same level with him and facing him, then the baby will be able to easily establish eye contact with you, see your eyes, mouth, facial expression, understand what you are doing, and copy your actions.
Be sure to decide where you will conduct classes - in which room, on the carpet or at the table. When choosing, take into account the main condition - as few distractions as possible (and these can be not only toys and environmental objects, but even a pattern on the wallpaper). It is often recommended to conduct classes at an empty table. You take turns giving the child certain toys, and after completing the task, immediately remove them from his field of vision. It is important that you think through all the tasks in advance, and that the corresponding toys are lying next to you. Walking and looking for toys around the room will immediately distract the child, and the effectiveness of the activity will decrease.

To make it easier for your child to succeed in mastering a skill, break the task into small steps. Don't try to teach him a new activity in one go. The child must know what exactly he is being taught, what he is being praised for, and what he should be able to do. For example, when you are potty training a child, start with the main thing - the ability to do their business in the potty.

Rejoice and praise it. He will master all other operations - taking off his pants, then putting them on - gradually. Be patient, and the child will begin to do everything that is required of him, first under your supervision, and then independently. The main thing is to start with the easiest task and complicate it gradually. You can do it the other way around, changing the order of actions.
Reverse sequence method It’s good to teach your child how to put together puzzles and various inserts with geometric shapes. The adult adds up all the elements of the picture, except the last one. Let the child put it down himself and be happy with the resulting picture. Don't forget to praise your child for putting the picture together. And don’t forget, the more you make it easier for your child at the beginning of learning, the more willing he will be to learn further.

Parents often notice that good toys do not arouse any interest in their children, unlike saucepans, spoons, forks and clothespins. But there’s nothing wrong with that; any means are suitable for learning. You can practice sorting skills first with large and small spoons, then with red and blue socks, with nuts and kiwis, etc. The main thing is that the baby finds it interesting. Don't forget to praise and reward him for success and just like that.

What is a reward? They can be their favorite treats, caresses and kisses, playing their favorite game or doing their favorite thing. But most importantly, the “rewards” should be small, given out immediately and remain under your control. If, for example, you “reward” your child with cookies, hide the bag with them behind your back and give your child one for each task completed. If after the first success you give your child the entire package, that will be the end of your lesson. The little student needs to be aware of the direct connection between his actions and the reward.
Children understand a promise like “do this and that, and for this we will swing on the swing tomorrow” only when they get older. It is important to remember that if you do not want to bribe your child with candy all his life, you should gradually reduce the value of the “reward” and ensure that the child enjoys his success.

The article uses materials from Sarah Newten’s book “Games and Activities with special child", Moscow, 2004

Valery Kuksa, head of the Early Help Center for children with mental retardation, speech disorders, Down syndrome, and autism

Our experts in preparing the article were:
— Adaratskikh Sergey Mikhailovich, educational psychologist, teacher highest category MBOU LFPG g.o. Samara. Participant in the district stage of the All-Russian competition “Teacher of the Year”;
— Grechikhina Tatyana Sergeevna, teacher of the highest category, School No. 1741, Moscow;
— Polyakova Svetlana Anatolyevna, teacher of the highest category, Municipal Budgetary Educational Institution Secondary School No. 17, Ulyanovsk;
— Andreeva Marina Aleksandrovna, educational psychologist of the highest category, MBDOU No. 107, Rostov-on-Don.

For whom: subject teachers, additional education teachers, teachers implementing extracurricular activity programs, educational psychologists, speech therapists, social educators, deputy directors, methodologists, educators.

Description:
Currently, the world is attentive to children with disabilities. The modern education system is undergoing changes that require teachers to work with children with special educational needs in different directions. Existing approaches to teaching children with special educational needs will be reviewed. The authors will share their practical experience of working with this category of children; they will consider various methods and techniques for working with different groups of children with disabilities.

This article will be of interest not only to subject teachers working with children with disabilities, but also to teachers working in secondary schools, since integration can be determined not only by the education of children who, as a result of long-term correctional work carried out by parents and specialists, prepared for education in a general education environment, but also because a developmental disorder has not been identified, or parents (for various reasons) want to educate their child in a mass kindergarten and school.

Teaching children with special educational needs

Part 1

Education for children with disabilities

Education of children with special needs is one of the main tasks for the country. This is a necessary condition for creating a truly inclusive society, where everyone can feel involved and relevant for their actions. We are obliged to give every child, regardless of his needs and other circumstances, the opportunity to fully realize his potential, benefit society and become a full member of it.

David Blanket

The introduction of children with disabilities into the human community is the main task of the entire correctional care system, the ultimate goal of which is social integration aimed at including the child in the life of society. Educational integration, being part of social integration, is considered as a process of raising and teaching children with disabilities together with ordinary children.

Currently, three approaches are used in Russia in teaching children with special educational needs:

— differentiated learning children with disabilities of physical and mental development in special (correctional) institutions of types I-VIII;

— integrated learning children in special classes (groups) in general education institutions;

— inclusive education, when children with special educational needs are taught in a class together with ordinary children.

Children with disabilities include: disabled children; children diagnosed with mental retardation; children with hearing impairment, vision impairment, speech underdevelopment; children with autism; children with combined developmental disorders.

Integration is not a new problem for the Russian Federation. There are many children with developmental disabilities in kindergartens and schools in Russia. This category of children is extremely heterogeneous and is “integrated” into the environment of normally developing peers for various reasons. Can be roughly divided into four groups:

1. Children whose “integration” is due to the fact that a developmental deviation has not been identified.
2. Children whose parents, knowing about the child’s special problems, for various reasons want to educate him in a mass kindergarten or school.
3. Children who, as a result of long-term correctional work carried out by parents and specialists, are prepared for learning among normally developing peers, as a result of which specialists recommend integrated education for them. In the future, such children, as a rule, receive only occasional correctional assistance, while communication between a special education teacher, psychologist and kindergarten or school teachers is carried out mainly through parents.
4. Children studying in special preschool groups and classes in mass kindergartens and schools, whose education and upbringing is carried out taking into account deviations in their development, but special groups and classes often find themselves separate and isolated.

During integrated education, children with disabilities may be provided with special conditions for education and upbringing in accordance with the needs of the child and the conclusions of the psychological, medical and pedagogical commission. Taking into account the psychophysiological characteristics of students with disabilities, individual curricula are developed, including a training schedule for a given person, study load, time frame for mastering educational programs, and certification.

Inclusive (French inclusif - including, from Latin include - I conclude, include) or included education is a term that is used to describe the process of teaching children with special needs in general education (mass) schools.

Inclusive education is a process of training and education in which all children, regardless of their physical, mental, intellectual and other characteristics, are included in the general education system. They attend mainstream schools in their community with their non-disabled peers, and their special educational needs are taken into account. In addition, they are provided with special support. Inclusive education is based on an ideology that excludes any discrimination against children - equal treatment of all people is ensured, but special conditions are created for children with special educational needs.

The model of inclusive education is built on the basis of the following social approach: it is not people with disabilities that need to be changed, but society and its attitude towards people with disabilities. Inclusion is recognized as a more developed, humane and effective system not only for children with disabilities, but also for healthy students. It gives the right to education to everyone, regardless of how well they meet the criteria of the school system. Through respect and acceptance of the individuality of each of them, personality formation occurs. At the same time, children are in a team, learning to interact with each other, build relationships, and creatively solve educational problems together with the teacher.

Principles of inclusive education

Inclusive education involves accepting students with disabilities as any other children in the class, including them in the same types of activities, involving them in collective forms of learning and group problem solving, using collective participation strategies - games, joint projects, laboratory, field research, etc. d.

Inclusive education expands the personal capabilities of all children, helps develop humanity, tolerance, and willingness to help peers.

What difficulties in implementing inclusive education may participants in the educational process encounter?

— In our society, unfortunately, people with disabilities are perceived as something foreign. This attitude has been developing for years, so it is almost impossible to change it in a short period of time.

— Children with special educational needs are often considered uneducable.

— Most teachers and principals of public schools do not know enough about the problems of disability and are not ready to include children with disabilities in the learning process in the classroom.

— Parents of children with disabilities do not know how to defend their children’s rights to education and are afraid of the education and social support system.

— Architectural inaccessibility of educational institutions.

It is necessary to understand that inclusion is not only the physical presence of a child with disabilities in a comprehensive school. This is a change in the school itself, school culture and the system of relations between participants in the educational process, close cooperation between teachers and specialists, and the involvement of parents in working with the child.

Today, among public school teachers, the problem of lack of necessary preparation for working with children with special educational needs is quite acute. A lack of professional competencies of teachers in working in an inclusive environment, the presence of psychological barriers and professional stereotypes are revealed.

The relationship between teachers and parents plays a special role in the learning process of children with disabilities. Parents know their child better, so the teacher can get valuable advice from them in solving a number of problems. Cooperation between teachers and parents will help to look at the situation with different sides, and, therefore, will allow adults to understand the individual characteristics of the child, identify his abilities and form the right life guidelines.

Part 2

Integrated education for children with special educational needs

Currently, in the education system of Russia, as well as other countries of the world, integration takes a leading position in educating children with developmental problems. Currently, the world is attentive to children with disabilities, which is reflected in the ratification of the UN Convention (2006) by the Russian Federation in 2012, and the Decrees of the President of the Russian Federation V.V. Putin (No. 597 and No. 599). Also, one of the main objectives of the implementation of the “Modern model of education for the period until 2020” is the creation of a barrier-free environment. This will allow children with disabilities to receive a quality education in a general education institution. Currently, a concept is being implemented according to which a person with disabilities does not have to be “ready” to study in kindergarten or school, but much attention is paid to adapting the environment to his capabilities, developing abilities that may be in demand where he lives and studies.

Pedagogical integration is the formation in children with developmental disabilities of the ability to assimilate educational material determined by the general education program, that is, a common curriculum, which involves joint learning. Even L. S. Vygotsky pointed out the need to create a teaching system in which it would be possible to organically link special education with the education of children with normal development. “With all its advantages, our special school is distinguished by the main drawback that it confines its pupil - a blind, deaf or mentally retarded child - into a narrow circle of the school community, creates a closed world in which everything is adapted to the child’s defect, everything fixes his attention on his defect and does not introduce it into real life. A special school, instead of taking the child out of an isolated world, usually develops in him skills that lead to even greater isolation and strengthen his separatism.” L. S. Vygotsky believed that the task of raising a child with a developmental disorder is his integration into life and the creation of conditions for compensating for his deficiency, taking into account not only biological, but also social factors.

Under the term “special educational needs” of children with disabilities V.Z. Deniskina understands “the range of educational and rehabilitation means and conditions that children of this category need and which they need to realize the right to education and the right to integration in the educational space of an educational organization.” Also, the term “special educational needs” of children with disabilities can be defined as “the need for general education and is understood as a social relationship between certain subjects of the educational process. The relationship of at least two subjects, one of whom acts as an addresser, and the other as the addressee of a social request... The concept of “special needs” brings to the fore pedagogical decisions related to the child himself, to his upbringing, to the improvement of his life and educational situation.” T.V. Furyaeva.

The group of schoolchildren with disabilities is very diverse and large. We will pay attention to the following types of children with disabilities:

— children with mental retardation (MDD);

— children with musculoskeletal disorders (CP);

— children with disorders of the emotional-volitional sphere;

Children with multiple disorders (combination of 2 or 3 disorders).

