State budget educational institution

higher professional education of the city of Moscow

"MOSCOW CITY PEDAGOGICAL UNIVERSITY"

Malinovskaya Victoria Vladimirovna

(Feodosia secondary school of I-III levels

№13 named after I.F. Fedko)

The program of individual support for a child with mental retardation as part of an adapted educational program

year 2014

Introduction

1.1. 1.2. Pedagogical characteristics of children with mental retardation

2.1. Maintenance algorithm:

Conclusion

Introduction

Over the past few years, there has been an increased interest in the problem of ZPR, and there is a lot of controversy around it. All this is due to the fact that in itself such a deviation in mental development is very ambiguous, it can have many different prerequisites, causes and consequences. The phenomenon, which is complex in its structure, requires close and careful analysis, an individual approach to each specific case. Meanwhile, the diagnosis of mental retardation is so popular among doctors that some of them, based on the minimum amount of information and relying on their professional instincts, put their autograph under it with unjustified ease, often without thinking about the consequences. And this fact is already quite enough to get to know the problem of ZPR better.

ZPR belongs to the category of mild deviations in mental development and occupies an intermediate place between the norm and pathology. Children with mental retardation do not have such severe developmental disabilities as mental retardation, primary underdevelopment of speech, hearing, vision, and the motor system. The main difficulties they experience are primarily related to social (including school) adaptation and education.

The explanation for this is the slowdown in the maturation of the psyche. It should also be noted that in each individual child, mental retardation may manifest itself in different ways and differ both in time and in the degree of manifestation.

Relevance.

In recent years, the number of children with mental retardation has not only not decreased, it has been steadily increasing. The number of primary school students who do not meet the requirements of the standard school curriculum, over the past 20 years has increased by 2 - 2.5 times. According to medical statistics for 9 years of schooling (from grade 1 to grade 9), the number of healthy children is reduced by 4-5 times, accounting for only 10-15% of the total number of students. The problem of underachieving students has been dealt with in our country for a long time. In the 60s. of the last century, special complex studies on the problem of school failure were carried out by domestic speech pathologists and physiologists, together with psychologists and clinicians at the Research Institute of Defectology of the Academy of Pedagogical Sciences of the USSR. These studies have helped to identify a special category of students - children with mental retardation (MPD).

Today, 80% of systematic school failure is associated with intellectual disability and mental retardation. Every 10th child has an underdevelopment of cognitive interests, and the adaptation and integration of children with disabilities is one of the most urgent and most complex theoretical and practical problems. In addition, the number of such children is increasing, therefore, the relevance of this experience will also increase.

Mental retardation is a borderline form of intellectual insufficiency, personal immaturity, a mild violation of the cognitive sphere, a syndrome of temporary lag of the psyche as a whole or its individual functions (motor, sensory, speech, emotional, volitional). This is not a clinical form, but a slow pace of development.

Mental retardation can be corrected when teaching and raising a child in a special correctional class.

In creating conditions for overcoming problems in the development of children with mental retardation, the main role is played by psychological and pedagogical support, as a special assistance to the student in the process of education and upbringing.

It is necessary to distinguish between children with mental retardation and mentally retarded. Unlike the latter, children with mental retardation have higher learning ability. They make better use of the help of a teacher or elder andable to apply the shown method of action when performing similar tasks .

Target: support for the full development and socialization of children with disabilities.

Tasks:

Development of psychological and pedagogical competence of participants in the educational process.

Assistance in solving urgent problems of development, training, socialization of students.

Providing methodological assistance to teachers in the system of correctional and developmental education.

Creation of conditions for the comprehensive development of the child's personality.

Organization of monitoring the effectiveness of work with children in this category.

Chapter I. Characteristics of children with mental retardation.

1.1 Psychological characteristics of children with mental retardation
Within the framework of the psychological and pedagogical approach, quite a lot of material has been accumulated, indicating the specific features of children with mental retardation, which distinguish them, on the one hand, from children with normal mental development, and on the other hand, from mentally retarded children.
Normally, the main achievements of the child by the age of 1 are the mastery of independent walking, specific manipulations with objects, communicative-cognitive activity, understanding of addressed speech in a well-known situation, the appearance of the first words. By this age, communication with an adult acquires not only an emotional, but also a situational and business character. A normally developing child actively cooperates with adults. These achievements become the basis for the development of the psyche in the second and third years of life - the development of general and fine motor skills, sensory-perceptual activity, mastery of actions (use of objects for their intended purpose), further formation of speech, mastery of object-playing activities. Of particular importance is the timely development of speech, due to which there is a qualitative restructuring and integration of mental functions.
Practice proves that early detection of deviations and qualified assistance to a child at an early age provide the greatest effect in overcoming existing disorders and preventing developmental deviations. Young children with a lag in psychomotor development are distinguished by a number of features. As a rule, these are somatically weakened babies, lagging behind not only in mental, but also in physical development. In the anamnesis, there is a delay in the formation of static and locomotor functions, the examination reveals the lack of formation of all components of the motor status (physical development, movement technique, motor qualities) in relation to age capabilities. A decrease in approximately cognitive activity, the attention of the child is difficult to attract and hold. Difficulty in sensory-perceptual activity. Such children do not know how to examine objects, find it difficult to determine their properties. However, unlike mentally retarded preschoolers, they enter into business cooperation with an adult and with his help cope with the solution of visual and practical problems. Such children almost do not speak - they use either a few babble words or separate sound complexes. Some of them can form a simple phrase, but the child's ability to actively use phrasal speech is significantly reduced.
In these children, manipulative actions with objects are combined with object actions. With the help of an adult, they actively master didactic toys, but the methods for performing correlative actions are imperfect. Children need a much larger number of trials and fittings to solve a visual problem. Their general motor clumsiness and insufficiency of fine motor skills cause the lack of formation of self-service skills - many find it difficult to use a spoon while eating, experience great difficulty in undressing and especially in dressing, in object-game actions. These children have reduced adaptive capabilities. Having entered a preschool institution, they get sick more often. A special system of measures is required on the part of parents, medical workers, teachers, psychologists to create the necessary conditions that facilitate the process of adaptation in an institution. Considering the psychological characteristics of older preschoolers with mental retardation, it should first of all be noted that these are children with unrealized age-related opportunities. All the main mental neoplasms of age are formed with a delay and have a qualitative originality. At preschool age, children with mental retardation have a lag in the development of general and, especially, fine motor skills. The technique of movements and motor qualities (speed, dexterity, strength, accuracy, coordination) suffer mainly, psychomotor deficiencies are revealed. Poorly formed self-service skills, technical skills in art, modeling, application, design. These children are characterized by distraction of attention, they are not able to hold attention enough long time, quickly switch it when you change activities. They are characterized by increased distractibility, especially to verbal stimulus. The activity is not focused enough, children often act impulsively, are easily distracted, get tired quickly, and become exhausted. Manifestations of inertia can also be observed - in this case, the child hardly switches from one task to another. They also lack the ability to voluntarily regulate activity and behavior, which makes it difficult to complete tasks of an educational type. Sensory development is also distinguished by qualitative originality. In children with mental retardation, vision and hearing are physiologically preserved, but the process of perception is somewhat difficult - its pace is reduced, the volume is narrowed, and the accuracy of perception (visual, auditory, tactile-motor) is insufficient.
The memory of children with mental retardation differs in qualitative originality. First of all, children have a limited amount of memory and a reduced strength of memorization. Characterized by inaccurate reproduction and rapid loss of information. Verbal memory suffers the most. The severity of this defect depends on the origin of the ZPR. With the right approach to learning, children are capable of mastering some mnemonic techniques, mastering logical ways of memorizing. Significant originality is noted in the development of mental activity. The lag is noted already at the level of visual forms of thinking, difficulties arise in the formation of the sphere of images-representations. The imitative nature of the activity of children with mental retardation is noted, the ability to creatively create new images is not formed, the process of formation is slowed down. mental operations. By the senior preschool age, children with mental retardation have not yet formed a level of verbal and logical thinking corresponding to age capabilities - children do not single out significant features when generalizing, but generalize either by situational or by functional features. For example, answering the question: “How to call a sofa, wardrobe, bed, chair in one word?”, - the child can answer: “We have this at home”, “This is all in the room”, “This is everything a person needs”. They find it difficult to compare objects, comparing them according to random features, and even find it difficult to distinguish features of difference. However, preschoolers with mental retardation, after receiving assistance, perform the proposed tasks at a higher, close to normal level.
Consideration of the features of speech development of children with mental retardation deserves special attention. Many of them have defects in sound pronunciation, shortcomings phonemic perception. Among the pupils of specialized groups there are many children with such a speech disorder as dysarthria.
Speech disorders in mental retardation are systemic in nature and are part of the structure of the defect. At the level of impressive speech, there are difficulties in understanding complex, multi-stage instructions, logical and grammatical structures. Children in this group have a limited vocabulary. Adjectives, adverbs are rarely found in their speech, the verb dictionary is narrowed. Word-formation processes are difficult, later than normal, a period of children's word creation occurs, which lasts up to 7-8 years.
In children with mental retardation, interest in the game and in the toy is reduced, the idea of ​​the game arises with difficulty, the plots of the games gravitate towards stereotypes, mainly affect everyday topics. The game is also unformed as a joint activity: children communicate little with each other in the game, game associations are unstable, conflicts often arise, children communicate little with each other, collective play does not add up. However, in children with mental retardation, in comparison with the norm, the level of development of play activity is quite low and requires correction.
The immaturity of the emotional-volitional sphere of children with mental retardation determines the originality of the formation of their behavior, and personal characteristics. Communication is suffering. In terms of the level of communicative activity, children lag behind normally developing children.
With a delay in mental development, the social development of the child is hampered, his personal formation - the formation of self-consciousness, self-esteem, the "I" system. In older preschool age, such a child is lacking initiative, his emotions are not bright enough, he does not know how to express his emotional state, and it is difficult to understand the states of other people. The child cannot regulate his behavior on the basis of learned norms and rules, he is not ready for volitional regulation of behavior. No special correction pedagogical assistance such a child turns out to be psychologically unprepared for school in all respects.

