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“Development of an individual route for accompanying a child with disabilities. Options for individual educational routes for children with disabilities who have contraindications for inclusion in inclusive groups (combined groups)

Municipal educational institution IRMO "Mamonovskaya secondary school"

"Development individual route accompanying a child with disabilities health"

Teacher-psychologist: Tuymanova T.V.

IOM– this is institutional document regulating and defining content of correctional and developmental activities with a child with problems in mental and/or physical development, and family raising such a child.

An individual educational route is developed for the following categories of students:

1) Children with disabilities studying in full-time education as part of the implementation of inclusive practices;

2) Children with disabilities receiving education in the form of individual education at home, including disabled children;

3) Children with disabilities receiving education through distance learning, including disabled children;

4) Children with disabilities who have chosen a professional education profile

Individual educational route (IER) as a mechanism for implementing adapted educational program

IOM includes:

Curriculum and related work programs;

Directions and programs of correctional and developmental work;

Directions and activities aimed at raising and socializing a child with disabilities.

IOM design algorithm:

1. Identification and analysis of developmental problems of a child with disabilities by support specialists ( diagnostics, conclusions main teacher and support specialists).

2. Discussion of planned actions at a meeting of the school council, approval.

3. Determining the possibility of inclusion of a particular child (from the conclusion of the PMPC).

4. Organization educational process(drawing up an adapted educational program).

5. Organization of psychological and pedagogical assistance to a child with disabilities. development of correction programs depending on the level of knowledge, capabilities and abilities of the child.

6. Implementation of IEM (systematic support of the educational process in conditions of inclusion). Possible adjustments to the IOM.

7. Monitoring the implementation of IOM (tracking the dynamics of the child’s development, assessing the results of learning and socialization). At the end of the period, the child’s achievements are assessed - the dynamics of his development, mastering the educational program, adaptation to the peer group, school team. It is also expected to analyze the dynamics and effectiveness of the work of teachers and psychological and pedagogical support specialists.

Workshop: development of an individual educational route for a student 2 classes

TITLE PAGE

Full name of the institution

________________

I approve___________

I approve___________

________________________

Director of the educational institution signature

Agreed _______________________

FULL NAME. parent (legal representative)

______________________

date and number of the PMPk protocol

INDIVIDUAL EDUCATIONAL ROUTE

_________________________________________

FULL NAME. baby

__________________________________

Implementation period

Individual educational route

Child's full name
Date of Birth _____________________________________________________________________________________________
Mother's last name, middle name, age, education, place of work __________________________________________________
Last name, first name, father's middle name, age, education, place of work __________________________________________________
Date of registration of IOM _______________________________________________________________________
Reason for registration __(giftedness, behavior problems, persistent failure to master general educational skills, disabilities, etc.) _________
Request: _________
Class, age at the beginning of correctional and developmental work: ______________________________________________________
Date of examination :
teacher(if the r-k is in the middle and high school, That classroom teacher) _____
Educational psychologist ____________________________________________________________________________________________
Teacher speech therapist ________________________________________________________________________________________________
Honey. worker Target: __________________________________________________________________________________________________________________________________________________________________________________________________________________________
IOM calculated :____________________________________________________________________________________________
Lesson frequency: teacher -_______________________________________________________________________________________ teacher - psychologist _____________________________________________________________________________________________
teacher speech therapist ______________________________________________________________________________________________
other specialists _____________________________________________________________________________________________
Forms of conducting: individual work, lesson, extracurricular activities, leisure activities, conversations, observations, research, experimental work, trainings, etc.
Expected Result :__________________________________________________________________________________________ ____________________________________________________________________________________________________________________
Forms of work with parents : consultations, workshop, interview, exchange of experience, Parent meeting, conference, film training, etc._________________________________________________________________ __________________________________.
Parent ___________________________________________________________________________________________________
Educational psychologist ____________________________________________________________________________________________

Teacher speech therapist ________________________________________________________________________________________________
Honey. worker __________________________________________________________________________________________________
Curator: _______________________________________________________________________________________________________
Physical development student
Somatic development student
________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Speech development student
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Features of the development of the learner’s cognitive processes (“-“ and “+”!)
Memory _______________________________________________________________________________________________________
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Attention ____________________________________________________________________________________________________
____________________________________________________________________________________________________________________________________________________________________________________________________________________________

Perception _____________________________________________________________________________________________________
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Thinking ___________________________________________________________________________________________________
____________________________________________________________________________________________________________________________________________________________________________________________________________________________

Education.

Mastering an adapted educational program

Information about the curriculum (UMK):

Invariant part

Academic subjects Number of hours

Correction block

Directions of correctional work of teachers and support specialists:

Compulsory classes of the student's choice (as part of extracurricular

activities indicating the full name. teacher)

Schedule of lessons, activities

Monday

Tuesday

Wednesday

Thursday

Friday

Saturday

Information about programs (including psychological)

Subject (educational field) and name of the work program

On what basis was the work program developed?