The range of differences in the development of children with disabilities is extremely large: from almost normally developing children experiencing temporary and relatively easily remediable difficulties, to children with irreversible severe damage to the central nervous system. From a child who, with special support, is able to study on an equal basis with normally developing peers to children who need an individual education program adapted to their capabilities. The most important direction in working with such children is an individual approach, taking into account the specific mental development and health of each child. Teachers working with children with mental retardation need to

• Take into account the age characteristics of children, remember the zone of proximal and proximal development. The teacher does not need to be afraid that the student did not immediately learn new material. Time must pass, internalization must take place. Interiorization (French interiorisation - transition from outside to inside, from Latin interior - internal) - the formation of internal structures of the human psyche through the assimilation of external social activities, the appropriation of life experience, the formation of mental functions and development in general. This time period is individual for each child. It can take a day, or it can take several years.
• In lessons and in extracurricular activities, the teacher must actively use methods and techniques to develop universal educational actions among students. These are regulatory universal educational actions, they include the following skills:

- ability to act according to plan;

— overcoming impulsiveness, involuntariness;

— the ability to evaluate the correctness of the action performed;

- learning to make adjustments to the result.

Also, communicative universal educational activities play an important role in the development of personality. These include the ability to establish friendly relationships with peers.

• The teacher should work on the development of cognitive (cognitive learning skills) and creative abilities in schoolchildren, as well as on the formation adequate self-esteem and educational motivation using developmental exercises.
• The teacher and educator carry out a special, individual assessment of the answers of students with disabilities, which involves:

— use of an individual scale of achievements in accordance with successes and efforts expended;

- the opportunity to redo a task that the child did not cope with;

- Be sure to reward the child for the completed work.

A teacher working with children with mental retardation can recommend

• create a favorable psychological microclimate in the group;
• focus on organizing the child’s success in educational activities by relying on his positive, strong qualities.
• give students various assignments;
• involve them in activities, for example, dramatizations, dances, artistic creativity;
• Guys need to be involved research projects, creative activities, sporting events, during which they will learn to invent, understand and master new things, be open and able to express their own thoughts, be able to make decisions and help each other, formulate interests and recognize opportunities. In the process of such work, children will learn to understand the meaning and predict the consequences of their own emotional behavior. They understand the importance of an emotional atmosphere of kindness, joy, and cooperation for improving both their own well-being and relationships with classmates.
• When working with children, the teacher needs to use collaborative methods and a person-centered approach, as well as educational games and tasks. These can be such tasks as “Find the differences”, “Labyrinths”, “Missing parts”, as well as collecting construction sets, cubes and others.

I would like to note that integration contributes to the formation in healthy children of tolerance for the physical and mental disabilities of classmates, a sense of mutual assistance and a desire for cooperation. For children with developmental disabilities, joint learning leads to the formation of a positive attitude towards their peers, adequate social behavior, and a more complete realization of their development and learning potential. Constant full integration, i.e. teaching children with disabilities in mass classes of a general education school requires effective interaction of all participants in the pedagogical process: students, teachers, parents, medical workers. These children, as a rule, are characterized by minor deficits in cognitive and social abilities, and the learning difficulties they experience are primarily due to a lack of voluntary regulation of activity and behavior. But even with such comparative well-being, for successful learning and socialization they need special help to meet their special educational needs.

Part 3

Techniques for working with students with special educational needs. Features of teaching autistic children

Grechikhina Tatyana Sergeevna, teacher of physics and technology of the highest category, State Budgetary Educational Institution “School No. 1741”, Moscow.

Childhood autism is a special disorder of mental development. Its most striking manifestation is a violation of the development of social interaction and communication with other people. In autism, time orientation is often impaired. Events of the present are mixed with the past, real with fantastic (especially in children).

K.S. Lebedinskaya understands the term “AUTISM” as “separation from reality, withdrawal into oneself, absence or paradoxical reactions to external influences, passivity and hyper-vulnerability in contacts with the environment.”

Autism is more common than isolated deafness and blindness in recent years in Russian and foreign literature They call the figure 15-20 cases per 10 thousand newborns, and autism occurs in boys 4 - 4.5 times more often than in girls.

Autists are “people without skin.” On an emotional level, they perceive everything not like we do, but much more acutely. The unknown scares them. New premises, new person. They are very anxious and emotionally unprotected. Because of this, they are immersed in their own world and do not make contact, they avoid communication.

The behavior of an autistic child is characterized by pronounced stereotypy and monotony. First of all, this is the desire to maintain the usual constancy in the environment: eat the same food; wear the same clothes; walk along the same route, etc. Attempts to destroy these stereotypical living conditions of a child cause diffuse anxiety and aggression in him.

If there is a child in the class who does not play with his peers, avoids communication, is afraid of getting dirty, and covers his ears with his hands when hearing sounds, advise the parents to contact a specialist.

There should be no surprises for autistic children. In order for an autistic child to have the opportunity to gradually master the learning situation, it must be as structured as possible. With the child (with the help of a schedule), the sequence of preparation for the school day, for the lesson should be specially worked out, if necessary, a visual diagram of the organization of the workspace, a set of necessary educational materials, and the sequence of preparatory actions should be drawn up. Pictures are commonly used to display the activity schedule of autistic children. Predictability helps an autistic child focus on learning.

An autistic child experiences enormous difficulties in organizing social contacts, but he also experiences a need for them. When communicating with an autistic child, you need to express yourself as clearly as possible. . Use the simplest words that are easy for autistic children to understand. It is advisable not to use the particle NOT.

You need to talk to an autistic child in a calm tone, as any increase in voice can cause anxiety and restlessness in the child. When communicating, physical contact should be kept to a minimum, as autistic children do not understand sign language and will not be able to correctly understand your touch.

The environment in which a child with autism is taught should be calming and free from clutter.

There must be an area in which the child can retire for a while.

For productive learning of children with autism spectrum disorders, it is very important to maintain certain principles for constructing each lesson.

The first prerequisite is the presence of clear boundaries of the lesson. It is unacceptable for recess to flow smoothly into the lesson, as this does not provide an opportunity to tune in to another activity in time.

At the stage of starting the education of children with autism spectrum disorder, it is very important to maintain a unified lesson algorithm within one subject. . This means that at first each lesson should contain common structural components (for example: completing homework, presenting new material, independent work, explaining homework). Over time, new elements can be added to the established structure of the lesson, such as: work in pairs, work at the board, work on a project, etc.

The structure of the lesson assumes:

• the presence of clear lesson boundaries;
• maintaining a single lesson algorithm within one subject;
• presence of dynamic pauses;
• summing up the lesson.

Remember, all children must finish the lesson at the same time.

It is important for the teacher to understand what part of the lesson the child is “involved” in what is happening, at what point it is necessary to give a rest, switch to another activity or insert a dynamic pause . This will give the child the opportunity to switch gears, relieve muscle tension and recuperate energetically.

Despite the fact that each of the children has an individual education program, they are all taught in the same class. Therefore, it is very important to choose the size of the task so that the children finish the lesson at the same time.

At the end of the lesson, it is recommended to summarize the lesson. To do this, do not carry out the standard procedure of “remembering what you did in class,” but write out supporting phrases from the content of the new material in order to once again focus attention on the new material.

Let's remember and repeat - it helps to prepare the child for the lesson. Let's repeat - and we talk through all the necessary concepts and definitions with the child.

What new things we learn in class is aimed at serious work and long-term memory, because On the last page of the lesson you will have to answer the questions posed.

Children cannot be pulled out from behind the wall, they must be lured out. Everything a child does under pressure is useless!

The environment in which an autistic child lives and studies must have the most developed semantic structure, that is, the child must be made to understand why this and that is being done. Nothing should happen to him mechanically.

Children with autism spectrum disorders have a specific perception of oral speech. They cannot always immediately understand what adults want from them. At the stage of misunderstanding, situations can be aggressive. The self-defense reflex is activated.

Since the program high school involves the assimilation of a huge amount of oral material, it is important to accurately understand:

What part of the information given orally does this or that child understand;

Which instructions are better absorbed and more often followed;

In what form should the question be asked in order for it to be understood?

When receiving a task, the first reaction is “I won’t do it!” You need to talk to the child and explain. And then another reaction: “How to do this? I can do it! Yes, it’s quite simple!” Nothing should happen to him mechanically. Any action is planned for something that will be very good. Any action taken is also commented on and interpreted; then they return to it, and it is evaluated again from the point of view of its meaning, benefit, the joy that it brought to everyone.

Any skill is mastered meaningfully, for immediate practical use in life now or later, in the future, when the child grows up. Teaching children with autism should focus on positive motivation.

It is important to follow the child’s natural need for cognitive activity, and not impose it. Training should take place in a positive atmosphere.

More often offer children tasks that they would enjoy doing. Requiring a child to perform uninteresting or more complex tasks should be done carefully and in doses, since constant tension leads to somatic or psychological problems. In technology lessons, an autistic child can get the first impressions that he is working together with everyone, and understand that his actions have a real result. This is very important to him. Considering the clumsiness of such a child’s hands, we must select tasks for him so that he feels accomplished in them, so that the work is not particularly difficult, and the effect is bright. A special problem can be the impulsive actions of such a child, the destruction of the result of his work - a sudden desire to tear the product, but after a second the child usually bitterly regrets what he did. To prevent this from happening, the teacher must, after finishing work, pick up the craft and place it in safe place- on a shelf, hang it on the wall, but so that everyone can see it and rejoice with the child in his success.

Almost all children need to say the sequence of their actions out loud. Teach children to speak quietly, in an undertone, and whisper with their lips so as not to disturb others. But do not forbid children to speak out loud - through external speech, meaningful learning of new and difficult material occurs.

It is necessary to take into account that when we teach an autistic child something, we must immediately, without intermediate stages, give him a ready-to-use model: go to reading through practicing the global recognition of simple words, to writing through immediately mastering the spelling of entire letters and words; teach arithmetic, starting immediately with the simplest counting operations. Knowledge of the algorithm is a strength of autistic children. You need to learn it once and correctly. One algorithm for middle and older age. You can't retrain!

Let's consider an algorithm for solving problems in physics:

1. Read the task carefully.
   2. Write down all the data in “Given” and write down the desired value correctly.
   3. Convert units to SI if necessary.
   4. Make a drawing or diagram if necessary.
   5. Write the formula or law by which the desired quantity is found.
   6. Write down additional formulas if necessary. Do the math conversions.
   7. Substitute the numbers into the final formula. Calculate the answer. Analyze it.
   8. Write down the answer.
   9. Praise yourself.

Children are offered the following plan for describing a physical quantity.

1. What phenomenon or property of bodies is characterized by this quantity.
2. Define quantity.
3. Name the defining formula (for a derived quantity - a formula expressing the relationship of a given quantity with others).
4. Determine whether this quantity is scalar or vector.
5. Name the unit of measurement for this quantity.
6. Write down the designation of the quantity.
7. Determine the direction of the quantity.
8. Determine ways to measure quantities.

Communication and socialization skills are perfectly formed when organizing pair work, work in micro groups, role playing games, duty in the classroom and around the school, with the teacher’s purposeful work in these directions.

Encourage children to communicate with each other as often as possible, so they can learn proper behavior in society. Classes should also help autistic children identify the emotions of other children, as well as their own emotions. In the learning process, short stories can be used to describe certain situations and teach autistic children how to behave in certain situations.

Children love fairy tales. Using the plot of exciting adventures, we come up with fairy tales on physical topics. Some children themselves enjoy composing fairy tales according to a given algorithm. Physics comes to life.

By solving tasks, children transfer knowledge to life situations, which is very important for everyone, but especially for autistic children. If a child works in a group, this helps him identify the emotions of other children and teaches him to empathize. So you can offer children a task:

The girl approached the river, got into the boat and the water carried her along.