1.2 Pedagogical characteristics of children with mental retardation The stock of information, ideas and skills acquired during preschool childhood forms the basis for mastering scientific and theoretical knowledge and serves as a prerequisite for mastering the subjects studied at school. Children with mental retardation have a much smaller stock of elementary practical knowledge and skills than their normally developing peers.
Children with mental retardation have difficulty switching from one activity to another. Students get tired of any monotonous actions. So, for example, one of the students, having identified two options for transferring the word aquarium, did not want to look for his third option ("Tired", "Tired").
It is difficult for younger students with mental retardation to enter the working mode of classes: it happens that they walk around the classroom, talk with classmates, ask questions that are not related to classes, ask the teacher again, etc. The teacher requires constant, painstaking and patient educational work to teach children to obey the rules of school life.
All children with mental retardation love excursions, visits to theaters, cinema. Some like to participate in performances, many dance and sing well. Under these conditions, children are able to memorize large passages of texts and poems.
A positive characteristic of children with mental retardation can also include the caution that appears at certain moments when answering questions and the desire to receive confirmation of the correctness of their actions or their approval.
But there are much more negative aspects and issues that require specialized assistance from teachers and psychologists. In the process of assimilation of knowledge, younger students with mental retardation do not rely enough on their existing life experience and find it difficult to generalize previously formed ideas.
Children experience significant difficulties in mastering educational material. This is especially noticeable in the fact that they do not keep the conditions of the problem, forget words, mechanically manipulate numbers, make ridiculous mistakes in written works do not understand some parts of texts in textbooks. In written works, a wide variety of errors are found associated with insufficient orientation of students in the sound and syllabic composition of words, with ignorance or the ability to apply spelling rules. The same picture is found in relation to knowledge in mathematics. It turns out that children actually do not cope even with such tasks, the solution of which is based on an understanding of elementary object-effective relations and does not require a high level of abstraction. In general, the activity of such children is characterized by extreme disorganization, impulsiveness, and low productivity. Children with mental retardation are known to tire quickly. In this regard, it is advisable to switch them from one type of activity to another. In addition, it is necessary to diversify the types of activities. It is very important that the proposed activity is carried out with interest and emotional uplift. This is facilitated by the use of colorful didactic material and game moments in the classroom. It is very important to speak to the child in a soft, friendly tone and encourage him for the slightest success. This should be the general pedagogical approach to children with mental retardation.
Thus, while working with children with mental retardation, you must adhere to the following rules:
1. it is necessary to carry out an individual approach to each child;
2. it is necessary to prevent the onset of fatigue, using a variety of means for this (alternating mental and practical activities, presenting material in small doses, using interesting and colorful didactic material, etc.);
3. in the learning process, one should use those methods with which you can maximize the cognitive activity of children, develop their speech and form the necessary skills in them;
4. When working with children of this category, the teacher must show a special pedagogical tact. It is very important to constantly notice and encourage the slightest successes of children, to help each child in a timely and tactful manner, to develop in him faith in his own strengths and capabilities.

1.3. Legal framework for teaching children with disabilities.

In the Letter of the Ministry of Education and Science of the Russian Federation dated April 18, 2008 No. AF-150/06 “On creating conditions for education for children with disabilities and children with disabilities”, the development of integrated education is considered as one of the most important and promising areas for improving the system education of children with disabilities. The organization of education for children with disabilities in general education organizations allows avoiding the placement of children for a long time in a boarding school, creating conditions for their living and raising in a family, ensuring their constant communication with normally developing children and, thus, contributes to the effective solution of the problems of their social adaptation and integration into society.

INThe National Educational Initiative “Our New School” (approved on February 4, 2010, Pr-271) formulated the basic principle of inclusive education: “The new school is a school for everyone. Any school will ensure the successful socialization of children with disabilities, children with disabilities, children left without parental care, who are in a difficult life situation.

Article 17 of the former Law of the Russian Federation "On Education" (No. 3266-1 of July 10, 1992) established that the educational programs of special (correctional) educational institutions for students, pupils with developmental disabilities are developed on the basis of basic general education programs with taking into account the peculiarities of psychophysical development and the capabilities of students, pupils. At the same time, in order to improve the educational process in special (correctional) educational institutions for students, pupils with developmental disabilities, the curricula of special (correctional) educational institutions of all types were approved by order of the Ministry of Education of Russia No. .

Order of the Ministry of Education and Science of the Russian Federation dated September 22, 2011 No. 2357 determined that the main educational program of primary general education should contain three sections: target, content and organizational. The target section defines the general purpose, goals, objectives and planned results of the implementation of the basic educational program of primary general education, as well as ways to determine the achievement of these goals and results. The content section defines the general content of primary general education and includes programs focused on achieving personal, subject and meta-subject results (including a program of corrective work). The organizational section defines the general framework for organizing the educational process, as well as the mechanisms for implementing the main educational program.