Approval data (date and protocol number)

Socialization General socialization activities

Event

Extracurricular activities

FULL NAME. teacher (specialist)

the date of the

Areas of work

Achievement criterion

Additional education

Achievement assessment

Festivals, holidays, competitions

Excursions

General schedule of a student’s educational load(all specialists) in the form of a schedule, taking into account SanPin
Responsibility matrix of specialists accompanying the student’s IOM
Parents (informed): ___________________________________

Corrective development course

Responsible

Correction and development program

Class teacher (tutor, curator)

Duration

Educational psychologist

Number of classes

201_-201_ academic year

Teacher speech therapist

201_-201_ academic year

Teacher-defectologist

201_-201_ academic year

Subject teacher 1

201_-201_ academic year

Subject teacher 2

201_-201_ academic year

Subject teacher 3

201_-201_ academic year

Subject teacher 4

201_-201_ academic year

Subject teacher 5, etc.

201_-201_ academic year

Other specialists (social educator, teacher-organizer, librarian, etc.)

201_-201_ academic year

Additional education teacher 1

Additional education teacher 2, etc.

201_-201_ academic year

Stages of IOM implementation Pedagogical component (for example, the world around you)

Activity

teachers

Observation phase

Stage result

student

Observation of the state of the educational process in the subject " The world» · identification of a group of children with increased motivation for the subject · identification of a “gifted” student

Notes · high level knowledge in the subject “The World Around us” · high activity in lessons about the world around us · increased interest in the field of knowledge · use of additional sources when preparing homework

Shows· high level of knowledge in the subject “The World Around us” · increased interest in the field of knowledge · use of additional sources when preparing homework

Revealed the problem of creating conditions for the development of personal achievements of the student through in-depth study of the subject “The World around us”

Diagnostic component

Identification of the initial level of personal achievements of the student a) diagnostics of attention: · “Corrective test” technique, · “Schulte Table” technique; b) memory diagnostics: · “Learning 10 words” technique, · “Pictogram” technique; c) diagnostics of thinking: · methodology “General orientation of children in the world around them and the supply of household knowledge", · “The fourth odd one” technique, · “Simple analogies” technique. e) diagnostics of motivation · questionnaire to assess the level of school motivation (N.G. Luskanova)

Explores · results of current, intermediate and final control in the subject; · finished products of student’s independent activity (projects, abstracts, messages) · interview with the student · diagnostic results · results of interviewing parents Conducts · selection of methods, techniques and means

Defines · range of interests · makes assumptions about his possible advancement on the ladder of achievements · about the ways and means of achieving achievements Fills in · motivation identification questionnaire · questionnaire to assess the level of school motivation (N.G. Luskanova)

The initial level of personal achievements has been established · high level of competent knowledge in the subject · high level of motivation · high level of development of cognitive processes (memory, thinking) · above average level of attention

Construction stage

Development of a clear program (algorithm) of actions aimed at achieving personally significant goals Building an individual educational route for a student based on identified difficulties and identifying their causes. Difficulties · personal · educational Causes · impossibility of personal self-realization within the lesson · discrepancy between the personal needs of the student and the depth of the content material, Problem · impossibility of developing personal achievements within the lesson

Provides assistance to a student · in specifying the difficulties experienced by the student and the reasons for their occurrence · formulating a general idea, a plan for an individual route Offers means and tactics I'm developing · individual educational route Offers means and tactics Creates · conditions for the student’s advancement along the route

Concretizes Problems that I would like to solve Clarifies · desired result Actively cooperates · in developing and prescribing the route Adaptable · in created pedagogical conditions

Developed · a program of specific actions for the implementation of IOM by the student

An example of an individual educational route for a preschooler (IOM) is a mandatory element of the effectiveness of every modern teacher.

The essence of a preschooler's IOM

The Federal State Educational Standard defines a new approach to preschool education. One of the main requirements for it is the effective use of all pedagogical resources to achieve maximum results in the education and development of future schoolchildren. Considering that the program is aimed at the average student, it is possible that the weaker ones may not learn it well enough, and the most capable ones may lose motivation to learn.

That is why an individual approach to all children, taking into account all their characteristics, is provided by the IOM of a preschooler. It is understood as an educational program that is aimed at teaching a specific child and takes into account all his personal qualities.

Purpose and directions of IOM

A preschooler according to the Federal State Educational Standard, an example of which is found today in all educational institutions, is aimed at solving specific tasks. The purpose of development and implementation of the educational route is the formation in kindergarten factors that will be aimed at positive socialization and social and personal development of pupils. The latter includes the basic processes of intellectual, emotional, physical, aesthetic and other types of development.

The main task that the individual educational route of a preschooler solves is the development of cognition, an example of which is demonstrated in open classes. The directions of work of the educational route are as follows:

Formation of movement, which includes improving motor skills;

Opportunity for classes different areas activities;

Improving speech skills;

Development of ideas about the surrounding world of objects and social relations;

Development of ideas about time and space.

At the same time, the implementation of an individual route involves regular monitoring in order to track the degree of mastery of the educational program by each pupil of a preschool institution.