Help Gerda swim to the shore.

You can also give a task on behalf of the river. This work is organized in pairs. What is not supported by clarity or practical action is not remembered by the child.

The Chinese principle is very suitable for teaching children with autism spectrum disorders: “I hear and I forget, I see and I remember, I do and I understand.”

All educational material should be supported visually; for this you need to use as many pictures as possible, visual reference signals that help autistic children focus on relevant information.

For example, INCH -2.54 cm. Visually it is necessary to show a fragment of the ruler, where it is noted that one inch is equal to two and a half centimeters.

And then you can offer the following task: listen to an excerpt from a fairy tale and determine the girl’s height.

“The girl was very small, no more than an inch. That’s why they called her Thumbelina.”

It is necessary to use both work with devices, and Internet lessons on the main subjects of the school curriculum, and your presentations.

Symbols can be used to visualize abstract concepts. During the lesson, together with the child, we write symbols with colored pencils. Using these cards, we solve problems according to the algorithm, teach how to work with a test to consolidate new material.

When consolidating the material, answering test questions, the child again turns to these cards.

The child completes his homework using reference notes.

We don’t start asking until we have explained, taught, or given a sample.

Autistic children often don't have very good handwriting. Children with motor difficulties and special needs writing It is advisable to provide the opportunity for oral communication. In cases where it is difficult for a child to answer in front of the whole class or due to the peculiarity of pronunciation, you can offer to do written work, a test, or a written message.

On this moment There are a large number of special teaching aids adapted to correct various learning difficulties. To correct writing, it is recommended to use special pen attachments, stencils and stops. When performing laboratory work, you can use printed publications or printouts of completed laboratory work.

When performing individual tasks, the skills of understanding the physical meaning of a quantity and transferring knowledge to life situations are developed. Children need to ask the question: why?

Students can be given individual tasks that require them to complete a phrase.

1. A physical quantity equal to the ratio of the force acting perpendicular to a surface to the area of ​​this surface is called...
2. To reduce the pressure on the soil in cars, tractors, combines, they do...
3. To reduce the force when cutting, you need... pressure, for this you need... the area of ​​the blade, i.e. .. To help a person falling through the ice, you need to crawl towards him in order to... put pressure on the ice.
4. The size of a soap bubble under the pressure of air blown into it increases equally in all directions, as a result of which the bubble takes the shape of a ball. This phenomenon confirms the law...
5. The fluid pressure is at the same level at all points...

Homework should be aimed at eliminating gaps in previous program material, additional elaboration of complex topics, and the formation of individual compensatory mechanisms. It is important to understand exactly “what homework you are giving and why” to this particular child.

When organizing the educational process, it is necessary to remember that we teach only what is necessary to master the program in the future.

Even a formally intellectually normal autistic child must specially learn what ordinary and even most mentally retarded children are given “for free.”

In all tests assessing mental development, an autistic child shows the worst results precisely in tasks assessing his understanding of social meanings, because they live in isolation and do not participate in common life. Such children really find it difficult to understand the simplest meanings of life. Even after acquiring knowledge and mastering skills, one will never have the opportunity to use them practically. One mother who actively taught her child and successfully completed the program with him formulated this very accurately and sadly. She said: “My son has learned everything that is necessary in the program, he will answer the examiner’s questions correctly, but it seems to me that we have put this knowledge in some kind of bag from which he will never get it out himself.” Regardless of your level mental development Without special work, autistic children do not begin to practically use their achievements.

For this, a detailed emotional comment from an adult is very important. The teacher should be somewhat like an oriental singer who sings about what he sees, what he is experiencing now. At the same time, the commentary should also contain information about the adult’s own experiences, his assessments, concerns, doubts, difficulties of choice, which make it possible to introduce the child into inner world another man. It is often useful to create a special general concern, a focus on helping someone else, perhaps a fellow practitioner, who needs it.

In technology lessons, the issue of “Family Budget” is discussed.

— How can you save your family money?

Taking tests is difficult for children due to the very structure of the organization of tasks. The greatest difficulty is choosing the correct answer. , since very often it is easier for a child to answer a question himself than to determine which of what is written is correct and which opinion is wrong.

The greatest difficulty is not the test itself, but filling out the assessment forms. We think it is possible to provide assistance at this stage. In some cases, providing unlimited time to complete work improves its quality. There are situations in which, in order to achieve optimal results, it is necessary to provide the opportunity to perform work at home or individually at a specially allotted time. It is also recommended to give the child the opportunity to redo the work.

When working with text, it is important to highlight keywords.

The main rule for a teacher is that the child should be successful not so much in learning, but in the sphere of communication and interaction between all participants in the educational process: teachers, children, parents.

An excursion as a living, direct form of communication develops emotional responsiveness and lays the foundations of moral character. Excursions are the most effective means of comprehensive influence on the formation of a child’s personality

In order to obtain a more objective final mark, it is necessary to evaluate the child’s work daily, so that a single mark for the final test does not become decisive.

1. While explaining the assignment, highlight in the textbook the tasks that will need to be done.
2. After the instructions, stop your gaze on each student.
3. Make sure everyone understands the task correctly and is ready to complete it.
4. Repeat instructions individually.
5. If the child does not begin to complete the task even after repeating the instructions, try doing the task with him at the board.
6. The next time you present a similar task, involve a tutor in the work.
7. When completing tasks on your own, do not miss

to the sight of the other students.

Let's define ways to overcome the specific characteristics of a child with autism:

- convey information through diagrams, visual pictures,

- avoid overwork,

- clearly organize the learning space,

— use signed storage systems,

- sign the items the child uses,

- address the child by name,

- teach self-care and household orientation skills,

- master the activity in parts, stages, then combine it into a whole,

- use reinforcement of the correct action with tasty encouragement, a hug, an incentive,

- constantly develop large and fine motor skills.

Part 4

Special educational conditions for a child with a musculoskeletal disorder in a comprehensive school

The relevance of implementing inclusive education in the development of a modern educational system is beyond doubt. The modern education system is undergoing changes. These changes focus on working with children with special educational needs in different directions.

In Russia, in relation to children with disabilities, there is a transition from the concept of a “culture of usefulness” to the concept of a “culture of dignity”. This is a significant indicator of the maturity of society and the level of its moral principles. Taking into account the growing population of disabled children, the task of their integration into society becomes particularly urgent, and educational institutions are beginning to solve problems. Children with developmental disabilities, just like normally developing children, have the right to be accepted into a group of peers, to develop in accordance with their capabilities and gain the prospect of participating in the life of society.

The integration of children with special educational needs into mass educational institutions is a global process in which all highly developed countries are involved. This approach to the education of children with disabilities can be described as a social order of society and the state that have reached a certain level of economic, cultural, and legal development.

Inclusive education allows children with disabilities to better adapt to society after graduation.

cerebral palsy- a disease of the immature brain, which occurs under the influence of various harmful factors acting during the period of intrauterine development, at the time of birth and in the first year of a child’s life. In this case, the motor areas of the brain are primarily affected, and there is also a delay and disruption of its maturation as a whole. Therefore, children suffering from cerebral palsy experience a wide variety of disorders: motor, intellectual, speech, and disorders of other higher cortical functions.

In children with musculoskeletal disorders, the entire course of motor development is disrupted, which naturally has an adverse effect on the formation of neuropsychic functions.

The main directions of correctional work on the formation of motor functions involve a complex, systemic effect, including medication, physiotherapeutic, orthopedic treatment, various massages, physical therapy, directly related to the conduct of physical education lessons, labor, with the development and correction of movements at all regime moments.

At the first stage of education (in primary school), general educational tasks are solved on the basis of comprehensive correctional work aimed at

formation of the entire motor sphere of pupils, their cognitive activity and speech. Individual programs are compiled taking into account the level intellectual development. Education of children with severe motor impairments and relatively intact intellect is carried out according to specially adapted programs and plans of a comprehensive school. Particular attention is paid to the formation of movements that ensure writing technique. If, due to the severity of motor impairments, it is impossible for a child to develop graphic skills, computer training is provided. At the same time, computers are equipped with special devices for working on it. All this significantly expands the learning opportunities for a child with severe motor impairments.

Let us define the general objectives of training at the first stage:

Training according to specially adapted programs and curricula;

Formation of the motor sphere of children;

Corrective and rehabilitation work to develop motor, mental, speech skills and abilities that ensure social and labor adaptation;

Formation of prerequisites for training at the second stage of education (basic general education).

Corrective and developmental influence is carried out through the use of a variety of practical, visual and verbal methods. Methods and techniques for organizing the educational process involve a combination of theoretical, theoretical-practical and practical mastery of educational material.

Let's name practical teaching methods and techniques:

• setting practical and cognitive tasks;
• targeted actions with didactic materials;
• repeated repetition of practical and mental actions;
• visually effective demonstration (of a method of action, a sample of execution);
• imitation exercises;
• didactic games;
• creating conditions for the application of acquired knowledge, skills and abilities in communication, subject-related activities, and in everyday life.

Let's define visual teaching methods and techniques:

• examination of objects (visual, tactile-kinesthetic, auditory, combined);
• observations of objects and phenomena of the surrounding world;
• examination of subject and subject paintings, photographs.

Verbal methods include:

• speech instruction, conversation, description of the subject;
• instructions and explanation as an explanation of how to perform a task, sequence of actions, content;
• listening method (voice and speech material recorded on an audio tape for the child to listen to);
• questions as a verbal teaching method (reproductive, requiring statements; direct; prompting);
• pedagogical assessment of the progress of activities and their results.

Motor-kinesthetic methods:

• differentiated massage;
• passive gymnastics.

The most acceptable type of educational institution for students with severe musculoskeletal disorders today is a special (correctional) boarding school of type VI. Training and education of children with motor pathology in special (correctional) educational institutions is most effective, since there, today, optimal conditions have been created for children to receive an education appropriate to their age and developmental characteristics.

In the absence of special (correctional) educational institutions at the child’s place of residence, various options are possible for organizing the education of such a child in mass general educational institutions:

— Studying at home at a mass secondary school possible for children with severe movement disorders, behavioral disorders and seizures. It is advisable to use this form of integration only as a last resort, if there are no other possibilities for organizing psychological and pedagogical support. Teachers must have recommendations from the child’s attending physician and take them into account when organizing classes.

— Partial inclusion in public schools Suitable for children with motor pathology of moderate severity and severity of asthenic manifestations. It is possible to conduct part of the lessons at home and part at school. The following conditions are required for this training option:

• Availability of equipment: workplace (table, chair, special writing devices);
• compliance with the orthopedic regime and vision protection regime;
• dosing of intellectual and physical activity;
• psychological support;
• advanced training of school teachers.

— Full inclusion in mass secondary schools realistic for children with mild motor pathology and normal intelligence, children with moderate motor pathology and normal intelligence, as well as for children with motor pathology and with intelligible speech. It is advisable that the teacher who teaches such a child receive recommendations from a doctor on dosing loads and maintaining a motor regimen. If there are speech disorders, the child should receive speech therapy help. Correction of mental dysfunctions can be carried out by a school psychologist, taking into account the specifics of the mental development problems of children with musculoskeletal disorders.

Inclusion of a child with a musculoskeletal disorder will be successful if or if there is:

• taking into account the psychophysical characteristics of children with motor pathology;
• specially adapted building;
• special furniture;
• special devices for training;
• compliance with orthopedic, motor and exercise regimes.

Extracurricular activities make up a powerful reserve of inclusion. At the present stage, it is possible to form a tolerant attitude of healthy children towards disabled children thanks to this type of activity. The teacher should systematically organize joint activities of children with motor pathologies and their peers with normal development.