The Federal Law “On Education in the Russian Federation” (No. 273-FZ of December 29, 2012) comprehensively regulates relations in the field of education, including the education of persons with disabilities, gives priority to inclusive education, focuses on different educational needs and establishes the characteristics of the organization educational process and an individual approach to teaching each child [7 ]. Part 6 of Art. 11 of the Federal Law “On Education in the Russian Federation” states that “in order to ensure the realization of the right to education of students with disabilities, federal state educational standards for the education of these persons are established or special requirements are included in federal state educational standards”]. Thus, the law establishes the possibility of adapting the educational program, taking into account the peculiarities of psychophysical development and the special educational needs of persons with disabilities, ensuring their right to education.

Currently, this paragraph of the Law is being implemented by the preparation of regulatory documents that define special requirements for the development of educational programs for students with disabilities. To date, leading experts in the field of special education have developed a draft of the Concept of the Federal State Educational Standard (FSES) for students with disabilities and projects of the FSES for students with disabilities of all categories. The purpose of the standards is to determine the necessary conditions for obtaining education for children with disabilities; present exemplary educational programs adapted for various categories of students; designate the requirements for the results of mastering the programs and for the final achievements of students by the time they complete school education for each level of education.

In Art. 2 of the Law on Education and the Concept of the Federal State Educational Standard for students with disabilities define the concept of "adapted educational program". This is an "educational program adapted for the training of persons with disabilities, taking into account the peculiarities of their psychophysical development, individual capabilities and, if necessary, providing correction of developmental disorders and social adaptation of these persons" .

Chapter II. The program of individual support for a child with mental retardation.

2.1. Maintenance algorithm:

Diagnosis (preparatory work - the formation of a database of children with disabilities, the provision of methodological assistance to specialists in identifying children with disabilities; complex diagnostics of the child). At the diagnostic stage, individual characteristics of cognitive activity and the emotional-volitional sphere, health status, conditions of family education are studied by observing the child in various activities (in the classroom and in extracurricular activities). The teacher is engaged in the study, then attracts a teacher-psychologist (the teacher-psychologist keeps a map of observations). Features of the development of the student are considered at the school council. Whether or not to send the child to the psychological, medical and pedagogical commission, the decision is made by the council. After a comprehensive diagnosis on the PMPK, the child is diagnosed.

Advising parents (about the further route of education, about prospects). Members of the psychological-medical-pedagogical commission consult parents on the issue of further education. The same consultations should be organized in educational institutions, where teachers will explain in more detail the need for special remedial education. The school can organize - conversations, questionnaires, "Parents' living room", Open Doors Day, holding joint parent-child holidays, etc.

Consulting teachers. Methodological assistance is provided to teachers working in correction classes (preparation of a package of documents necessary for working with children of this category, preparation and presentation of recommendations to teachers).

Correctional and developmental work (the work of a teacher-defectologist, a teacher-psychologist and a speech therapist). The stage of ensuring the correction of developmental deficiencies is carried out by teachers jointly (a teacher, a teacher-psychologist and a speech therapist) both in the classroom and in extracurricular activities. Individual psychological and pedagogical support of the child is organized, taking into account his potential. Correction-developing groups are formed on the basis of diagnostic data and observations of children. To work with children with mental retardation, an individual or group work plan is drawn up (teacher-psychologist, teacher-speech therapist).

Psychological education and education of teachers. In order to create conditions for overcoming problems in the development of students with mental retardation, regional methodological associations of teachers of primary correction classes, seminars, round tables, consultations and classes at the Young Teacher's School are organized and conducted.

Conducting intermediate and final diagnostics of students in order to identify a further educational route. At this stage, students are diagnosed. Diagnostics includes: analysis of the assimilation of the program in various subjects (control copying, dictation, control work, retelling of the text, etc.); the study of the psycho-emotional state of children in school conditions - each child has his own duration of the adaptation stage, as well as the severity of its course. On average, a child's adaptation to a school or a new classroom team lasts from 1.5 - 3 months to 1 - 1.5 years. How soon and how successfully a child will adapt to school life largely depends on the tact and endurance of adults (teachers and parents).

Control over the organization of psychological and pedagogical support for students with disabilities in educational institution carried out through:

monitoring the implementation of the correctional educational process (programs, conditions, implementation process);

diagnostics of the assimilation of the program and the psychological development of students.

2.2. Characteristics of the student.

4th grade student R.N. from the extract of PMPK 2014 has a mental retardation. For him, it is recommended to study in the 4th grade according to an adapted program for children with mental retardation.

The boy lives with his mother, who creates all the conditions for the development and socialization of the child in society. N. comes to school in a good mood, always neat and clean. The briefcase contains all the necessary materials for the lessons. The boy organizes the workplace on his own.

The class in which the child is studying is newly formed, it is attended by children who have arrived from Ukraine. From September 1, the guys got to know each other and looked closely at each other. N. has 2 friends in the class with whom he communicates, plays during breaks. With the rest of his classmates, his relationship is complicated, especially with girls. he has speech impedimentIIIdegree and the child experiences a complex in this. Realizing this moment, N. tries to show aggression and his strength to the students so that they listen to him and obey his will.

N. is active in class, if he knows the answer, he raises his hand and goes to the blackboard. He shows interest in studies, does not miss classes without a good reason.

By nature, the child is calm, cunning, knows what he wants and tries to subjugate others to his will, if it doesn’t work out, he shows aggression.

Feels the need for the dosage of the material, clear instructions. The emotional-volitional sphere requires control and development of skills to control one's emotions. The communicative and speech sphere requires the work of a speech therapist.

2.3. Individual program for accompanying a child with mental retardation.

An individual adaptation program is necessary for newly arrived children in the institution. Therefore, during the first two months, these children and I should conduct classes aimed at establishing emotional contact with an adult, peers, maintaining a positive mood and attitude towards an educational institution, satisfying the child's need for security, love and benevolent attention.
Program goal: Increasing the efficiency of the process of socio-psychological adaptation in the new learning environment, contributing to the improvement of self-esteem, self-realization of the individual.

№

The content of the work

terms

Responsible

Cancel

Getting to know the student:
Individual conversations.
Observation during the educational process.
Screening medical research.

1 quarter

Cl. hands psychologist

done

Comprehensive psychological and pedagogical diagnostics of readiness for schooling.

Sept. Oct.

Teacher

psychologist

done

Primary speech examination of a student

Sept.

Speech therapist

done

Individual lessons for the correction of speech deficiencies

1 quarter

speech therapist

Individual psychological and pedagogical correction based on the results of psychological and pedagogical research

Oct-December

Psychologist

teacher

Getting to know the student's family. Conversations with parents about the student's health and readiness for learning

September

Psychologist

Teacher

done

Group lessons on adaptation of the student to school

1 quarter

psychologist

Individual correctional and developmental classes with a student

This correctional and developmental program is necessary in the conditions of modern education for working with children with mental retardation.

Over the past three years, there has been an alarming trend in the increase in the number of children with physical and mental health disorders, which are due to biological, environmental, socio-psychological and other factors, as well as their combination. A significant proportion of these children are children with mental retardation (MPD).

Mental retardation is a slowdown in the rate of development of mental processes, which is more often manifested upon admission to school and is expressed in the lack of a general stock of knowledge, limited ideas, immaturity of thinking, low intellectual focus, the predominance of gaming interests, and rapid oversaturation in intellectual activity. Unlike children suffering from oligophrenia, these children are quite quick-witted within the limits of available knowledge, and are much more productive in using help. At the same time, in some cases, a delay in the development of the emotional sphere (various types of infantilism) will come to the fore, and violations in the intellectual sphere will not be expressed sharply. In other cases, on the contrary, a slowdown in the development of the intellectual sphere will prevail.

Delayed mental development in children can be due to many factors. In particular, these are: hereditary predisposition, impaired brain function during fetal development, birth complications, chronic and long-term diseases in early childhood, unsuitable upbringing conditions, and the like.