IOM structure

In the process of introducing new standards into the education system, all educators were required to take advanced training courses. They were shown an example of an individual educational route for a preschooler, a sample of which was examined in some detail. However, this type of monitoring of child development is important not only for educators, but also for parents, who are often unaware of the purpose of this pedagogical tool.

The structure of the educational route should include the following components:

Target, which involves setting specific goals that meet new standards;

Technological, stipulating the use of certain pedagogical technologies, methods and techniques;

Diagnostic, defining complex of diagnostic tools;

Organizational and pedagogical, determining the conditions and ways to achieve the goals;

Effective, containing the final results of the child’s development at the time of transition to schooling.

Necessary preliminary actions before drawing up an educational route

Since the main goal of the educational route is to identify difficulties in the learning process and social development of each child, a thorough study of its characteristics is necessary.

An example of an individual educational route for a preschooler assumes preliminary research activities before recording the child’s results and is mandatory, including the following actions:

1. Drawing up a profile of the child. This document must indicate the pupil’s visits to other preschool institutions and a break between their shifts. It is also necessary to note the speed and level of adaptation to the group.

2. To determine the key difficulties in a child, a thorough study of his family is necessary, followed by drawing up its characteristics. In this case, it is worth paying attention to the relationship between the child and the parents, since excessive guardianship can cause suppression of the student.

4. Determination of the degree of development of attention, memory, thinking, as well as speech development is mandatory for further monitoring of his progress;

5. It is also necessary to identify the child’s propensity for specific types of activities in order to help in development through such games.

Registration of the educational program

An example of an individual educational route for a preschooler proves the degree of need for a thorough study of all areas of the life of each individual child. Having studied all the necessary data, the teacher begins to draw up an individual route, which includes the following sections:

General information about the preschooler;

Family characteristics;

Features of the appearance of a preschooler;

Health;

Features of motor skills;

Cognitive sphere of a preschooler;

Level of knowledge by program sections;

Level of speech development;

Attitude to classes;

Characteristics of activities;

Having difficulties in communication;

Individual characteristics;

Additional information about the preschooler.

This in-depth analysis allows us to build individual work quite effective with a preschooler.

Inclusive education and IOM for preschoolers with disabilities

The introduction involves removing barriers between children of all health groups through joint learning.

It is based on equal treatment of every child, but at the same time creating special conditions for children with health problems for a comfortable stay in an educational institution. All categories are included in the inclusive education system educational institutions: preschool, secondary, vocational and higher education. Considering that kindergartens also practice such training, the example of an individual educational route for a preschooler with disabilities justifies its relevance.

When compiling it, the teacher is obliged to bring to the attention of parents the following information:

Load limits;

Availability of additional correctional and developmental programs at the institution;

Possibility of making corrections to the current educational route.

The IOM of a preschooler with disabilities is compiled taking into account diagnostic data and recommendations of a psychological, medical and pedagogical council. It is based on maintaining the strengths of a preschooler with a sufficient share of compensation for developmental defects.

It is important to take into account that when drawing up an individual route for a specific child, changes in the number of classes and their forms are possible.

An example of an individual educational route for a gifted preschooler

Every baby is born with certain abilities that need to be constantly improved. And given that a preschool institution is a child’s first social institution, it plays the main role in this development.

This need is due to the fact that if you teach a gifted person according to a standard program, he will quickly lose interest in learning, and, consequently, motivation. To avoid such a phenomenon, each teacher must identify gifted children in his group and create an educational route taking into account all their characteristics.

To create an effective educational route, it is important to take into account:

The characteristics, needs and interests of the child himself, as well as the wishes of his parents;

Opportunity to meet the needs of a gifted child;

Available resources to achieve results.

In drawing up such a route, the participation of parents is also necessary, who should continue at home the methodology used in kindergarten.

An example of an individual educational route for a preschooler with ODD

The creation of an IOM for a preschooler with speech impairments should be carried out jointly with a speech therapist and the child’s parents. It should be aimed at creating conditions that will help overcome speech barriers.

A psychological examination is necessary to identify the interests and inclinations of such a child. This research will help improve work efficiency. The directions that the educational route should contain are:

Medical and health work;

Issues of learning and social adaptation;

Correction issues;

Physical education;

Musical education.

Individual educational route in fine arts

A clear indicator of the importance of a creative approach to educational activities will be the example of an individual educational route for a preschooler in fine arts. Since this item initially assumes the presence creativity in a child, it is necessary to direct it to their development. This can be either drawing or making various things with your own hands. The main thing is to identify what a particular child shows aptitude and ability for. Creating conditions for development will give every gifted preschooler the opportunity to discover hidden talents in him. Demonstration of creative achievements is an important stage of work, since a creative child needs public recognition of his abilities.

Sample of an individual educational route for a preschooler in fine arts

Conclusion

Thus, the example of an individual educational route for a preschooler proves the need for a personal approach to each child and taking into account all his characteristics.

These factors make it possible to develop the future student as effectively as possible, giving him the opportunity to choose his preferred activity.