Before a child with motor impairments enters a general education class, preliminary work with healthy peers is necessary. The teacher should talk about the strengths of character, positive qualities, and personality of the sick child, and reveal the world of his hobbies. At the same time, in a tactful manner, the teacher must explain to students that they should not focus attention on the defect of a sick child, much less tease and offend him. On the contrary, it is necessary to provide him with all possible assistance and be patient with delayed responses and other difficulties.

In elementary school, it is important for any child to develop fine motor skills, especially for a child with cerebral palsy.

Methods and techniques for developing fine motor skills of the hands

It is recommended to start each lesson on developing fine motor skills with elements of self-massage of the hand and fingers. Massage is one of the types of passive gymnastics. Under its influence, impulses arise in the skin and muscle receptors, which, reaching the cerebral cortex, have a tonic effect on the central nervous system, as a result of which its regulatory role in relation to the functioning of all systems and organs increases.
Self-massage begins and ends with relaxation of the hands and stroking.

Exists three sets of self-massage exercises

1. Self-massage of the back of the hands.
2. Self-massage of palms.
3. Self-massage of fingers.

You can find exercises for developing fine motor skills in Appendix No. 1 to this presentation.

An important part of the work on developing fine motor skills of the hands is alchikov games. They are fascinating and contribute to the development of speech and creative activity. Finger games are the staging of any rhymed stories, fairy tales, poems using the fingers. Children love to play shadow games. During finger games, children, repeating the movements of adults, activate hand motor skills. This develops dexterity, the ability to control one’s movements, and concentrate attention on one type of activity.

At the beginning, it is necessary to teach children simple static poses of the hands and fingers, gradually complicating them, then adding exercises with sequential small movements of the fingers and, finally, with simultaneous movements. During the first lessons, all exercises are performed at a slow pace. The teacher monitors the correct posture of the hand and the accuracy of switching from one movement to another. If necessary, helps the child take the desired position, support and guide the position of the other hand with his free hand.

Exercises can be carried out at different levels of complexity: by imitation, by verbal instructions. First, verbal instructions are accompanied by demonstration, i.e. children work by imitation. Then the degree of their independence increases - the demonstration is eliminated and only verbal instructions remain.

The following finger games can be played:

boat

I will press two palms,

And I will sail across the sea.

(Press both palms together, without connecting your thumbs) Two palms, friends, -

This is my boat.

(Make wave-like movements with your hands - “the boat floats”)

I'll raise the sails

(Thumbs up with hands joined together in the shape of a “boat”) I will swim in the blue sea.

(Continue wave-like movements with your hands - “boat”)

And on the stormy waves

Fish swim here and there.

(Completely connect two palms to each other to imitate fish and again wave-like movements - “fish swim”)

Mouse

The mouse snuck into the hole,

(We make sneaking movements with both handles)

It was locked with a padlock.

(Slightly wiggle your crossed fingers)

She's looking through the hole

(Make a ring with your fingers)

The cat is sitting on the fence!

(We put our hands to our heads like ears and move our fingers)

Our family

(Extend your fingers one at a time, starting with the thumb)

This big finger -

This is dad dear.

Next to dad is our mother.

Next to my mother is my eldest brother.

Following him, his sister -

Sweet girl.

And the smallest strong guy -

This is our sweet baby.

Corrective and developmental classes involve gradual complication techniques aimed at developing the child’s mental functions.

The system of correctional and developmental work provides for the active participation of the child’s parents in it. Parents receive recommendations on the further development of a child suffering from cerebral palsy.

When creating individually oriented conditions for the implementation of the educational process for a specific child with any disabilities and special needs, the entire general specification of educational conditions “appears,” which must be modified each time, individualized in accordance with the capabilities and characteristics of the child. It is precisely this process of variation, individualization of special conditions for the implementation of a given individual educational route should form the basis of the activities of teachers.

The main thing that a child should know and feel is that in a huge and not always friendly world there is a small island where he can always feel protected, loved and desired. And the desire to achieve something in life will appear only when little man will believe that he is able to change his position in society. Every child will definitely become an adult. And tomorrow’s victories and defeats will depend on the decisions we make today.

Literature

1. Akosh, K., Akosh, M. Helping children with cerebral palsy - conductive pedagogy: Book. for Parents [text] / K. Akosh, M. Akosh / – M.: Ulysses, 1994. – 196 p.
2. Werner, D. What is cerebral palsy. – M.: Didactics Plus, 2003. – 519 p.
3. Shipitsina, L. M., Mamaichuk, I. I. Psychology of children with musculoskeletal disorders. – M.: VLADOS, 2004. – 368 p.

Internet resources

Internet resources of the project “Accessible Environment”

Appendix No. 1

Exercises to develop fine motor skills of the hands

1. Children use the pads of four fingers, which are placed at the base of the fingers on the back of the hand being massaged, and dotted movements back and forth, shifting the skin by about 1 cm, gradually moving them towards the wrist joint (dotted movement).

Iron
Use an iron to smooth out the wrinkles
Everything will be fine with us.
Let's iron all the pants
A hare, a hedgehog and a bear.

1. Using the edge of the palm, children imitate sawing in all directions on the back of the hand (straight-line movement). The hands and forearm are placed on the table, the children are sitting.

Saw
Drank, drank, drank, drank!
Cold winter has come.
Get us some wood quickly,
Let's light the stove and warm everyone up!
3. Rotational movements are made with the base of the hand towards the little finger.
Dough
We knead the dough, we knead the dough,
We'll bake pies
And with cabbage and mushrooms.
— Should I treat you to some pies?
4. Move the knuckles of the fingers clenched into a fist up and down and from right to left along the palm of the hand being massaged (straight-line movement).
Grater
Together we help mom,
Grate the beets with a grater
Together with my mother we cook cabbage soup,
- Look for something tastier!
5. The phalanges of the fingers clenched into a fist make a movement according to the principle of a gimlet in the palm of the massaged hand.
Drill
Dad takes the drill in his hands,
And she buzzes, sings,
Like a fidgety mouse
It's gnawing a hole in the wall.

Appendix 2

Psychological and pedagogical characteristics

2nd grade student U.T., born in 2006

W.T. has been studying at MBOU Secondary School No. 17 in Ulyanovsk since 09/01/2013. has a severe degree of impairment of the musculoskeletal system, cannot move independently, hand motor skills are poorly developed, and intelligence is preserved. By medical indications education at home at a mass secondary school. Partial inclusion in a public school is carried out by involving the child in extracurricular activities that help the child’s socialization and development of the communicative sphere.

Speech development The child corresponds to the age norm and does not experience any particular difficulties in understanding what is written in the textbook and presented in oral speech.

Formation of elementary spatial representations (higher - lower, further - closer, right - left, etc.) : is well oriented in space, has difficulty orienting himself on a plane.

Horizons (general awareness of the world around us): sufficient knowledge about the world around us.

Features of a child’s behavior in a learning situation: W.T. can sit at a desk, understands frontal instructions, is able to wait for classmates to answer, raises his hand if he wants to answer, and sometimes does not evaluate his work critically enough.

General characteristics of the child’s behavior (degree of independence, features of interaction with other children and adults): independence is poorly developed, needs constant accompaniment of an adult, the child is friendly, sociable with children and adults, fulfills the teacher’s requirements.

General characteristics of activities: slowness of the pace of mental activity, increased fatigue, frequent switching of activities, dosage of educational material, adult support when completing tasks, stimulating and organizing assistance are required.

Features of the child’s emotional and personal development: his interests outside of school, the adequacy of his emotional response: he likes to type texts on a computer, does handicrafts with the head of additional education, studies the game of chess; emotionally excitable, very worried about situations of failure.

Mastering the educational program in the main subject areas:

• Mathematics: independently counts well within 20, knows the studied composition of numbers up to 18, can compare numbers. Has difficulty adding and subtracting two-digit numbers, solving problems, drawing line segments - requires adult support.
• Russian language: successfully masters the general education curriculum, knows and is able to apply all the rules learned, knows writing well vocabulary words, knows how to correctly type texts from dictation.
• Reading: understands the text read, can retell the text, answer questions about the content, reading pace is below normal.

1. I. General information

Child's full name	U.T.D.
Age	9 years
School	MBOU secondary school No. 17
Class	3b
FULL NAME. main teacher	Polyakova Svetlana Anatolevna
The main goal for the current period in the direction of the development and socialization of the child (academic year)	The child’s mastery of the general education program for the 3rd grade of primary school. Adaptation in a class team. Partial inclusion in a mainstream school through participation in extracurricular activities
Regime of a child’s stay in an educational institution	For health reasons and the wishes of parents and the child, participation in extracurricular classroom and school activities in accordance with the educational plan of the class or school

Appendix 3

Creating a “barrier-free” environment

Appendix 4

Psychological and pedagogical support

Main area of ​​activity	Specific tasks for the period	Mode and forms of work	Child achievement indicators	Required specialist list	Performance Evaluation Forms
Development of spatial concepts and fine motor skills	Development of spatial analysis and synthesis, development of motor coordination	4 times a week for minutes of finger gymnastics	Quality and quantity of completed tasks	Teacher	Positive dynamics of child development, noted by specialists and parents
Formation of communication skills	Developing the ability to interact with peers	Participation in extracurricular activities	Communication with peers	Teacher, psychologist, parent	Child monitoring
Development of graphomotor skills	Practicing the correct use of prepositions in oral and written speech	Minutes for speech development in class	Carrying out tasks in accordance with the program	Teacher	Independent completion of tasks without the support of an adult
Accompanying a student around school				Parent

Appendix 5

Formation of social competence

Directions activities	Specific tasks for the period	Responsible	Forms of activity	Achievement Indicators	Achievement Assessment Forms
Helping your child learn and follow school rules	Learn the rules of behavior at school. Development of voluntary self-regulation	Teacher	Educational	Can raise his hand	Learned the teaching material assigned by the teacher
Formation of adequate behavior in a learning situation (in class, outside of class time)	Be able to communicate with the teacher, peers, be able to wait and listen when another student answers	Teacher, psychologist	Academic, extracurricular	Ability to communicate with teacher and peers	Positive feedback about the child from specialists, observation of the child
Formation of socially acceptable behavior in a peer group	The ability to start and end a conversation, listen, wait, conduct a dialogue, play group games. The ability to control your emotions and recognize the emotions of others	Teacher, psychologist	Educational, gaming	Peers directly address the child and include him in their circle. Adapted to the peer group, behaves appropriately	Survey and conversation with mother and child. Child monitoring
Formation of independence	Ability to take instructions and follow established rules independently when performing simple tasks; decreasing adult assistance when performing more complex tasks. Ability to plan, control, evaluate the results of educational activities	Teacher, psychologist	Educational, gaming	Fewer mistakes when completing educational tasks. Ability to understand task instructions and draw up a program of action. Evaluate the result obtained when solving word problems with the help of an adult. Independently establish friendly contacts with peers	Evaluation of educational and test tasks. Method of constructive observation of a child during educational and play activities
Formation of the ability to plan and control one’s activities	Formation of a mental plan of activity. The ability to understand instructions, identify and maintain until the end the goal of an activity, draw up a program of action (using visual activity algorithms, plans, the ability to check the result obtained (with the support of an adult and independently)	Teacher, psychologist	Educational	There is a finished product of activity	Positive grades, test tasks, observation of student activities

Part 5

Features of teaching children with mental retardation

In children with mental retardation, a number of specific features have been identified in their cognitive, emotional-volitional activity, behavior and personality in general, which are characteristic of the majority of children in this category.