Depending on these factors, there are various forms of CRP.

Constitutional and somatogenic origin - the child is miniature and outwardly the fragile structure of his emotional-volitional sphere corresponds to an earlier age, frequent illnesses reduce the exactingness of parents, the general weakness of the body reduces the performance of his memory, attention, working capacity, inhibits the development of cognitive activity.

Psychogenic origin - due to unsuitable conditions of education (excessive guardianship or insufficient care for the child). Development is delayed due to the limitation of the complex of stimuli coming from the environment.

Cerebro-organic origin - the most stable and most complex, due to damage to the child's brain due to pathological effects (mainly in the second half of pregnancy). Given the low level of mental development, it manifests itself in the difficulties of mastering educational material, the lack of cognitive interest and motivation for learning.

A significant part of children with mental retardation, having received timely correctional assistance, learns the program material and “levels out” after completing primary school. At the same time, many children in subsequent years of study require special conditions for the organization of the pedagogical process due to significant difficulties in mastering the educational material.

A child who has such difficulties requires a thorough psychological and pedagogical study to determine the optimal and effective teaching methods.

This correctional and developmental program is necessary in the conditions of real modern education for working with children with mental retardation .

Since in children with mental retardation there are discrepancies in the sensitive periods of development of mental functions in relation to the age of the child, when creating this program and developing classes, groups of cognitive impairments in children with mental retardation were taken into account and the principle of compensating for the insufficient development of qualities, abilities and functions.

The structure of the correctional program

The purpose of the program is to establish and promote the establishment of psychological contact with the child, the creation and support of the desire for self-study and self-education, the activation and stimulation of cognitive activity, the development of the emotional-volitional sphere, fine motor skills of the hand, teaching communicative and non-verbal behavior, skills of cooperation, education of sympathy, goodwill , mutual assistance and other positive character traits of a child with mental retardation.

1. Tasks:

Removing emotional stress and creating an emotionally comfortable atmosphere.

Develop cognitive activity;

- develop cognitive mental processes: perception, observation, productive ways of memorizing, the ability to evenly distribute attention, thinking processes (analysis, synthesis, generalization, classification, inference, understanding of cause-and-effect relationships), speech.

Develop general and fine motor skills of the hands;

Develop emotional self-regulation skills.

Methods and forms of work:

Exercises for the development of cognitive and emotional-volitional spheres.

Communicative, didactic and outdoor games.

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Exercises for the development of motor skills.

Relaxation exercises.

Game therapy.

Psychogymnastics.

Materials and equipment: sandbox, colored pencils, simple pencil, stimulus material, A4 paper, Su-Jok ball, brush, paints, bag, tape recorder.

2. Organization of classes

Classes are held individually with a child of senior preschool age with mental retardation. The frequency of classes is 2 times a week.

The duration is 25-30 minutes, but it is necessary to take into account the individual characteristics of a child with mental retardation.

Number of classes - 10.

Program efficiency criterion

The criterion for the effectiveness of the program is the conduct of primary and secondary diagnosis using the methodology of Zabramnaya S.D. from the book "From Diagnostics to Development", based on the results of which a correctional and developmental program is compiled. During the classes, psychodiagnostic exercises from the collection are used, with the help of which it is possible to trace the dynamics of the child's development.

The program contributes to a sufficient level of development of cognitive mental processes (memory, thinking, attention, speech) and the balance of the child's emotional development based on the results of diagnostics after the child's participation in correctional work.

Municipal educational institution for children,

in need of psychological, pedagogical and medical and social assistance

Center for Diagnostics and Counseling "Vysota"

g.o. Zhukovsky, Moscow region

SYLLABUS

Target:

emotional development.

Training period:

Forms of study:

Class mode:

	Section names	Total hours
	Formation of cooperation of the child with adults and peers and mastery ways of assimilation of social experience.
	Emotional development.
	Intellectual development.
	Development and improvement of the motor sphere.

Municipal educational institution

Center for Diagnostics and Counseling "Vysota"

g. o. Zhukovsky, Moscow Region

EDUCATIONAL - THEMATIC PLAN

The program for the integrated development of various aspects of the psyche for children of preschool and younger age"Other us" (for children with mental retardation).

Target:

Introduce children with mental retardation into the complex world of human relationships.

Create a zone of proximal development to overcome the shortcomings of the intellectual and

emotional development.

Prepare children with mental retardation for schooling and, in the future, for independent living.

Training period: from October to May (inclusive).

Forms of study: cognitive classes, game mini-trainings and exercises on body-oriented techniques.

Class mode: the duration of classes is 30-40 minutes throughout the year, 2 times a week.

	Section names	Total hours
	Formation of cooperation of the child with adults and peers and mastery ways of assimilation of social experience.
	Acquaintance
	Why rules are needed
	Visiting a fairy tale (according to the plot of the Russian folk tale "Ryaba the Hen"
	The world is yours and mine.
	We are all different
	We act together
	Unusual creatures
	Our house and we in it
	My friend.
	Affectionate mother
	Good words
	Guests have arrived
	My family
	Emotional development.
	Chants, whisperers, silencers
	Bag of whims
	Frog (art therapy)
	My mood
	Journey to the magical forest
	Kitten (art therapy)
	unusual rainbow
	quiet lake
	Rowan branch (art therapy)
	Depict the phenomena
	Blotography
	Dolphin (art therapy)
	My world (sand therapy)
	Octopuses (art therapy)
	Cockerel (art therapy)
	Magic wand
	Butterfly (art therapy)
	Ladybug (art therapy)
	Owl (art therapy)
	Cave of fears
	Dandelions (art therapy)
	Zoo (sand therapy)
	Guess who I am?
	Intellectual development.
	Rooster and paints
	Superfluous word
	In the country on the contrary
	Who is the most considerate
	Tell and show
	memo
	Flying, walking, swimming.
	In the country geometric shapes
	Whether in the garden, in the garden
	Cold, hot, warm
	Magic figurines
	A toy shop
	In the poultry yard
	Seasons
	top-bottom
	Front - back - between
	cheerful account
	Builders
	Inside Outside
	Parts of the day
	Development and improvement of the motor sphere
	Journey to the land of crossroads
	magic ball
	Walking on the waves
	tangled paths
	We are smart and brave
	Sport family
	Forest Olympics
	Humpty Dumpty
	transformation
	circus artists
	We swim in the clouds
	Runners and jumpers

Explanatory note

The problem of education and training of preschoolers with developmental disabilities is one of the most important in educational psychology. In connection with the increase in the number of children with mental retardation, the problem of forming their readiness for schooling becomes urgent. The search for the most effective methods of correcting children with mental disabilities is an urgent problem of modern pedagogy and psychology. It is known that among the underachieving primary school students, almost half lag behind their peers in mental development. These schoolchildren experience great difficulties in mastering writing, reading, the concept of number, counting operations, constructive activities, etc.

Poor progress at school often causes this group of children to have a negative attitude to learning, to any activity, creates difficulties in communicating with others, with successful children, and with teachers. All this contributes to the formation of antisocial forms of behavior, especially in adolescence. Therefore, the abnormal development of the mental sphere of children and, above all, mental retardation should be considered as a psychological and social problem.

Work with such children is aimed at the formation of higher mental functions (HMF). In the case of uneven formation of the HMF, appropriate corrective work is carried out. In children, there are symptoms of age-related underdevelopment, lack of formation of certain HMFs. Formative learning takes into account the age of our students and the leading activities of this age. Therefore, we consider our main task to be the formation of higher mental functions that are deficient in development (perception, attention, memory).