Inclusive practice in preschool education. Manual for teachers of preschool institutions Team of authors

Options for individual educational routes for children with disabilities who have contraindications for inclusion in inclusive groups (groups combined focus)

"Guest groups"

Some children, for one reason or another, are not eligible for inclusion in general developmental groups (medical contraindications, for example, epilepsy in cases where there is no stable remission; children with uncorrectable behavior problems, with low adaptation resources). Especially for such cases, we have developed a simulation of the switching situation. Children attend the lekotek, participate in various activities of the preschool institution together with their parents (without visiting a group), and also have “guests” - typically developing peers. A teacher-psychologist, who is the child’s leading specialist, organizes “guest” visits and studies issues such as:

– selection of a “guest group” depending on the psychophysical characteristics of a child with disabilities and the characteristics of visiting children;

Short stay group " Special child».

There is an opinion that a short-term stay group is a mandatory step for the inclusion of a child with disabilities among typically developing peers. The results of our work indicate that this approach is inappropriate. Children with severe developmental disabilities socialize much more successfully if they are included in a group of typically developing peers; they go from there quite quickly preparatory stage until fully turned on. At the same time, pupils who attended a short-term group with other children with severe developmental disabilities did not reach a level of socialization for a long time that allowed them to be fully included in the group of normally developing peers.

Examples of building an individual educational route for various categories of preschoolers with disabilities

Example 1.

Girl, age 2 years 8 months.

Main developmental features: total underdevelopment of mental functions with behavioral disorders in a child with Down syndrome; systemic speech underdevelopment.

Girl from large family(5th, last child). Basically, the child is cared for by the mother, who considers her development to be in line with the age norm and interprets any motor or vocal activity of the child. The immediate educational goal of the family: admission to a general developmental group full-time, preferably with the possibility of overnight stay.

The duration of the stages is planned in advance in accordance with the level of psychophysical development and the severity of the disorder of a particular child and can vary depending on the results of correctional and developmental work.

Based on the results of a comprehensive examination (educator-psychologist, teacher-defectologist, teacher-speech therapist) and diagnostics, it was revealed that psychological age a child corresponds to approximately 1 year 6 months. Diagnostic inclusion in a general developmental group for children 1.5–3 years old was carried out (3 times for 30 minutes during free activity in the group).

It was revealed that the girl does not interact with her peers, most of the time she does not pay attention to them, she may approach another child, attracted by the toy in his hands, take it away or push her. He does not come into contact with adults and does not respond to the presence of a teacher-psychologist and teacher in the group.

– involving the mother in purposeful interaction with the child as part of a play session, teaching the mother methods of non-verbal communication when communicating with the girl;

Indicators (indicators) of task completion:

– the occurrence and increase in the number of cases of establishing and maintaining contact with a leading specialist;

– the emergence and increase in the number of cases of adequate and purposeful (regarding everyday, play situations or objects) interaction between mother and child;

– the emergence and increase in the number of cases of interest in the activities of peers, attempts to establish contact with them.

To solve the set tasks, a general developmental group has been determined for children aged 1.5–3 years, in which a girl will be included.

Proposed forms and conditions of working with the child:

Individual correctional classes with a speech pathologist and a speech therapist;

Participation of the child and mother in leisure activities in the group to which they will be included.

To successfully implement the inclusion task, preliminary work is necessary with other participants in the pedagogical process - normally developing children, their parents and preschool teachers (Table 10).

Table 10.

Based on the results of the implementation of the stage, a conclusion from the leading specialist is drawn up (see below).

2nd stage. January – May.

Partial inclusion began with the inclusion of the child in the group during music and physical education classes, accompanied by a teacher-psychologist of the Lekotek structural unit.

Structure of the guest visit:

– attending a class with a group of peers (15 min);

– handover of the child by the teacher-psychologist to the mother with the further opportunity to continue the walk with the group;

– the child’s participation in organized children’s activities during a walk (duration depending on his condition);

- going home.

It is convenient to formalize an individual inclusion program for a specific time period as a section of an individual educational route in the form proposed below.

The girl attends the group according to a set schedule (she had ARVI from... to...), she goes to kindergarten willingly, is active in the group, prefers contact with adults, and comes into contact with peers situationally. She stopped attracting attention to herself by grabbing her peers by the face and hair, uses her voice (“moos”) to communicate, expresses sympathy, hugs, and can push if there is a misunderstanding. Puts on pants and hat independently. With the help of an adult, puts on a sweater (jacket) and boots. Fastens the Velcro without threading it through the loop. It is recommended to increase the time of stay (up to 3 hours) with the gradual transfer of support to the group staff. Comments from the authors of the manual: in example 1, the conditions and the actual individual educational route, which determines the PMPK, are not specified, which is necessary for sending a child to institutions of the city’s education system. Here is a sample PMPK conclusion.

Example 2.

Boy, age 4 years 2 months.

Main developmental features: partial immaturity of mental functions (mainly speech) in a child with Apert syndrome.