Numerous studies have established the following main features of children with mental retardation: increased exhaustion, resulting in low performance; immaturity of emotions, will, behavior; limited supply of general information and ideas; poor vocabulary; lack of development of intellectual and gaming skills.

Perception is characterized by slowness. Difficulties in verbal and logical operations are revealed in thinking. Children with mental retardation suffer from all types of memory and lack the ability to use aids for memorization. They need a longer period to receive and process information.

In persistent forms of mental retardation of cerebral-organic origin, in addition to disorders of cognitive activity caused by impaired performance, insufficient formation of certain cortical or subcortical functions is often observed: auditory, visual perception, spatial synthesis, motor and sensory aspects of speech, long-term and short-term memory.

Thus, along with general features, children with mental retardation of various clinical etiologies are characterized by characteristic features, the need to take them into account in psychological research, during training and correctional work is obvious.

Psychological characteristics of children with mental retardation in educational activities

When organizing the learning process, it should be remembered that children with mental retardation solve many practical and intellectual problems at the level of their age, are able to take advantage of the help provided, are able to comprehend the plot of a picture or story, understand the conditions of a simple task and perform many other tasks. At the same time, these students have insufficient cognitive activity, which, combined with rapid fatigue and exhaustion, can seriously hamper their learning and development. Rapidly onset fatigue leads to loss of performance, as a result of which students have difficulties in mastering educational material: they do not retain the terms of the task or a dictated sentence in their memory, and forget words; make ridiculous mistakes in written work; often, instead of solving a problem, they simply mechanically manipulate numbers; find themselves unable to evaluate the results of their actions; their ideas about the world around them are not broad enough.

Such children cannot concentrate on a task and do not know how to subordinate their actions to rules containing several conditions. Many of them are dominated by gaming motives.

It is noted that sometimes they actively work in class and complete tasks together with all the students, but quickly get tired, begin to get distracted, and stop perceiving the educational material, resulting in significant gaps in knowledge.

Thus, reduced activity of mental activity, insufficient processes of analysis, synthesis, comparison, generalization, weakened memory, attention do not go unnoticed, and teachers try to provide each of these children with individual assistance: they try to identify gaps in their knowledge and fill them in one way or another – explain the educational material again and give additional exercises; more often than when working with normally developing children, they use visual aids teaching aids and a variety of cards that help the child focus on the main material of the lesson and free him from work that is not directly related to the topic being studied; organize the attention of such children in different ways and attract them to work.

All these measures at certain stages of learning certainly lead to positive results and allow one to achieve temporary success, which allows the teacher to consider the student to be behind in development, slowly mastering the educational material.

During periods of normal performance, children with mental retardation exhibit a number of positive aspects of their activity, which characterize the preservation of many personal and intellectual qualities. These strengths most often manifest themselves when children perform accessible and interesting tasks, which do not require prolonged mental stress and take place in a calm, friendly atmosphere.

In this state, when working individually, children are able to independently or with little help solve intellectual problems almost at the level of normally developing peers (group objects, establish cause-and-effect relationships in stories with hidden meanings, understand the figurative meaning of proverbs).

A similar picture is observed in the classroom. Children can relatively quickly understand educational material, perform exercises correctly and, guided by the image or purpose of the task, correct mistakes in their work.

By the 3rd–4th grade, some children with mental retardation develop an interest in reading under the influence of the work of teachers and educators. In a state of relatively good performance, many of them consistently and in detail retell the available text, correctly answer questions about what they read, and are able, with the help of an adult, to highlight the main thing in it; Stories that are interesting to children often evoke strong and deep emotional reactions in them.

In extracurricular life, children are usually active and have varied interests. Some of them prefer quiet, calm activities: modeling, drawing, design, and enthusiastically work with building materials and cut-out pictures. But such children are in the minority. Most prefer outdoor games, like to run and frolic. Unfortunately, both “quiet” and “noisy” children tend to have little imagination and invention in independent games.

All children with mental retardation love various kinds of excursions, visiting theaters, cinemas and museums, sometimes it captivates them so much that they are impressed by what they see for several days. They also love physical education and sports games, and although they exhibit obvious motor awkwardness, lack of coordination of movements, and inability to obey a given (musical or verbal) rhythm, over time, in the learning process, schoolchildren achieve significant success.

Children with mental retardation value the trust of adults, but this does not save them from breakdowns, which often occur against their will and consciousness, without sufficient grounds. Then they have difficulty coming to their senses and feel awkward and depressed for a long time.

The described features of the behavior of children with mental retardation, when not sufficiently familiar with them (for example, during a one-time lesson visit), can create the impression that all the conditions and learning requirements provided for students in a general education school are quite applicable to them. However, a comprehensive (clinical and psychological-pedagogical) study of students in this category shows that this is far from the case. Their psychophysiological characteristics, the uniqueness of cognitive activity and behavior lead to the fact that the content and methods of teaching, the pace of work and the requirements of a comprehensive school are beyond their strength.

The working state of children with mental retardation, during which they are able to master educational material and correctly solve certain problems, is short-lived. As teachers note, children are often able to work in class for only 15–20 minutes, and then fatigue and exhaustion set in, interest in classes disappears, and work stops. In a state of fatigue, their attention sharply decreases, impulsive, thoughtless actions occur, and many errors and corrections appear in their work. For some children, their own powerlessness causes irritation, while others categorically refuse to work, especially if they need to learn new educational material.

This small amount of knowledge, which children manage to acquire during the period of normal performance, seems to hang in the air, is not connected with subsequent material, and is not sufficiently consolidated. Knowledge in many cases remains incomplete, fragmentary, and not systematized. Following this, children develop extreme self-doubt and dissatisfaction. educational activities. When working independently, children get lost, begin to get nervous, and then cannot complete even basic tasks. Severe fatigue occurs after activities that require intense mental expression.

In general, children with mental retardation gravitate towards mechanical work that does not require mental effort: filling out ready-made forms, making simple crafts, composing problems based on a model with only subject and numerical data changed. They have a hard time switching from one type of activity to another: having completed an example on division, they often carry out the same operation in the next task, although it is on multiplication. Monotonous actions, not mechanical, but associated with mental stress, also quickly tire students.

At the age of 7–8 years, such students have a hard time getting into the working mode of the lesson. For a long time the lesson remains a game for them, so they can jump up, walk around the class, talk with their friends, shout something, ask questions not related to the lesson, endlessly ask the teacher again. When they get tired, they begin to behave differently: some become lethargic and passive, lie down on their desks, look aimlessly out the window, become quiet, do not annoy the teacher, but do not work either. IN free time They strive to retire, to hide from their comrades. Others, on the contrary, experience increased excitability, disinhibition, and motor restlessness. They are constantly twirling something in their hands, fiddling with the buttons on their suit, playing with different objects. These children, as a rule, are very touchy and hot-tempered, often without sufficient reason they can be rude, offend a friend, and sometimes become cruel.

Bringing children out of such states requires time, special methods and great tact on the part of the teacher.

Realizing their difficulties in learning, some students try to assert themselves in their own ways: they subjugate physically weaker comrades, command them, force them to do unpleasant work for themselves (cleaning the classroom), show their “heroism” by committing risky actions (jumping from heights, climbing along dangerous stairs, etc.); They can tell lies, for example, boast about some actions that they did not commit. At the same time, these children are usually sensitive to unfair accusations, react sharply to them, and have difficulty calming down. Physically weaker students easily obey “authorities” and can support their “leaders” even when they are clearly wrong.

Incorrect behavior, which manifests itself in relatively harmless acts in younger schoolchildren, can develop into persistent character traits if appropriate educational measures are not taken in a timely manner.

Knowledge of the developmental characteristics of children with mental retardation is extremely important for understanding the general approach to working with them.

The teacher’s correctional work with this category of children should be carried out in the following areas:

— memory correction;

— correction of sensations and perceptions;

— speech correction;

— correction of thinking;

— correction of the emotional and volitional sphere.

Speech correction

• Develop phonemic awareness.
• Develop the functions of phonemic analysis and synthesis.
• Form the communicative functions of speech.
• Learn to differentiate speech sounds.
• Improve the prosodic side of speech.
• Expand passive and active vocabulary.
• Improve the grammatical structure of speech.
• Develop inflection and word formation skills.
• Form dialogical speech.
• Develop coherent speech. Work on the conceptual side of speech.
• Help overcome speech negativism.

Memory correction

• Develop motor, verbal, figurative, verbal and logical memory.
• Work on mastering knowledge through voluntary, conscious memorization.
• Develop speed, completeness, and accuracy of information reproduction.
• Develop memory strength.
• Form the completeness of reproduction of verbal material (reproduce verbal material close to the text).
• Improve the accuracy of reproducing verbal material (correct wording, ability to give a short answer).
• Work on the sequence of memorization, the ability to establish cause-and-effect and temporal connections between individual facts and phenomena.
• Work on increasing your memory capacity.
• Learn to remember what you perceive and make choices based on a model.

Correction of sensations and perceptions involves

• Carrying out work to clarify visual, auditory, tactile, and motor sensations.
• Development of targeted perception of color, shape, size, material and quality of an object. Enriching children's sensory experience.
• It is necessary to teach children to correlate objects by size, shape, color, visually checking their choice.
• Differentiate the perception of objects by color, size and shape.
• Carry out work on the development of auditory and visual perception.
• Increase the volume of visual, auditory, tactile ideas.
• Form tactile discrimination of the properties of objects. Learn to recognize familiar objects by touch.
• Develop tactile-motor perception. Learn to correlate the tactile-motor image of an object with a visual image.
• Work on improving and qualitatively developing kinesthetic perception.
• Work on increasing the field of view and viewing speed.
• Develop your eye.
• Form the integrity of the perception of the image of an object.
• Learn to analyze the whole from its constituent parts.
• Develop visual analysis and synthesis.
• Develop the ability to generalize objects based on characteristics (color, shape, size).
• Develop perception of the spatial arrangement of objects and their details.
• Develop hand-eye coordination.
• Work on the pace of perception.

Correction of thinking

• Develop visual-effective, visual-figurative and logical thinking.
• Develop the ability to analyze, compare, generalize, classify, systematize on a visual or verbal basis.
• Learn to highlight the main, essential.
• Learn to compare, find similarities and differences between features of objects and concepts.
• Develop mental operations of analysis and synthesis.
• Learn to group objects. Learn to independently determine the basis of a grouping, to identify an essential feature of an object for a given task.
• Develop the ability to understand the connection of events and build consistent conclusions, establish cause-and-effect relationships.
• Activate mental creative activity.
• Develop critical thinking (objective assessment of others and oneself).
• Develop independent thinking (the ability to use public experience, independence of one’s own thoughts).

Correction of the emotional-volitional sphere

• Develop the ability to overcome difficulties.
• Foster independence and responsibility.
• Develop a desire to achieve results, to bring the work started to the end.
• Develop the ability to act purposefully and overcome feasible difficulties.
• Cultivate honesty, goodwill, hard work, perseverance, and endurance.
• Develop critical thinking.
• Develop initiative and the desire to be active.
• Develop positive behavioral habits.
• Foster a sense of camaraderie and a desire to help each other.
• Foster a sense of distance and respect for adults.

If a blind or deaf child reaches the same level of development,

as normal, children with a defect achieve this in a different way,

on a different path, by other means, and it is especially important for teachers to know

the uniqueness of the path along which he must lead the child.

Precisely so that a defective child can achieve the same,

As normal, completely special means should be used.

L.S. Vygotsky

In modern conditions, the responsibility of those who create special educational conditions for children with special educational needs increases significantly.