The main role in the upbringing of the child is assigned, of course, to the family. To give fathers and mothers pedagogical knowledge, to turn them towards the child, to protect the latter's childhood from unjustified punishments, rudeness and injustice - this is what we see as our first task. After all, any professional activity of a teacher can be effective if parents are his active helpers and associates. To make parents such, you often have to work with them no less than with their children. We consider the upbringing of parents as the formation of their pedagogical reflection, that is, the ability to self-critically assess themselves as an educator, to look at the situation through the eyes of a child. The main task of a teacher-psychologist in working with parents of children with mental developmental disabilities is to interest parents in the prospects for a new direction in the development of children. Parents need to be constantly kept up to date with all the affairs, and therefore, the most successful forms of interaction with them must be chosen in advance. Then we will be able to ensure one of the most important conditions for the development of the child's personality - the coordinated joint work of the adults around him. This gives the child the opportunity to move on to the next, more high stage development.

Corrective work is carried out on the basis of the principle of formative and gentle training. We teach children the elements of psycho-gymnastics, relaxation, switching from one type of activity to another.

Work begins with a survey, during which information about the child is collected. The information obtained helps to outline the directions of correctional and educational work. A feature of the mental retardation is the unevenness of violations of various mental functions. Children with mental retardation are characterized by low cognitive activity, insufficiency of the processes of perception, memory, attention. It is difficult for them to combine individual details into a single image, but all deviations from the norm are characterized by variability. Children of this category are able not only to accept and use help, but also to transfer the learned mental skills to other situations. With the help of adults, these children can carry out the instructions and intellectual tasks offered to them at a level close to the norm.

In children with mental retardation, as a rule, the motivation for learning activities is formed very poorly. Therefore, we focus on the "second way of learning" (S.L. Rubinshtein).

According to Rubinstein, “there are two types of learning, or, more precisely, two ways of learning and two types of activity, as a result of which a person acquires new knowledge and skills. One of them is specifically aimed at mastering this knowledge and skills as its direct goal. The other leads to the mastery of this knowledge and skills, realizing other goals. Teaching in this case is not an independent activity, but a process that is carried out as a component and result of another activity in which it is included. As "other activity" we use constructive activity with a variety of models, so the game and game forms work is the most adequate means of correcting the mental development of the child's personality.

Problem children are passive and do not show a desire to actively act with objects and toys. Therefore, the teacher-psychologist needs to constantly create in children a positive emotional attitude towards the proposed activity, so that the child gets the opportunity for independent actions in a certain situation.

For a child with problematic development, in order to master the ways of orientation in the world around him, to isolate and fix the properties and relations of objects, to understand this or that action, multiple repetitions are required.

The teacher-psychologist must also constantly remember: the pedagogical creativity of a psychologist should not contain danger that endangers the freedom, psyche and personality of the child, his physical and mental health. The emotionally positive attitude of the child to classes is the key to the successful work of a teacher-psychologist.

Target:

1. Introduce children with mental retardation into the complex world of human relationships.

2. Create a zone of proximal development to overcome the shortcomings of intellectual and emotional development.

3. Prepare children with mental retardation for schooling, and in the future for independent living.

Tasks:

1. To teach a child to understand his own emotional state, express his feelings and recognize the feelings of other people through facial expressions, gestures, intonation.
2. Activate the forces of the child himself, set him up to overcome life's difficulties.
3. Develop mental abilities.
4. Teach social skills.

Terms and Conditions

The program is designed for children 4-7 years old and includes educational activities, game mini-trainings and exercises in body-oriented techniques.

The duration of classes is 30-40 minutes throughout the year, 2 times a week. The academic year consists of 72 lessons. Classes are held in a group of 2-6 people.

Class structure

All classes have a flexible structure, designed taking into account the age characteristics of children,

the severity of the defect. Classes are built on the basis of the principles of integration (including elements of music, iso, dance and movement therapy), consistency and continuity. The choice of topics for classes is determined by the nature of the developmental disorder and the selection of the most appropriate tactics for correctional and developmental work. The forms of work are determined by the objectives of the classes, which are characterized by a combination of both traditional techniques and methods (frontal and individual lessons) and innovative ones (drawing tests, drawing to music, playing with sand, etc.).

The structure of the classes is flexible, it includes cognitive material and elements of psychotherapy. In the process of classes, children develop communicative qualities, enrich emotional experience, activate thinking, realize and experience successes and failures,

results of activity, social interactions and motor acts are projected, personal orientation is formed.

The mood of children, their psychological state at specific moments can cause variations in the methods, techniques and structure of classes.

Traditional methods, used in the classroom are enriched with game situations.

The lesson is structured like this:

1. Warm up in a circle: psychological attitude to the lesson, greeting (duration 3 minutes).

2. Exercise for our fingers: work with nuts, pencils, buttons, grains + finger games (duration 5 minutes).

3. Correction and development block: any educational material related to one game plot. Tasks for the development of perception, memory, thinking are included (duration 15 minutes).

4. Motor warm-up: reception "Reincarnation" or game mini-training "Revive the picture" (duration 5 minutes).

5. Relaxation, psycho-gymnastics (duration 3 minutes).

6. Farewell (duration 2 minutes).

In the interaction of a teacher-psychologist with a child's family, we distinguish three stages:

1. Creation of a setting for parents to jointly with teachers solve the problems of correction and development of the child;

2. Development of a common strategy for cooperation;

3. Implementation of a single agreed individual approach to the child in order to maximally correct developmental delays in order to move to the next stage of development.

Expected results:

The "Other Us" program is focused on the holistic correction of the personality and the development of the cognitive and emotional spheres of children with developmental problems. This program is characterized by taking into account the individual characteristics of pupils, their personal qualities.

Aware of his "I", the child asserts himself ("I myself!"), seeks to influence the situation, enters into relationships with other people. In the preschool period, the child is connected with the leading spheres of being: the world of people, the objective world, nature, he is introduced to culture, to universal values. The foundations of self-consciousness, social motivation of behavior are being formed. In the process of mastering the program, the child learns the basic rules and ways of communicating with others, his level of general awareness rises, his motor sphere is formed and improved, his cognitive abilities and the ability to accept and transform the help of an adult develop.