A boy from a large family (3rd, last child). The boy is brought up in conditions of hyperprotection and isolation from contacts with others, as the family has a hard time experiencing the reaction of strangers to an unusual appearance child. The immediate educational goal of the family: admission to a compensatory group for children with musculoskeletal disorders with a 14-hour full-day stay.

Construction and implementation of an individual educational route.

1st stage. September.

Based on the results of a comprehensive examination, it was revealed that the child’s psychological age corresponds to approximately 3 years.

For subsequent inclusion, a compensatory group for children with musculoskeletal disorders was identified.

Forms of working with a child:

Game sessions in the structural unit of the lekotek;

Individual correctional classes with a speech pathologist and a speech therapist.

Work with participants in the pedagogical process in the group to be included in is presented in Table 11.

Table 11.

2nd stage. October December.

Visit to the short-term group “Special Child”. Guest visits to a group where inclusion is being prepared.

Structure of the guest visit:

– participation in training games to develop the communication sphere (10-15 min);

– free activity in a group (30 min);

– dress together with the group and go for a walk (15 min);

– participation in outdoor activities;

– handing over the child to the parents;

- going home.

Table continuation.

Conclusion of the leading specialist based on the results of work with the child: the boy attends the “Special Child” public educational institution and, in guest mode, group No. 6. He goes to kindergarten willingly, in the public educational institution he mainly receives lessons from specialists, prefers contact with adults, and selectively enters into contact with peers. He takes the initiative in communication from Nellie, Misha, and Pasha. He began to show initiative towards them in communication and in play. Willingly participates in activities organized by adults. Dresses independently; it is difficult to fasten clothes due to existing physical impairments. Following the example of his peers and the teacher’s reminder, he washes his hands, uses the toilet, and combs his hair in front of the mirror. Inclusion in group No. 6 is recommended.

3rd stage. May – present.

Visiting a compensating group in general mode. Classes with a speech pathologist, speech therapist, exercise therapy, massage, support by a teacher-psychologist.

Example 3.

Boy, age 4 years 8 months.

Main developmental features: behavioral disorders and failure to develop mental functions in a child with autism spectrum disorders; systemic specific speech disorder.

Motor restlessness. Purposeful activity is significantly difficult. Acute reactions of protest (screams, falls to the floor), if necessary, move to another room, arrival strangers, especially acute when peers appear.

The only child in the family. The immediate educational goal of the family: admission to a general developmental group, correction of intellectual and behavioral characteristics.

Construction and implementation of an individual educational route.

1st stage. September – December.

Based on the results of a comprehensive examination, it was revealed that the child’s psychological age corresponds to approximately 2 years. The main tasks, indicators and forms of fixing correctional work at the first stage were determined (Table 12).

Table 12.

Forms and conditions of working with a child:

– gaming sessions in the structural unit of Lekotek;

– individual correctional classes with a speech pathologist and a speech therapist;

– guest visits during a play session for children from a preschool group;

– establishing contact with an adult (specialist) during a game session in a structural unit of Lekotek;

– inclusion of the mother in purposeful interaction with the child during the play session;

– teaching the mother how to interact with her child.

Structure of the guest visit:

– “play nearby”: invited children are engaged in activities organized by the specialist accompanying them (preschool educational psychologist), the child is free to choose an activity, the lekotek teacher-psychologist observes his behavior (10 min);

– free activity of invited children (10 min); specialists observe and, if necessary, support children’s initiatives;

- "invitation": organized activity invited children with pre-planned adult situations suggesting the possibility of including the boy in interaction with the guests (10 min).

Conclusion of the leading specialist based on the results of inclusion: The boy has been visiting the Lekotek structural unit for 4 months (he was ill from September 23 to October 12). During the visit, the frequency and severity of negative reactions to the arrival of adults and peers decreased. There are no negative reactions to familiar adults and peers for 6 weeks. Preferences have been established in relation to the children of the guest group. With Maxim and Varya, there were isolated cases of supporting play initiatives (rolling a car, feeding a toy, completing a building). Can study in a playful way with a speech pathologist and a speech therapist within 15 minutes. Transferring material learned in class to play and everyday situations is difficult. Makes attempts to dress independently in the presence and with the help of an educational psychologist. It is recommended to continue visiting the Lekotek structural unit with visits from a guest group.

We will provide a sample of how to construct an educational route and basic recommendations for accompanying a child by preschool education specialists and the conditions for inclusion.

Example 4.

Boy, age 2 years 10 months.

Main developmental features: behavioral disorders in a child with autism spectrum disorders, uneven mental development failure.

The only child in the family. Mostly the mother takes care of the child. The boy was examined in the nursery psychiatric hospital No. 6, where extremely low learning ability was stated. Motor restlessness. Purposeful activity is difficult. Does not come into contact with peers and adults. In speech there are separate sound complexes pronounced without correlation with objects, people and situations.

Two attempts were made to visit preschool institutions, from where the child was asked to be picked up. The mother is very worried about the child's condition. The immediate educational goal of the family has not been determined, since the family is convinced that there are no educational prospects.

Construction and implementation of an individual educational route.

1st stage. September – November.