Special educational conditions are special educational programs, methods of teaching and upbringing, textbooks and teaching aids, didactic materials, technical means of teaching for collective and individual use, the provision of assistant services, group and individual correctional classes and other conditions without which it is impossible or it is difficult for students with disabilities to master educational programs.

In our educational institution (DUO MBOU Secondary School No. 90) there are three compensatory groups. The compensatory group “Firebird” is attended by children with disabilities: children with early childhood autism, motor pathology-cerebral palsy, Down syndrome and children with developmental disabilities of various origins. These children have complex organic disorders, which significantly complicates correctional work. The condition of these children prevents them from mastering the educational program of preschool educational institutions without creating special conditions for upbringing and training. Our task is to create conditions for the development of the emotional, social and intellectual potential of a child with developmental problems, opening up opportunities for his positive socialization. Correctional and developmental work is carried out comprehensively by all specialists of the preschool educational institution.

Children with special educational needs need an individual correctional and developmental program. The structure of an individual program for a specific child includes:

– results of comprehensive diagnostics of child development;

– individual correctional and developmental route;

– characteristics of the dynamics of a child’s development of an adapted program in educational areas.

The development of an individual correctional program for a child with disabilities begins with a medical-psychological-pedagogical Consilium. The tasks of the Council are:

– identify a child in need of special development conditions at the request of parents (legal representatives), educators or at the conclusion of the city PMPK;

– conduct an in-depth diagnosis of the child’s development by each specialist;

– identify the main problem of the child and formulate recommendations for each specialist;

– collectively discuss the materials of the diagnostics performed and, based on the results, draw up individual route child development or give a referral to the city PMPK;

– select methods and technologies for carrying out correctional and developmental activities;

– fill out an individual child development card;

– invite parents to a consultation with specialists. Familiarize yourself with the recommendations of the consultation and sign them;

– conduct an assessment of the effectiveness of correctional and developmental work by all specialists of the Consilium.

The difficulty of carrying out correctional and developmental work is associated with the different levels and different age categories of children with disabilities. In children with severe mental disorders we carry out corrective work on individual programs with an emphasis on socialization and the formation of practically oriented skills.

Forms of educational and correctional support: individual work, subgroup work, group direct educational activities, parent-child interaction at home with the advisory support of specialists.

In our work we use various technologies and methodological techniques:

– to develop and correct motor functions, relieve mental and muscle tension, we carry out various types of gymnastics and exercises: articulation and finger gymnastics, motor warm-ups and relaxation exercises, awakening gymnastics, “brain gymnastics”, etc.;

– tests and exercises for interhemispheric interaction, based on the program of A.V. Semenovich and the level organization of the HMF by A.R. Luria;

– breathing and oculomotor exercises.

On Fridays (the end of the thematic week), all pupils of the group are given comprehensive lessons to review and consolidate the material of the lexical topic in an interesting and varied form of joint activity. The lesson is conducted by a teacher, educational psychologist, speech pathologist or speech therapist.

These activities help:

– consolidation of the material covered;

– expansion personal experience;

– interaction of the entire group of students;

– development of partnerships between adults and children.

To introduce inclusion and successful socialization of children with disabilities, integrated classes are held together with children from general education groups: “Musical living room”, joint holidays, theatricalization of fairy tales. Targeted excursions around the preschool are conducted, they become active participants in general holidays.

When working with parents, we use a variety of forms of work:

– there is a parent club “Harmony”, where we discussed the problems of children with RDA, “Anxious child”, “Children with developmental delays”, “Aggressive children”;

– parents of children with disabilities take an active part in joint educational activities: “Making folk toys”, master class with parent T.A. Ugarina. “Creating painted scarves using the batik technique, participating in holidays” New Year", "March 8", preparation of mini-projects (once a month) and exhibitions in a group (for each lexical topic).

A developing environment is one of the conditions for the development of the emotional, social and intellectual potential of a child with developmental problems, opening up opportunities for his positive socialization. Parents are active participants in creating a developmental environment in the group and in the walking area. All teachers of the correctional group "Firebird" work in the creative group "Correctional and developmental activities with preschoolers with disabilities", the goal of which is to create conditions for improving professional skills in working with children with disabilities, professional communication and the development of creative activity teachers.

The concept of “Children with special educational needs” covers all students whose educational problems go beyond the generally accepted norm. The commonly accepted term “children with special educational needs” emphasizes the need to provide additional support in the education of children who have certain developmental differences.

The definition given by the French scientist G. Lefranco can be accepted as logical and justified: “Special needs is a term that is used in relation to individuals whose social, physical or emotional characteristics require special attention and services, and are given the opportunity to expand their potential.”

The category of children with special educational needs includes children with special needs of psychophysical development, children with hyperactivity and attention deficit disorder, as well as gifted children,

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"Music therapy as one of the methods

correctional and developmental work with children with special needs

In accordance with the strategy of modern education and the introduction of a professional teacher standard, which puts forward requirements for the use of special approaches to learning and development in order to include educational process For all pupils, including those with disabilities, the teacher must provide equal opportunities for the full development of each child during preschool childhood. Preschool teachers, including music directors, must comprehensively solve this problem.

Corrective and developmental work with children with special health needs should be based on the integration of education, a person-oriented approach, on the principles of respecting the interests of the child, consistency, continuity, and the recommendatory nature of assistance.

The correctional and developmental capabilities of musical art in relation to preschoolers with special educational needs are determined primarily by the fact that it is a source of new positive experiences for the child, gives rise to creative needs and ways to satisfy them, activates potential opportunities in practical musical and artistic activities, and provides comprehensive development child, i.e. performs the most important functions: educational, educational, social.

Mention of the healing and correctional-developmental effects of music goes back to ancient times. The most prominent scientists Pythagoras, Aristotle, Plato pointed to the therapeutic and preventive effects of music. They believed that music establishes proportional order and harmony in the Universe, including those disturbed in the human body. It was noticed that music, primarily its main components - melody and rhythm, changes a person’s mood and rebuilds his internal state.

In ancient sources there is a lot of evidence that speaks of miracles that occurred from the influence of music. The most prominent physician of antiquity, Avicenna, treated mental illnesses with music thousands of years ago. And the doctor Asclepides pacified discord with the sounds of music and restored hearing with the sounds of the trumpet. The perception of music, according to the ancient Greeks and Romans, contributed to the digestion process. Democritus noted the healing effects of the sound of certain musical instruments and recommended listening to the flute for healing in cases of fatal infections. The works of the ancient Greek philosopher Pythagoras describe how music can influence emotional condition person, restore spiritual harmony.

Music therapy was also widely used in Ancient China and India. Ancient Chinese approaches to diagnosis and treatment with music were based on the effect of music on active biological points of the meridians of the human body. Treatment of mental and physical disorders was carried out by exposing certain tones, sounds and certain musical instruments to diseased areas of the body.

Scientific understanding of the mechanism of the influence of music on the human body began in the late 19th and early 20th centuries. Research has revealed the beneficial effects of music on various systems of the human body: cardiovascular, respiratory, motor, nervous. Very important were the conclusions that positive emotions received from communication with art have a healing effect on psychosomatic processes in the human body, relieve psycho-emotional stress, mobilize reserve forces, stimulate creativity, while negative ones indicate the opposite effect. It was these conclusions of domestic scientists that formed the basis scientific justification the use of art (music) in correctional work with adults and children.

Second half of the 20th century is associated with the identification of music therapy as an independent direction in the practice of art therapy in Europe and the USA.

Music therapy is a method that uses music as a means of psychological correction of a child’s condition in the desired direction of development. The music director carries out the selection and implementation of daily life child music therapy works, which minimizes behavioral and organizational problems, increases the performance of children, simulates their attention, memory, and thinking. Music therapy is usually organized in individual and group forms. Each of these forms can be presented in three types: receptive, active and integrative.

Receptive music therapy involves a relatively passive perception of the proposed melodies, and mainly solves problems associated with psycho-emotional states.

Active music therapy involves the active involvement of the participant in the process through singing, movements, playing children's musical instruments and helps to solve problems to enhance creativity and develop communication skills.

Integrative music therapy combines receptive and active music therapy approaches.

What kind of music has the greatest therapeutic effect? According to observations, optimal results are obtained by listening to classical music and sounds of nature.

Numerous studies have confirmed that classical music not only creates a feeling of psychological comfort, but also contributes to the development of attention, intelligence and creativity, helps to reveal the child’s inner potential in early age.

Elements of music therapy are used in kindergarten groups during the day:

The morning reception begins with the music of Mozart, because this music encourages close contact between an adult and a child, creates an atmosphere of comfort, warmth, love and ensures psychological well-being;

Daytime sleep takes place under quiet, calm music. It is known that sleep is considered as a manifestation of the complexly organized activity of a number of brain structures. Hence its most important role in ensuring the neuropsychic health of children. Music during sleep has a healing therapeutic effect;

Music for the evening helps relieve accumulated fatigue and stressful situations during the day. It calms, relaxes, normalizes blood pressure and the functioning of the nervous system of the child’s body.

The advantages of music therapy are:
1. Absolute harmlessness;
2. Ease and simplicity of use;
3. Possibility of control;
4. Reducing the need to use other treatment methods, which are more stressful and time-consuming.

We are all born with different capabilities. Sometimes restrictions are imposed by nature itself. But this does not mean that children with disabilities have less chance of being happy. And there is a solution to this - music therapy.

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To the music with joy:

classes for children with special needs

In any society there are people who require special attention to themselves. These are people with disabilities in physical, mental or social development. Such people are identified as a special group, and society and the state should develop a special attitude towards them. However, at different times, depending on specific cultural and historical conditions, the attitude towards this category of people was very different: in some societies, such as, for example, Sparta, it was distinguished by extreme cruelty up to their physical destruction. Regions of the Far North. Ancient Rome, in others, was merciful and compassionate. In Rus', people suffering from serious illnesses and having limited opportunities have traditionally been objects of charity and mercy. In addition, a special place was reserved for them in the Orthodox religion. These people had “God’s providence.”

Today, Russian legislation regarding the care and assistance of people with disabilities is approaching the laws and principles adopted throughout the world, which affirm a non-discriminatory attitude towards people with disabilities and call on the international community to create conditions for the integration of sick children into society, providing them with equal opportunities.

In 2005, on the basis of Tchaikovskaya Children's Music School No. 2, a department of children with disabilities (CHD) or a department of students with special educational needs was created. Over the years, the department has 15 graduates in guitar, balalaika, vocals, synthesizer, and piano. The duration of study at the department for children with disabilities is 5 years.

Today we have 11 students. These are mainly guys with congenital cerebral palsy (moderate form and various forms of cuts), with cardiovascular diseases. There was a deaf-mute girl and a girl who lost her voice after a car accident.

Most children have to be taught individually at home. Only a few people are brought to school by their parents.

What is typical is that these children always look forward to music lessons with great joy, and for a teacher it is very important to see the desire and dedication of the student. And when you see the changes taking place in the psycho-emotional state of our children, you simply begin to believe in the magic of music.

It is interesting that when the department was created, none of the teachers had experience working with “special” children. For training, we went to Yekaterinburg to specialized music school No. 4, where we gained experience (I was also in the general education correctional school No. 169 for children with a disease such as autism). Gradually, our own educational system was formed, which had a positive effect on the health of children with musculoskeletal disorders and their social adaptation in society.

The specificity of working with disabled children is that the means, forms of training and education of such children depend on the type of abnormal development, the degree and nature of violations of various functions, age-related capabilities, as well as on the individual abilities of the children.