Program

1. FORMATION OF COOPERATION OF THE CHILD WITH ADULTS AND PEERS AND MASTERING WAYS TO LEARN SOCIAL EXPERIENCE.

Children with developmental disabilities upon admission to a preschool educational institution have difficulty communicating with adults, do not know how to communicate with peers, and do not know how to assimilate social experience. If a normally developing preschooler acts perfectly according to a model or according to an elementary verbal instruction, then problem children should learn this.
The child develops in the process of communication with adults. This process is based on the emotional contact between an adult and a child, which gradually develops into cooperation, which becomes necessary condition child development. Cooperation lies in the fact that an adult seeks to pass on his experience to a child, and he wants and can learn it.
There are many ways in which social experience can be learned, and these include:
joint actions of an adult and a child;
the use of expressive gestures, especially pointing (sign instruction);
imitate the actions of an adult;
pattern actions.
Children with mental retardation are characterized by inertia, lack of interest in others, and therefore emotional contact with an adult, the need to communicate with him at an early age often does not arise at all in a child.
The main tasks of correctional work with problem children are firstly, the formation of their emotional contact with adults, and secondly, teaching the child how to assimilate social experience.
Emotional communication between an adult and a child arises on the basis of joint actions, which should be accompanied by a friendly smile and an affectionate voice. A normally developing child performs actions according to verbal instructions very early, but the first instructions are given in a situation familiar to the child and are most often accompanied by appropriate actions or gestures of an adult (that is, situational understanding of speech develops).
In children with mental retardation without special corrective work, situational understanding of speech is very often preserved until the end of preschool age. Therefore, the next task is to teach the child isolate an elementary instruction from a situation(that is, to teach the child to understand speech or verbal instructions). This happens through teaching the child didactic games (for example, "Okay", "Catching").
To create emotional communication with an adult, the Other Us program includes a complex gaming activities cycle "Child among adults and peers", the purpose of which is the emergence of natural opportunities for the formation of the process of discovery of the world.
The initial work must be carried out individually. At this stage, you can teach the child not only to listen, but also to hear - to understand the instructions of an adult: to speak them out loud, to form the rules of behavior during classes and the rules for performing a specific task.
It is also desirable at this stage to develop, together with the child, a system of rewards and deprivation of privileges, which will help him subsequently adapt in the children's team.
The next stage - involving the child in group activities (in interaction with peers) - should also occur gradually. First, it is desirable to create small subgroups (2-4 people), and only after that children can be combined into group games or activities. If this sequence is not observed, the child can either become overexcited or, conversely, become isolated, and this will lead him, in turn, to loss of control of behavior, overwork, and a lack of active attention.
Once again, I would like to note that all classes are held in an entertaining form for the child. The technique of behavior modification is very simple: for good behavior, the child receives encouragement (verbal), for bad behavior, he loses privileges or pleasure.
Further in this section, the children practice self-control skills in unfamiliar and traumatic situations.
Children with mental retardation, finding themselves in an unfamiliar or unforeseen life situation, are unlikely to behave adequately. At any moment, such a child can become confused and forget everything he has been taught. That is why we consider the development of behavioral skills in specific situations a necessary part of working with children with mental retardation.
The role-playing game has the widest possibilities for working in this direction. Playing the role of weak, cowardly characters, the child realizes and concretizes his fear. And using the technique of bringing the game situation to the point of absurdity, the pedagogue-psychologist helps the child to see his fear from the other side (sometimes comical), treat it as something not very significant.
Playing the role of strong heroes, the child acquires a sense of confidence that he (like his hero) can cope with difficulties. At the same time, it is very important not only to develop the game situation, but also to discuss with the child how he can use the experience gained in the game to solve problems. life situations.
It is advisable to choose difficult cases from the life of each child as plots for role-playing games: for example, if a child is afraid to answer the teacher’s questions, then this particular situation should be played with him. At the same time, you need to draw the child’s attention to what happens to him at any given moment and how to avoid unpleasant experiences and sensations (using breathing exercises, self-hypnosis methods “I can handle it”, self-regulation techniques: alternately clenching the hands into fists and relaxing them) .
In working with children of middle and older preschool age, the use of games with soft toys and dolls is most effective. The choice of dolls and toys is based on the individual preferences of the child. He himself must choose a brave or cowardly, good or evil doll.
The roles should be distributed as follows: first, an adult speaks for an evil and cowardly toy, and a child speaks for a brave and kind one. Then you need to switch roles. This will allow the child to look at the situation from different points of view, and having experienced the “unpleasant” plot again, get rid of the negative feelings that haunt him.
Moreover, if a child is anxious when communicating with an adult, you can compose a dialogue in which the adult's puppet will play the role of the child, and the child's puppet will be responsible for the adult.

Lesson number 1. Acquaintance

Purpose: To give each child to express their individuality, find their positive traits and feel the value of their personality; help children get new positive experience.

1. Meeting minute
2. Exercise "I love"
3. The game "Everyone - some - only me."
4. Balloon flight exercise.
5. Drawing "Air balloon"
6. Creative task "Live names".
7. Parting.

Lesson #2 "Why do we need rules?"

Purpose: To teach children to consciously follow the rules and bear responsibility for this.

1. Meeting minute.
2. Exercise "Snowball"
3. Exercise "Peepers"
4. Conversation "Belkin questions"
5. Game "Market"
6. Drawing "On the contrary"
7. Parting.

2. EMOTIONAL DEVELOPMENT

According to observations, about 50% of children with mental retardation are children with aggressive behavior, or rather, prone to aggressiveness. Negative features of the upbringing environment (families of alcoholics, drug addicts, single-parent families) also increase the likelihood of aggressive actions in children. For example, in most of these families, in the presence of children, they constantly smoke, drink alcohol, and sort things out while drunk. This increases the level of aggression in children.
There are now more and more scientific research confirming the fact that scenes of violence shown on TV contribute to an increase in the level of aggressiveness of viewers. It is no secret that TV is the only entertainment and means of development available to this category of children.
If a child is severely punished for showing aggressiveness (which parents most often do), then he learns to hide his anger in their presence, but in any other situation he cannot suppress aggression.
The dismissive, conniving attitude of adults to the aggressive outbursts of the child also leads to the formation of aggressive personality traits in him. Children often use aggression and disobedience in order to attract the attention of an adult.
Children whose parents are distinguished by excessive compliance, insecurity, and sometimes helplessness in the educational process do not feel completely safe and also become aggressive.
Uncertainty and hesitation of parents when making any decisions provoke the child to whims and outbursts of anger, with the help of which children influence the further course of events and achieve their own.
I, as a psychologist, advise parents to pay more attention to their children, strive to establish warm relations with them, and at certain stages of the development of a son or daughter, show firmness and determination.
These recommendations are addressed not only to parents, but also to teachers working with children of the ZPR group.
Corrective work with aggressive children should be carried out in the following areas:
1) Teaching aggressive children ways to express anger in an acceptable way.
2) Teaching aggressive children techniques of self-regulation, self-control.
3) Development of communication skills.
4) Formation of empathy and trust in people.

CORRECTION OF THE EMOTIONAL SPHERE OF CHILDREN OF THE OLDER PRESCHOOL AGE

Goals

your body and control your emotions. Removal of muscle clamps. Equipment

A hoop, three benches, a rope with a toy monkey, pencils, paints, paper, scarves, a blanket.

STUDY PROCESS Children sit on the carpet in a circle.

Teacher-psychologist. Guys, do you like to travel? I knew it. Now we will go to the mysterious island. The rug you are sitting on is not simple, but magical. Sit with your legs extended forward, hold hands and close your eyes. (Music sounds.) Imagine that we are rising up into the clouds, even higher, higher than the clouds, we are flying, the carpet is swaying. Hold on tight to your hands. We breathe everything easily, evenly, deeply. Deep inhale, long exhale. It's good for us to fly hand in hand. But now the carpet is sinking lower, lower. Open your eyes, we are on a mysterious island. What did you feel when you flew?(Children's answers.)

Teacher-psychologist. Did you enjoy holding each other's hands? Let's go around the island, look around it. The place is unfamiliar, so you have to go and listen to every sound. (What sounds did you hear?)

Everything seems to be calm and safe. We can play. We jump from bump to bump. We climb into the hoop.

We reach the ears of an imaginary giraffe.

Well done! Look how many flowers there are! They sleep at night and bloom during the day. Let's pretend that we- flowers. Sitting on the floor, we clasp our knees with our hands- flowers sleep. wake up- we shake our hands. The sun has disappeared- the flowers fell asleep again. woke up- happy, sleepy- sad. Woke up again.

A cobra lives on the island. She is kind. Imagine that we, like her, are basking in the sun (lay down on the floor on our stomachs, hands under our chin). Cobra woke up- We rise on our hands, then on our knees, look forward.

And there is also a boa constrictor. Do you know him? He curls up into a ball (lay on his back, hugging his legs), and then sways on his back and gets up. And bunnies live here.

One of them is afraid of everyone. Show how he is shaking with fear. Another- brave rabbit. "I'm not afraid of anyone!"- stand up and say it boldly.(Children do the task.)