Based on the results of a comprehensive examination, the psychological age was not established due to the child’s behavioral characteristics. It is recommended to include children aged 1.5–3 years in a general developmental group (5 times for 30 minutes during free activity in the group). The boy does not interact with his peers, does not pay attention to other children if they “get in his way,” and forcefully pushes him away. Shows signs of sexual behavior. He does not come into contact with adults; he reacts to the presence of a psychologist and teacher in the group only through physical contact. She doesn’t let her mother out of her sight and expresses her protest with a loud cry.

Based on the results of a comprehensive examination, the main tasks of correctional work were identified:

– establishing contact with an adult (specialist) during a game session in a structural unit of Lekotek;

– involving the mother in purposeful interaction with the child as part of a play session, teaching the mother methods of non-verbal communication when communicating with the child;

– initiating interest in peers.

Task progress indicators:

– the emergence and increase in the number of cases of establishing and maintaining contact with a leading educational psychologist;

– the emergence and increase in the number of cases of adequate and purposeful (regarding everyday or play situations and objects) interaction between mother and child;

– the emergence and increase in the number of cases of expression of interest in the activities of peers.

Form for recording results: observation sheets.

For subsequent inclusion, a general developmental group for children aged 1.5–3 years was identified.

Forms of working with a child:

Game sessions in the Lekotek structural unit;

Participation of the child and mother in the leisure activities of the group to which they are to be included.

Work with participants in the pedagogical process (see table 10, p. 116).

2nd stage. December – March. Partial inclusion of the child in the group in the afternoon during free activities, music and physical education classes, accompanied by the mother and a psychologist from the Lekotek structural unit. Complex correctional and developmental classes (teacher-speech pathologist + teacher-speech therapist, teacher-speech pathologist + psychologist) with the participation of the mother in conducting the classes.

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Support groups Your family members become like-minded people, experienced mentors, and a support group for you. The information you receive, as well as new friends, turn into irreplaceable assistants and good help for you during your first year in

Savchenko Lyubov Evgenievna

Artemyeva Galina Nikolaevna

MADO "Kindergarten Alyonushka" No. 40

Veliky Novgorod

Methodological development

“Individual educational route for a child with disabilities - OHP”

Annotation: VThis methodological manual has developed a plan for writing an individual educational route for a child with disabilities, explains the reason for compiling the IOM, goals and objectives, describes the content of the IOM, and recommendations for working with parents. It is intended for educators working with children with special needs in preschool educational institutions.

Keywords: IOM-individual educational route;

correctional work.

Preschool childhood is a period of intense mental development, the formation of the most important personality traits of a child, the initial formation of those qualities that a person needs throughout his entire life. The need to support the individuality of each child is one of the main tasks preschool education. Only on its basis can the full development of a preschooler’s personality be achieved, his characteristics and unique abilities revealed. Today, in relation to children with developmental disabilities, scientists widely use the term “individual educational needs” of a child, which refers to the characteristics of the motivational sphere of a preschooler, which have special specifics due to the nature of development, socio-psychological factors, and the satisfaction of which requires special conditions.

The introduction of the Federal State Educational Standard allows us to talk today about the formation new system preschool education, where one of key points is the need to use all pedagogical resources for the effective development of the child. The priority direction in the organizational and educational process of preschool institutions should be an individual approach to the child. Importance individual approach is emphasized in the Federal State Educational Standard for Education (Order of the Ministry of Education and Science Russian Federation (Ministry of Education and Science of Russia) dated October 17, 2013 N 1155 Moscow “On approval of the federal state educational standard for preschool education”). Support for individuality is recognized as one of the fundamental aspects of preschool education: only on its basis can the full development of a preschooler’s personality be carried out, his characteristics and unique abilities revealed.

This poses challenges for preschool teachers educational institution the task of creating optimal conditions for realizing the potential of each student. One of the solutions in this situation is the preparation and implementation of an individual educational route (IOM). Individualization of training, education and correction is aimed, first of all, at overcoming the discrepancy between the level set by educational programs and real opportunities every pupil.

The IOM is developed for children with developmental problems and represents a description of the educational units mastered by the child in accordance with the individual and age-related abilities of his development.

The main goal of creating an individual educational route (IOM for a child with disabilities-OHD): creation in kindergarten of conditions conducive to the positive socialization of preschool children, their social and personal development, which is inextricably linked with the general processes of intellectual, emotional, aesthetic, physical and other types of development of the child’s personality.

The educational route includes the main directions:

Organization of the movement (development of general and fine motor skills);

Skill development (cultural-hygienic and communicative-social);

Formation of activities (manipulative, sensory-perceptual, objective-practical, playful, productive types - modeling, appliqué, drawing);

Speech development (formation of the sensory basis of speech, sensorimotor mechanism, speech functions);

Formation of ideas about the environment (objective world and social relations);

Formation of ideas about space, time and quantity.

Monitoring of the educational process - assessment of a child’s degree in mastering the basic educational program, is based on an analysis of children’s achievement of intermediate results in educational areas. Date of primary monitoring: the first two weeks of September, and the final monitoring - the last two weeks of May.