I can give you this example: my student Maxim Ermolin, who plays the synthesizer with me, can play with only one finger; the boy has limited use of his hands. It took him a long time to adapt to the game and also worked a lot on his technique. And he achieved good results (by his standards, of course).

Zyabrina Sofia – when we practice playing the piano, the specificity of her vision is as follows: when she sits down at the instrument, she does not see the notes on the keyboard, she does not distinguish the keys well, although theoretically she knows everything. And there are many such cases and everything is individual.

It’s no secret that the social circle of such children is narrowed and closed. And additional education teachers help realize their potential opportunities.

In this sense, the importance of music is enormous, as one of the universal therapeutic agents that affects the psyche, emotions, and mood of a person. The process of musical learning for such children undoubtedly differs from ordinary classes with healthy children - in the organization of goal setting, requirements for the perception and assimilation of knowledge, skills and abilities. The main task in the process of raising children with abnormal development includes:

Stimulation of potential capabilities;

Help in overcoming difficulties of social adaptation;

Involving a disabled child in the world of beauty by activating his creative potential and compensatory capabilities.

Music classes include the following sections:

Speech therapy exercises on speech development, singing, teaching musical literacy, listening to music, musical-rhythmic exercises and games, learning to play musical instruments, playing music, finger games.

Any of the sections of musical education, in addition to the well-known focus, also carries an additional burden, being responsible for achieving specific correctional goals in the overall development process of a disabled child.

Singing also includes work on the development of the articulatory apparatus: articulatory gymnastics, didactic games for the development of the voice, respiratory system, facial muscle groups, and stabilizes nervous activity. Helps solve problems in speech, Singing enriches the child with new impressions, develops initiative, independence and at the same time corrects the activity of mental processes,

Listening to music enriches the inner world of a disabled child, awakens in him the ability to empathize, sympathize, has a calming, relaxing effect or vice versa - encourages action and activity depending on the mood and nature of the musical work, teaches the child to think, fantasize, create

Our classes also include playing musical instruments, which contributes to the development of fine motor skills, coordination of movements, rhythmic, timbre, pitch hearing, as well as strengthening memory.

Playing music attracts even the most timid and inert children, awakening in them activity in expressing feelings of joy and pleasure from the opportunity to communicate with musical instruments. The peculiarity of playing music with these children is that all the pieces performed are performed in an ensemble with a teacher, which avoids discomfort and enriches the sound.

Musical and rhythmic exercises play an important role. This is a whole section that includes exercises for the development of certain parts of the body, arms or legs as a component. Musical and rhythmic games help relieve isolation, shyness, and complexes, evoke positive emotions, and create a desire to take part in musical and gaming activities together with a teacher or other children at joint concerts. In such games, they develop moral principles, friendliness and goodwill towards the people around them.

Based on work experience, thanks to music classes that include all these sections, fine motor skills of the hands improve, which contributes to positive changes in the development of speech, memory, and movement coordination.As a result of learning, the child’s cognitive activity and self-confidence increase (this is especially evident at concerts), children express themselves more actively in various life situations, interest in joint activities with adults also increases, the child’s need for communication through speech develops, psycho-emotional and muscle tension.

Another example is when I recently met a former vocal graduate Ilya Labutin (secondary form of cerebral palsy) He is now studying in Moscow at a technical university - he has noticed significant changes for the better - his speech has become clearer and more understandable. After inquiring, he told me that he still sings a lot and is very grateful to his school teacher.

Contact with music stimulates a child's creativity and promotes self-expression. Often, these activities can also change his mood in a positive direction. And I will say again that these children are waiting for us with great joy, like no other healthy child. And very, very grateful.

For the guys entering our department, the primary thing is the desire to study music, and not the presence of musical abilities. We accept everyone. In my practice, there was a case when a student initially did not have any musical inclinations (or we could not immediately find them). We “searched” for our path for a long time. We studied musical notation, listened to a lot of music: both classical and modern, and got acquainted with vocal ensembles. And in the third year of study we decided to try to master the synthesizer. At the moment, Maxim Ermolin - I already talked about him (now a graduate of our school) plays the instrument perfectly, successfully performs at various city concerts and competitions. I record the auto accompaniment in a bank on the sequencer track, and perform the melody independently, and does it (as I already said) with one finger. In addition to limited use of his hands, the boy has atrophied motor functions below the waist. It's been 3 years since he graduated from school, but we continue to study. When choosing songs, we often argue before coming to a consensus.

For the third year, I have two twin girls studying with me - Sofia and Lena.

The girls are very smart with great intelligence. A lot of people are interested. They study vocals, successfully master musical notation, play piano, play famous songs in an ensemble and already perform them at concerts. We also get to know and listen to musical works of different genres, eras, and styles.

When they are ill, they practice horse riding (horses treat them).

And alpine skiing.

Leontiev Kolya, in addition to physical and mental retardation in development (impaired speech, diction, palpation). But he tries very hard and we have a lot of positive results. Which we are very happy about.

This year, two boys appeared among my students - also twin brothers. Just like in girls, one of them, Alberta, has a more severe severity of the disease. He is being homeschooled. My brother is taken to a comprehensive school.

Albert studied the balalaika for 2 years. And it so happened that the teacher left and, unfortunately, was unable to find another one. It’s no secret that not all teachers agree to work with such children - apparently they are not mentally ready (About Nastya Khozyasheva).

And since I am the head of the department, it is my responsibility to find a teacher for a child, or I take this child for myself - that’s what happened this time.

I was looking for a guitarist for lessons, then a vocal teacher. IN Eventually I found a synthesizer and suggested that the boy and his parents try this instrument. To our great surprise, he began to study with such interest. In two months of study, we have already learned a lot: we play songs, select songs and sing them with pleasure. And at my mother’s request, they began to study with my brother Arthur. Now I have 2 more students. There are 5 of them in total and I work with them all at home. And those that parents can bring, I distribute to teachers. And I am very grateful to those who agree.

The active involvement of children with special educational needs in artistic and aesthetic activities is carried out by organizing concerts and competitions with their direct participation. Through joint efforts, teachers and students prepare for the department’s concerts (New Year’s, Christmas concerts, concerts during the decade of disabled people, concerts for March 8 and February 23, the department’s reporting concerts), and participate in the annual municipal festival of artistic creativity of people with disabilities “The Price of Success.” In the near future, there will be another festival on October 25, where we will take part again. We often hold home concerts for the child’s relatives (uncles, aunts, grandparents come). The department works closely with the “Romashka” kindergarten for children with visual impairments (we come to them with a concert and game program.) and the Tchaikovsky Society for the Disabled “Lastochka”, with whom concerts are held.

The guys are of course very nervous before the performance, but the support of the teachers helps them cope with their anxiety.

I would like to note the warm atmosphere of all the department’s concerts, as well as the already traditional tea parties, where the guys communicate with each other, which is important for our children.

Again, I will say that the main problem of the department is the lack of teachers. After all, first of all, it is their merit that children can realize their creative abilities and discover their musical talents. But not everyone is ready to work with “special” children. In addition to knowledge, you need patience, sincere interest in the result, humanity, and kindness. Our teachers in the department of children with disabilities possess all these qualities.

During theactivities with disabled childrenThe following conditions must be met:

Slow, in contrast to healthy children, pace of learning;

• optimal involvement of children in subject-based practical activities;
• reliance on the most developed positive qualities of the child;
• differentiated management of children's activities and correction of their actions.

On Classes with disabled children,unlike classes with ordinary children, there are many digressions related to life, environment, external environment, society. A teacher who works with such children must be sensitive to all events that worry the child.

Also, by teaching such children, the teacher himself learns from them willpower, compassion, and rethinks his life positions.

During classes, teachers note the diligence of these students and their extraordinary sensitivity to music;

Working with disabled children is very difficult. Collecting bit by bit the small successes of the child, my parents and I sincerely rejoice at them as if they were great incredible achievements.

But the most important thing is that the child’s degree of freedom in relation to the world around him increases, his optimism and self-confidence grow, and thus his adaptation in society occurs.

I would also like to say that these children can do everything and do everything, but they do it in their own way. And this needs to be understood, accepted, adjusted... And then there will be no fear at all in teaching such children.

List of used literature

1. Art pedagogy and art therapy in special education / E.A. Medvedeva, I.Yu. Levchenko, L.N. Komissarova, T.A. Dobrovolskaya. – M., 2001.
2. A. N. Zimina “Fundamentals of music education in a preschool institution.”
3. S. I. Bekina, T. P. Lomova, E. N. Sokovnina “Music and movement.”
4. Magazine "Music Director's Handbook".
5. B.M. Teplov “Psychology of musical abilities.”
6. D.B. Kabalevsky “How to tell children about music.”
7. O. Slaboda. “Healing through the magic of sounds” /. – St. Petersburg, Vector, 2008
8. S. Shushardzhan “Health by notes” /. - M., Medicine, 1994

Preview:

music director

It is clear that most often it is parents who are the first to notice a child’s giftedness, although this is not always easy to do, since there is no stereotype of giftedness - each child shows his abilities in his own way. Most often, a child’s giftedness goes unnoticed in families where this child is the first or only. Sometimes parents resist classifying their children as gifted. This is obviously explained by the fact that parents of gifted children, as members of their society, are subject to the system of relationships and values ​​of society as a whole.

Children's giftedness often acts as a manifestation of patterns of age-related development. Each childhood age has its own prerequisites for the development of abilities. Under the influence of changes in age, education, mastering the norms of cultural behavior, type of family upbringing, etc. There may be a “fading” of signs of children’s giftedness. As a result, it is extremely difficult to assess the degree of stability of giftedness demonstrated by a given child over a certain period of time. In addition, difficulties arise regarding the prognosis of the transformation of a gifted child into a gifted adult.

Giftedness is a systemic quality of the psyche that develops throughout life, which determines the possibility of a person achieving higher, extraordinary results in one or more types of activity compared to other people.
Gifted childstands out for its bright, obvious, sometimes outstanding achievements (or has internal prerequisites for such achievements) in one or another type of activity.

Music is a source of special children's joy. The preschool educational institution has everything necessary to carry out work on music education. The music room is equipped with a music center, piano microphones, TV, DVD player. The group rooms are equipped with all the necessary educational and didactic aids, equipment and toys for musical corners. Children enjoy looking at albums with portraits of composers, playing on the “silent keyboard” and singing, and playing musical and educational games. Such conditions are created for practicing music in everyday life.

We begin to identify musical abilities in children from the age of 2. We give a lot of warmth and affection to our children, opening the door to the world of beauty. During the classes, they are offered clearly illustrated musical material, musical and didactic games, and the author’s methods of T. Tyutyunnikova, A.N. Burenina, Merzlyakova, O.P. Radynova.

At an early age, a child naturally discovers the beauty of music, its magical power, and in various musical activities reveals himself and his creative potential. Thanks to competent classes, the baby gradually develops an ear for music, and musical and rhythmic development naturally flows into the rhythm of life of the kids. To consolidate the effect of early musical and rhythmic development, I create folding folders with recommendations and a song repertoire to help parents. Giftedness often manifests itself in the success of activities that have

spontaneous, amateur character. For example, a child who is passionate about singing can enthusiastically perform at home the songs he learned in kindergarten,

dancing, but not to show similar activity directly in the music lesson.

In artistic and aesthetic activities, choreographic, stage, literary and poetic, visual and musical talent are distinguished. Giftedness acts as an integral manifestation of different abilities for the purposes of specific activities. Children enjoy taking part in learning musical and rhythmic material for the musical fairy tale “Kolobok”, participating in theatrical activities, learning and performing poems, songs, dances, conducting round dances and participating in performances. Sometimes parents, at a party or entertainment, learn about signs of giftedness in their children. The presence of parents at a holiday or entertainment in a kindergarten, a concert venue, or at a mass city event creates a powerful incentive for children to work on musical material. And performing a song or dance together with mom or dad leaves many joyful memories in the children’s memory.