Teacher-psychologist. And now let's play. Let's blindfold, let's go towards each other. Let's say "coo-coo". When we meet, we hug.

Let's lie down in a hammock(the teacher-psychologist is helped by a parent; together with him, the teacher-psychologist swings the child on a blanket). A storm has struck(the hammock swings strongly). You have to lie down and say loudly: "I- brave" .(The rest of the children stamp their feet - they create a storm.) Children, remember, you once said that you were afraid of the dark, scary animals, and riding a swing? Here, on the island, you have become so brave and strong! Now I will turn off the music, and you will remember what you used to be afraid of. Draw it all. When I clap my hands, everything will be different: fear will disappear, you will feel strength, kindness. (Music is playing - children.

draw; cotton is heard - they tear their drawing.

Teacher-psychologist. You know, there's a waterfall on the island. He is magical too. Its water is warm. If you put your hands in it, swim in it- then the water will wash away all the bad, all the grievances. You will become joyful, all sad and bad things will go away.(Music plays.) Let's go to the waterfall and stand under its warm jets. Water washes away all sorrows, sorrows, resentments, quarrels. Everyone is in a cheerful, joyful mood. Let's smile and with such a mood we will go to the group.

3. INTELLECTUAL DEVELOPMENT

All cognitive activity of a preschool child is associated with his practical activities and orientation in the surrounding objective world. In turn, the development of thinking at this age is associated with the child's practical actions and with his perception of the properties and relations of objects in the world around him. Accordingly, the development of thinking goes in two ways:
from visual-effective to visual-figurative and logical;
from perception to visual-figurative thinking, on the one hand, and to logical thinking, on the other.
These paths of development merge together at a certain stage, but each of them has its own specifics and plays its own special role in human cognitive activity. Insufficient development of thinking processes in preschoolers, coming from both visual-active thinking and perception, may be irreparable at a later age.
Forming in children a holistic perception of objects, their properties and relationships, it is necessary to simultaneously develop ideas that can be called up in the child’s memory (updated) even in the absence of the objects themselves. Moreover, the child learns to operate with these images in the representation, to act on the basis of these images, to rely on them in his activity. Thus, the sensory perception of the child is directly connected with the formation of his thinking, forms the basis of visual-figurative thinking.
The development of perception, in particular the choice of an object according to a model, turns out to be the initial stage of the first forms of generalization, leading children to a classification based on the selection of an essential feature. In addition, in the process of perception, there is an ordering and systematization of the properties and relations of objects, which form the basis of the so-called seriation. All these processes, even in normally developing children, do not form spontaneously. They require the teaching influence of an adult (teacher and parents).
For the formation of primary generalizations in children of middle preschool age, we offer the following game situations:

“... A squirrel, a bunny, a fox and a bear cub came to visit us. Everyone has their own path:
at the squirrel, at the bunny -, at the fox -, at the bear - .
Build your own path for everyone by choosing from a box of geometric shapes: all balls, all cubes, all corners and all ovals.

For children 4 years old, one more game can be offered - "Picking Mushrooms" (see appendix). To form ideas about the subject as a whole, the teacher-psychologist offers children the well-known exercise "Cut pictures".
Problem children often lack active search. They are indifferent both to the result and to the process of solving practical problems, even in situations where the task is a game one. In order to develop in children the skill of analyzing the conditions of a practical problem and finding ways to solve it, we offer the games "Get the car" and "How to get it?" (see Attachment).
A comprehensive idea of ​​the world around a person cannot develop without visual, tactile-motor, auditory, olfactory and gustatory perception. The development of perception is especially important for problem children, as they sometimes do not even show any attempts to examine objects. Their general inertness leads to the fact that even at preschool age they cannot determine the shape and size of an object by touch, guess this or that aroma by smell.
The teacher-psychologist conducts various games for the development of visual, olfactory, gustatory and tactile-motor perception, for example, the game "Magic Basin"

To determine the level of speech development in children of the first years of life, the following method has been developed: the child is asked to show 1 finger, 2 fingers, 3 fingers. Children who succeed in isolated finger movements are talking children. Children whose finger movements are tense, fingers bend and unbend only together and cannot move in isolation are non-speaking children. Until the movements of the fingers become free, the development of speech and, consequently, thinking cannot be achieved.
The training of fine finger movements is stimulating for the overall development of the child, especially for the development of speech. Systematic exercises for training finger movements, along with a stimulating effect on the development of speech, are, according to V.V. Koltsova, "a powerful tool to increase the efficiency of the brain." The formation of the child's verbal speech begins when the movements of the fingers reach sufficient accuracy. The development of finger motor skills prepares the ground for the subsequent formation of speech. Since there is a close relationship between speech and motor activity, if a child has a speech defect, special attention should be paid to training his fingers.
Finger games are an important part of a teacher-psychologist's lesson with children with developmental problems. Description of some finger games is given in the appendix.
Among children with mental retardation, many are hyperactive. Their hands are often in constant, sometimes aimless motion. It is useful for these children to be taught special exercises and games that would direct excess activity in the right direction.
In children with mental retardation, who are preparing to enter the 1st grade, the muscles of the hand, coordination of movements of the fingers, forearm and shoulder part of the writing hand are not yet sufficiently developed. They are still poorly oriented in space and on the plane, they are confused in distinguishing between the left and right sides of the body, especially in relation to other people. The development of this skill causes the greatest difficulties in left-handed children. The ability to distinguish between left and right sides is an important prerequisite for many types of learning (including preparing the hand for writing).
Therefore, in the second half of the school year, children of senior preschool age (6-7 years old) work out this skill (the ability to distinguish between left and right sides) together with a teacher-psychologist. Classes are held in the form of various games or trainings (additionally 1 lesson per week).
To practice the differentiation of the right and left parts of the body, the following exercises can be recommended.

1. Show the right hand, then the left hand. If the child cannot name the left hand, the educational psychologist calls it himself, and the child repeats.
2. Show either the right or the left hand, take the toy (object) either in the right or in the left hand.
3. After clarifying the speech designations of the right and left hands, you can begin to distinguish between other parts of the body: right and left legs, eyes, ears.

More complex tasks can be offered: show the right ear with the left hand, show the left leg with the right hand. Having formed the child's ideas about the right and left sides of the body, you can proceed to the formation of orientation in the surrounding space. You can use the following exercises.

1. “Show me which object is to your right,” or “Show the book to your left,” or “Put the book to your left.” If it is difficult for a child to complete this task, it should be clarified that the right is closer to the right hand, the left is closer to the left hand.
2. The child is invited to take a book with his right hand and put it near his right hand, take a notebook with his left hand and put it near his left hand. Then ask: "Where is the book - to the right or to the left of the notebook?"
3. The child is invited to put a pencil to the left of the notebook, put a pen to the left of the book, say where the pen is in relation to the book - on the right or left, where the pencil is in relation to the notebook - on the right or left.
4. 3 items are taken. The child is invited to put the book in front of him, put a pencil to the left of it, and a pen to the right.

simple and effective method preparing hands for writing - coloring books. Coloring favorite pictures, the child learns to hold a pencil in his hand, to use the force of pressure. This activity trains the small muscles of the hand, makes its movements strong and coordinated. It is recommended to use colored pencils, not felt-tip pens.
You can invite the child to copy the drawings they like on transparent paper. It is very useful to copy ornaments and patterns, as they have a large number of curved lines, which is a good preparation for the child's hand to write capital letters.
We must not forget about regular classes with plasticine, clay, dough. Kneading, sculpting figures with fingers, the child strengthens and develops the small muscles of the fingers.
Another interesting way development of the fingers - pinching. From a sheet of paper, children pinch off pieces with their fingertips and create a kind of application.
Self-massage of hands is one of the types of passive gymnastics. It has a general strengthening effect on the muscular system, improves muscle tone, elasticity and contractility. Under the influence of massage, impulses arise in the receptors of the skin and muscles, which, reaching the cerebral cortex, have a tonic effect on the central nervous system. As a result, its regulatory role in relation to all systems and organs increases. There are the following self-massage techniques:
stroking;
trituration;
kneading;
squeezing;
active and passing movements.