The following methods are used in monitoring: observation; conversation, problem situations; analysis of children's activity products; subject tests (widely used to study children's level of mastery educational field "Cognition"; diagnostic game situations.

Individual educational routes are developed:

For children who do not master the basic general education program of preschool education;

For children with disabilities, disabled children.

For children with high intellectual development.

When developing an individual route, we rely on the following principles:

The principle of relying on the child’s learning ability,

The principle of correlating the level of actual development and the zone of proximal development.

The principle of respecting the interests of the child. Another name for it is “on the child’s side.” Those educators must treat the child and his problems objectively! Always be on the child's side!

The principle of close interaction and coordination of the work of a “team” of specialists in the course of studying the level of development of a child (phenomenon, situation);

The principle of continuity, when the child is guaranteed continuous support at all stages of assistance in solving the problem.

An individual plan for working with a child is drawn up based on the data obtained from a detailed study of the anamnesis with the obligatory involvement of the mother, since at home she must communicate, play with the child, continuing the development process even in simple, everyday situations. She must learn this by attending speech therapist classes if the child attends a consultative and practical group. If the mother resists, it is advisable to invite her to classes in a gentle manner, constantly emphasizing the successes of her child. In order to choose the most optimal way to accompany a child, it is necessary to reliably study the child’s capabilities at a given time period, offering program material in those portions and in a manner that will be accepted by a child with speech pathology without tension, with good returns and positive motivation. To do this, a detailed diagnosis is carried out on all parameters of the child’s psychophysical, speech, and emotional development. The data obtained during the collection of anamnesis is entered into a speech card and a psychological support card.

The efforts of preschool educational institutions specialists within the given framework of a preschool educational institution are aimed at solving the following tasks:

Determining the level of capabilities of preschoolers with disabilities;

Identification of existing needs and formation of a system of social needs;

Creating an adequate environment to meet the needs, to ensure optimal living conditions for all children attending a preschool educational institution.

Stage I - Preparatory.

Collection of primary information, identification of the problem, determination of ways and means of solving it. Studying the request of parents (legal representatives); data on the child's development, brief information from the anamnesis; information about the conditions of development and upbringing of the child; analysis of the child’s social environment; specific manifestations of developmental characteristics, age characteristics; identifying real difficulties.

Stage II - Complex diagnostics

Identification of the characteristics of the physical, mental development, personal and cognitive sphere of the child: diagnosis of mental development, identification of individual psychological characteristics; diagnostics of speech development; pedagogical diagnostics, identification of learning difficulties; determining the level of current development; recording the nature of developmental deviations; identification of personal resources, determination of the zone of proximal development.

Stage III - Development of an individual educational route

According to the conclusions, as a result of an in-depth diagnosis of a “team” of specialists at a meeting of the psychological, medical and pedagogical council, an individual educational route is drawn up and approved, and a plan of specific activities is developed aimed at solving the identified problems.

Stage IV - Correctional, developmental and educational work to implement an individual educational route

Individual and group lessons with a speech therapist and teacher. Maximum disclosure of the child’s personal resources and inclusion of him in the educational space of the preschool educational institution.

Stage V - Interim diagnostics

Identification of dynamics in development. Analysis of the results of changes in the studied characteristics after corrective and developmental measures. Evaluating the effectiveness of selected methods of correctional and developmental work. If necessary, make adjustments to the individual correctional and developmental program.

Stage VI - Correctional, developmental and educational work to implement an individual educational route

The dynamics in the child’s development are taken into account. Consolidation of acquired knowledge, skills and abilities.

Stage VII - Final diagnosis.

Monitoring the effectiveness of the implementation of an individual correctional and development program. Making a prognosis regarding the further development of the child. At all stages of correctional work, develop psychological processes: attention, thinking, memory, self-control, perseverance, achieve a complete understanding of addressed speech and communication speech.

Planning of correction work by periods:

I period (September, October, November).

Lexical topics: our body, vegetables and fruits, toys, family, clothes.

Articulatory gymnastics and “Window”, “Fence”, “Tube”, “Shovel”, “Needle”, “Fence-tube”, “Let’s brush our teeth”.

Breathing exercises"Blowing cold wind", "Blowing through a straw" (blowing bubbles), "The balloon burst."

Finger gymnastics“Fingers say hello”, “Fingers bow”, “Fingers-fists”, “Basket of vegetables”, “Big feet”, “Playing the drums”.

Sound culture of speech Development of auditory attention on the material of non-speech sounds (2-3 sounding toys). Work on the strength of your voice (quiet, loud).

Grammatical structure of speech: formation of words using diminutive suffixes; education plural nouns; agreement of adjectives with nouns in number, gender; education relative adjectives; formation of onomatopoeic verbs; finishing sentences based on the picture (Girl feeding a sparrow); composing phrases with the prepositions “U”, “C”, “NA”.

Coherent speech: answers to simple questions; composing phrases based on a plot picture; composing phrases based on two reference pictures; retellings based on the picture; memorizing poems and nursery rhymes.