The formation of the musicality system in musically gifted children is subject to the general patterns of development of musical abilities in ontogenesis and is characterized by: the rapid development of emotional responsiveness to music and the sensory components of this system; bright and intensive development of musical thinking, mediated by the rapid acquisition of musical language. The high level of creativity and intelligence in these children serves as the basis for the harmonious development of the reproductive and productive components of musical thinking.

Musically gifted preschoolers often turn out to be artistically gifted in general, showing abilities for visual, literary and other types of artistic activities. Diagnostics of musicality is a process consisting of sequential, annual cycles of diagnostic examinations and systematic observations of the child’s musical development. The structure of diagnostics of musicality and musical abilities is determined by the structure of musicality and its constituent musical abilities adopted in the study. Diagnosis of children is carried out strictly individually.

In children with general inclinations of giftedness, but without musical abilities expressed at the first stage, musicality develops very intensively in the process of special classes, apparently, mainly due to intellectual mechanisms. Therefore, I recommend that the child’s parents, after graduation from the preschool educational institution, continue classes with a choreographer, vocal or instrumental teacher. Our children study at the School of Arts, study at the choreographic dance studio "Ocharovanie", participate in city and regional competitive programs. They perform in city holiday programs "March 8", "Mother's Day", "Defenders of the Fatherland Day", "Children's Day", "Victory Day".

Creating a special artistic atmosphere and musicality of the environment is a powerful stimulus for musical and general development children.

Preview:

Final lesson “Toys”

(Development of rhythmic abilities of children with speech disorders in music classes with elements of logorhythmics)

A selection of musical, game, dance and song material: E. Fominykh

Audio file mastering: O. Lykov

Target: overcoming speech disorders in children through development, education and correction of the motor sphere through musical and logorhythmic activity.

Tasks:

educational:

To form motor skills, the connection between music, movement and words;

Develop spatial concepts, creative activity;

Develop coordination, switchability of movements;

Introduce metrhythmics;

educational:

To educate and develop a sense of rhythm, the ability to sense rhythmic expressiveness in music and movements;

To develop the ability to perceive musical images and the ability to move rhythmically and expressively in accordance with this image;

Improve personal qualities, sense of teamwork;

correctional:

Develop speech breathing;

Develop the articulatory apparatus;

Develop phonemic awareness;

Develop grammatical structure and coherent speech;

Form and develop auditory and visual attention and memory.

Structure of an integrated lesson:

Movements to music: round dance, fractional and marching steps;

Dance with objects:

“Colored peas” - with balls

Dance - song “Oh, what spoons” O.N. Vaskovskaya

Song with elements of finger gymnastics, rhythmoplasty: Devochkina O.A. “Horse”, “Bunny” to poems by A. Barto;

Song "Airplane" by Tilicheeva with playing metallophones"

Speech therapy gymnastics;

Noise orchestra “Naughty Polka” by A. Filippenko

Music Store Game

Game “Take and Give” by Tyutyunnikova

Characters:

Leading

Enchantress

Salesman

Children: Bear, 2 bunnies.

Equipment: a sorceress's house, a shop window, toys for decoration, wooden spoons, instruments for a noise orchestra - a metallophone, maracas, drums, cards for articulatory gymnastics, hats for the game “Muz. store”, walnuts for the game “Take and Give”.

Children enter the hall to the music “Small Country” and line up in a checkerboard pattern.

001. Small country-singing children

Leading: Hello guys.(chanting)

Today we will go to an extraordinary magical land, but first we will greet each other!

Musical greeting:

Step, bow,

They stood in place.

“Hello!” - the boys said.

Step, sit down,

Step and steel -

“Hello!” the girls said.

Well, the guests repeat and answer us unanimously: hello!

Leading: How cool and interesting we greeted each other, and now we’re on our way!(put on the hands, put on the legs and hit the road)

The background music “Gnome” by O. Yudakhina sounds, the children sing and perform movements according to the text of the song.

002. All types of steps

Leading:

1. Right along the path,

Our feet are walking

We walk merrily

We raise our knees.

(March step)

2. Calm and beautiful

We're going in circles

As if on the road

We are leading a round dance.

(Round dance step)

3. Sit down a little,

They wanted to drown

We stomp our feet

We walk merrily.

(Stomping step)

Leading: Well. Here we are?

Music sounds and a sorceress comes out of a fairytale house.

003. Exit of the Sorceress

Enchantress: Hello my friends. I know that you have gone to a magical land and of course, I will help you get there. And this box will help you.

What is in the box, what is rattling in the box? (Sings)

Children: make assumptions...

Enchantress: Let's see - these are magic nuts! If you tap out the rhythm on them, you can enter the magical land of toys!

Do you know how to play with nuts?

(Children sit on their knees in a circle)

Game T.E. Tyutyunnikova “Took and Gave”, music."Tumba-hey" (Holland).

004. Game with nuts

1 PHRASE: 1 nut is placed on the left hand, and the children cover it in their own place and pass it to their neighbor. 6 bars 4/4

(Unlearning words“FROM ME”, “FROM THE NEIGHBOR”, “TOOK”, “GAVE”)
If you lose, they take the 2nd nut

PHRASE 2: tap the rhythm|| III ||III ||II I||II I|| II I||III

Say the words: one, two, one, two, three

If you lose, they place the second nut in front of you again.

PHRASE 3 : repeat 1 phrase, without words:6 bars of 4/4 at the end - raise your hands with nuts UP!

Enchantress: Oh, what is that envelope in the corner?

“Pictures depicting ARTICULATIVE GYMNASTICS”

(Perform under a metronome)

To a slow metronome tempo:

1. Let's open our mouth wide like a hungry hippopotamus.
2. The clock knocks tick-tock and our tongue can do so.
3. The children sat on the swing and flew up higher than the spruce tree, up and down, come on, tongue, hold on.

Fast pace:

1. I am a turkey “Baldy-Balda” - run away in all directions.
2. The horse is clicking along the path, click its tongue loudly - it will also make a loud sound.

As soon as the gymnastics ends. The ball rolls out into the middle of the hall!

Enchantress: And here is the first toy!

005. My funny ringing ball

BALL

(rhythmic recitation to music)

006. Ball-rhythmdeclamation

1. My cheerful, ringing ball,
Where did you run off to?
Yellow, Red, Blue,
Can't keep up with you!

2. I smacked you with my palm.
You jumped and stomped loudly.
You fifteen times in a row

Jumped into the corner and back.

3. And then you rolled
And he didn’t turn back.
Rolled into the garden
Got to the gate

4. Rolled under the gate,
I reached the turn.
There I got under a wheel.
It burst, popped - that's all!

The sound of an airplane is heard

Enchantress: Now the second toy is rushing towards us, guess who is making that noise?

006. Airplane sound

Enchantress: That's right, the sound of an airplane. Pilots, to the airfield!

Children walk at a marching pace, line up in a semicircle and recite a poem:

We'll build the plane ourselves

Let's fly over the forests.

Let's fly over the forests,

And then we'll go back to mom

To the command “Start the engines and fly” - they move around the hall chaotically. To the command: To board – “Fly to the chairs”

3 people remain and play the song on metallophones:

Song by E. Tilicheeva “Airplane” with playing on metallophones

007. Airplane

Enchantress : Hoofs click loudly. Guess who's rushing towards us?

009. Horses

The beginning of “Zorka the Horse” sounds Lomovoy (children recognize the horse)

010. Horse Zorka

The song “I love my horse” is performed with movements (lyrics by A. Barto, music by Devochkina)

The screensaver sounds - the growl of a bear (see "Musical Olivier" No. 1 - 2013http://art-olive.ru/besplatno.html )

Enchantress : Is anyone else coming to us?

Sings songs so loudly!

A bear comes in with a basket containing spoons.

011. Bear

Enchantress : A clubfooted bear is walking through the forest,

The clumsy bear brings us spoons.

Bear: I will also play with you,

Let's knock spoons!

Any song about Spoons, at the choice of the music director.

Leading: Who else is rushing to us?(sounds fragment “Bunny”), the children answer.

012. Bunnies

Leading: Let's sing a song about a bunny

The song “Bunny” is performed with movements (lyrics by A. Barto, music by Devochkina)

Enchantress: Will you not harm the toys? Come on, bunny, come out and bring us the tools.

The bunny comes out to the music:

Bunny: Why are you guys sitting?
Take all the tools.
How can you play?
We need to show it to all of us.

Orchestra "Naughty Polka"

(music by Filippenko)

013. Naughty polka (Filippenko)

Enchantress: Guys, do you know where the toys have a home?

That's right - they are made at the factory, but are they bought?

And we will go with you to the store.

Get into the car, start it, let's go...

014. Bibika-mik

(sit on chairs - cars)

Music Store Game

Salesman:

Look in the store

All toys on display:

Groovy bunnies,

Bears and horses

Everyone is sitting on the shelves,

They want to play with us.

(N. Voronina)

Let's see what toys are in our store.(Each toy has its own music. (bunnies 012 - 1 person, horses 09 – 2 people, plane 08 - 1 person, bear 011 - 1 person))

Each toy performs movements to its own music. With the end of the music, the “factory” ends. The buyer chooses the toy he likes. Afterwards, everyone returns to the “chair-cars”.

Enchantress:

The sun ran along the path,

The sun scattered bright peas.

The guys took colored peas,

And we danced a farewell dance with them.

Dance "Colored Peas"

(For a description of the dance, see the end of the script)

015. Colored peas

With the last phrases the dancers leave. They will be joined by the children of Jr. age. They say goodbye with hand movements and go back to the group.

Colored peas

(red, blue, yellow)

(Music by A. Varlamov, lyrics by V. Kuzmina)

To lose, they go in 2 ranks, changing into one.

1. I will collect colored peas in my palms

(cross movements of the arms with a turn left and right, feet on the heel)

And I'll turn peas into a fun game

(stretch your hands forward with the ball alternately)

Yellow peas are our cat,

(hands up, swing to the sides with both hands, show only those about whom it is sung, the rest have their hands behind their backs)

Blue polka dots are cat eyes.

Red polka dots - ears for earrings

And then you’ll get a cat’s beauty.

If they lose, they rebuild into 2 circles

2. Colored peas burn in the sun,

(sit down, stand up, spin around)

Mischievous boys want to play with me.

Yellow peas are someone's legs,

(form a common circle according to the words of the song)

Blue polka dots are someone's strong look.

Red peas - Antoshka's mouth,

It turned out to be a little fidgety brother.

(When losing at a marching step, they expand the circle, walking with their backs)

3. Colored peas

scattered in the grass,

But three of them remained

(They take a knee. They knock with balls)

in a wide sleeve.

(movement alternately with hands up and down)

But three of them remained

(They take a knee. They knock with balls)

in a wide sleeve.

(movement alternately with hands up and down)

Yellow peas

(make a gate in the center)– autumn sketches,

Blue peas

(movements with arms to the sides under the GOAL)– drops of rain.

Red peas

(They approach the GATES on both sides)–I'll put it in a basket,

Quietly leaving along a fairy-tale path.

(Reform into one line)

Quietly leaving along a fairy-tale path.

If you lose, repeat: (cross movements of the arms with a turn left and right, feet on the heel) - 2 beats, (stretch the arms forward with the ball alternately) - 2 beats,