II period (December, January, February)

Lexical topics: Dishes; New Year; Furniture;Wild animals; Pets and birds.

Articulation gymnastics

“Spatula”, “Tube Fence”, “Let’s Brush Your Teeth”, “Cat Lapping Milk”, “Horses”.

Breathing exercises“The ball has burst”, “The baby is crying - A-A-A”, “The boy is playing - E-E-E”, “Let’s warm our hands”, “Blow away the snowflake”. Puff out and suck in your cheeks - “Fat people - thin people.”

Finger gymnastics“House, open”, “Flag”, “Glasses”, “Fingers-fists”, “Fish-crabs”, “Snowball fight”, “Table”, “Chair”, “Goat”, “Goose”.

Sound culture of speech Differentiation by ear of three sounding toys. Determining the direction of the sound of the toy.

Grammatical structure of speech: formation of the plural of nouns; agreement of adjectives with nouns in number, gender, case; agreement of personal pronouns MY, YOURS with nouns; construction of a construction: verb + noun with a preposition; construction of a phrase with the prepositions “U”, “C” (The cow has calves. The cow has calves).

Connected speech retelling a simple text of 2-3 phrases based on a picture.

III period (March, April, May)

Lexical topics: Birds; Spring; Transport; Forest. Articulation gymnastics“Sweet jam”, “Cup”, “Cat arched its back”, “Horse”, “Turkey”, “Swing”.

Breathing exercises“The wind is blowing”, “The steamer is humming - O-U-U”, “Football”.

Finger gymnastics“Bunny”, “Birds pecking grains”, “Sun”, “Boat”.

Sound culture of speech Voice modulation (high-low).

Grammatical structure of speech: formation of the plural of nouns; agreement of the numerals 1, 2, 5 with nouns; formation of two-component phrases: noun + verb in the past tense (Mom did. Uncle did. Children did); constructing the phrase “This is...”.

Coherent speech: answering questions in complete sentences; phrase construction: subject, predicate, direct object; retellings based on the picture; memorizing poems and nursery rhymes.

Expected results of speech development:

· use non-verbal forms of communication;

· use the hand to solve communication problems;
· show interest in the environment (people, actions with toys and objects) and talk about the environment;

listen and show interest in speech statements adults, stories, poems, nursery rhymes, songs;

· reproduce familiar onomatopoeias, babbling words and truncated phrases;
· follow simple verbal instructions, answer simple questions about yourself and your immediate environment.

Working with parents.

A special feature of this route is the active involvement of parents in the work, which helps to increase their psychological and pedagogical competence. Training parents (or mother) gives maximum effect when carrying out corrective measures. The content of correctional work involves the active use of the following forms of work with parents:

1. Advisory and recommendation. 2. Lecture and educational. 3. Organization of round tables, children's matinees, holidays. 4. Individual lessons with parents and their child. 5. Conducting practical training sessions on correcting child-parent relationships (based on the results of diagnostics of child-parent relationships). Due to frequent absences of a child, it may be necessary to adjust the individual educational program.

Conclusion

Thus, by building an individual educational route for children with disabilities, we provide our students with equal starting opportunities when entering school.

Bibliography:

1. FSES DO (Order of the Ministry of Education and Science of the Russian Federation (Ministry of Education and Science of Russia) dated October 17, 2013 N 1155 Moscow "On approval of the federal state educational standard for preschool education"

2. Mironova S. A. “Development of speech of preschoolers in speech therapy classes", M.: "Enlightenment", 1996.

3. Nishcheva N.V. “System of correctional work in speech therapy group for children with general underdevelopment speeches." St. Petersburg: Detstvo-Press, 2004.

4. Tkachenko T. A. “A system for correcting general speech underdevelopment in children of the 6th year of life”, M.: “Gnome and D”, 1996.

5. Filicheva T.B. Chirkina G.V. "Program and guidelines correctional education and training of 5-year-old children with general speech underdevelopment.” M.: “Enlightenment”, 1991.

6. Filicheva, T.V. Tumanova T.B. “Program and methodological recommendations for the correctional education and training of 6-year-old children with general speech underdevelopment.” M.: “Enlightenment”, 2000.

7. Filicheva, T.V. Tumanova T.B. “Children with general speech underdevelopment. Education and training." Educational - Toolkit. M.: "Gnome and D", 2000.

8. Chetverushkina N. S. “Syllabic structure of a word. System of corrective exercises for children 5-7 years old.” Practical guide. M.: “Gnome and D”, 2001

Diagnostics and diseases. Medicines from A to Z

“Development of an individual route for accompanying a child with disabilities. Options for individual educational routes for children with disabilities who have contraindications for inclusion in inclusive groups (combined groups)

The essence of a preschooler's IOM

Purpose and directions of IOM

IOM structure

Necessary preliminary actions before drawing up an educational route

Registration of the educational program

Inclusive education and IOM for preschoolers with disabilities

An example of an individual educational route for a gifted preschooler

An example of an individual educational route for a preschooler with ODD

Individual educational route in fine arts

Conclusion