CORRECTION OF THE INTELLECTUAL SPHERE OF CHILDREN OF THE MIDDLE PRESCHOOL AGE

Goals

The formation in children of the ability to make a primary generalization, to represent the subject as a whole.

Formation of positive personality traits (empathy, kindness).

Equipment

Soft toys: a parrot, a squirrel, a hare, a fox and a mouse: a box with geometric

figurines; split pictures (with the image of these toys); fishing line; mushroom buttons;

sachets with buckwheat, millet, rice.

STUDY PROCESS

Children sit on chairs in a circle.

Teacher-psychologist.Children, guests promised to come to us today. Here. first guest- parrot Kesha. He wants to get to know you and play with you. What do you think we can do to make him like it with us, so that he wants to fly to us again? The children answer. Then the educational psychologist carefully passes the toy to the child sitting next to him and asks him to hold it to himself, stroke it, say something affectionate and pass it on to another child.

Teacher-psychologist.And a squirrel, a hare, a fox and a bear came to visit us. Let's treat them to something tasty. You, Tanya and Sasha, pick up mushrooms on a string (we will dry them for a squirrel). You, Antosha and Misha, set aside 10 grains of millet and rice for the parrot Kesha, and you, Seryozha, put 10 grains of buckwheat for the mouse on a plate.(Children do the task.)

Teacher-psychologist.Well, now our guests are full and want to play with us. You have boxes with geometric figures on your table. So that the little animals are not lost in the forest, each has its own path. At the squirrel- circle, at the hare- square, at the fox- triangle, mouse- oval.

Build your own lane for each guest by choosing figurines from the box(the teacher-psychologist has toys on the table, each has a corresponding geometric figure). (Children do the task.)

Teacher-psychologist.Now put the figurines in the box. Now sit on the edge of the chair, lean against the back, put your hands on your knees, and close your eyes. Imagine a warm wonderful day(music plays). Above you is a bright blue sky. The soft rays of the sun and the warm gentle breeze kiss your eyes and cheeks. A gray cloud flies across the sky. We will put all our grievances, sorrows and sorrows on it. We will always be joyful, kind and strong. Now open your eyes and smile at each other. I love you very much!

4. DEVELOPMENT AND IMPROVEMENT
MOTOR SPHERE

The child develops in motion. His psychophysical development largely depends on the satisfaction of the child's natural need for movement. Optimal motor and emotional loads create favorable conditions for the normal functioning of all systems and functions of the body. Lack or excess of motor activity adversely affects the health of the child (especially if the child's body already has some kind of pathology).
Corrective tasks that a physical education instructor sets for himself in conditions of joint correctional work with other specialists should be focused not only on the motor development of children, but also on their general and speech development, the formation of the psyche and intellect.
In physical education classes, the correction of the psychomotor sphere is carried out using the following exercises: 1) kinesiology; 2) imitation; 3) dance-motor; 4) relaxation and respiratory.
Thus, kinesiology exercises stimulate the development of intellectual and thought processes. Research scientists have proven the influence of hand movements on the development of the functions of higher nervous activity and speech. Therefore, developmental work should be directed from movement to thinking, and not vice versa. Kinesiology exercises, improving fine motor skills of the hands, develop interhemispheric interaction, which is the basis for the development of intelligence.
Imitation movements contribute to the formation in children of ideas about the means of motor expression, help to enter an imaginary situation, see and understand the image of another (a new image of the “I”), conduct a motor dialogue through the language of gestures, facial expressions, postures.
Initially, almost all information about the world around the child receives through bodily sensations, therefore, in different parts of the body there are zones that “remember” positive and negative imprints of the child’s communication with the world for life. The less negative marks and muscle clamps on the child's body, the better he feels. That is why dance-movement exercises that develop plasticity, flexibility, lightness of the body, relieve muscle clamps, promote game initiative, stimulate motor and emotional self-expression, effectively solve the problem of relieving psycho-emotional stress.
Relaxation exercises, being part of the general corrective work, also relieve excessive muscular and emotional tension characteristic of children and have a calming effect, and this, in turn, is the main condition for the formation of natural speech and correct body movements. In physical education, we teach muscle relaxation in contrast to tension, because children need to be made to feel that muscle tension can be voluntarily replaced by pleasant relaxation. In this case, the tension should be short-term, and relaxation long-term.
Through breathing exercises, we form the correct speech breathing in children. It is necessary to teach children to breathe through their nose naturally and without delay, while paying special attention to the moment of exhalation (it should be smooth and long), to learn to restore the rhythm of breathing after a motor exercise.
In order to teach a child with developmental problems to perform these special exercises correctly and with benefit, it is necessary to repeatedly show the child how the exercises are performed. The attention span of children is limited, so you need to set only one task for the child. If the task is unbearable for him, then you can beat off any desire to do it.
In the structure of a physical education lesson, special exercises can be included in one of its parts or constitute its main content.
In the introductory part of the lesson, game exercises are used to develop motor memory, coordination of movements, attention associated with the word and music. At the beginning of the lesson, it is necessary to form in children an emotionally positive attitude towards motor activity.
In the main part of the lesson, general developmental exercises of an imitation nature are used, exercises for the development of fine motor skills of the hands using objects for manipulation (small balls, cubes, cords, gymnastic sticks, etc.), outdoor games of varying intensity using speech material where verbal vocabulary predominates.
The final part of the lesson includes dance-motor, rhythmic, relaxation, breathing exercises.
With a group of children with mental retardation, a lesson is held once a week, consisting only of kinesiology exercises.
Children are engaged in subgroups (4-5 people), which are formed in accordance with age.
The duration of the lesson is 15-20 minutes.
The purpose of developing kinesiology exercises is:
1) development of interhemispheric interaction;
2) synchronization of the work of the hemispheres;
3) development of fine motor skills;
4) development of abilities;
5) development of memory, attention, speech;
6) development of thinking.
In the structure of physical education classes based on kinesiology exercises, three parts can be distinguished: introductory, main, final.
The introductory part is aimed at enhancing the attention of children and the gradual preparation of the body to perform more complex exercises (duration 2-3 minutes). This part consists of various types of walking, including corrective (for posture, strengthening the foot), imitation, with recitative; from simple game exercises for attention and coordination of movements.
The main part solves program tasks for the development of basic movements (duration 12-15 minutes).
The final part provides a gradual transition from increased physical activity to its decrease (1-2 minutes).
Be sure to use musical accompaniment in the lesson, which creates a favorable emotional mood, additionally concentrates the attention of children.
teacher at physical education lesson must adhere to certain rules of interaction with children (“do not notice” if the child does something wrong at first, paying attention to what he does; rejoice with him every success; tell others about his achievements in front of the child). The teacher thus creates an atmosphere of trust and cooperation in the classroom, which is the basis for achieving a positive result in correctional and developmental activities.
Below we give examples of plans-summaries of three lessons.

CORRECTION OF THE MOTOR SPHERE OF CHILDREN OF THE MIDDLE PRESCHOOL AGE

Goals

Strengthening the ability to roll the ball in order to hit a moving object.

Strengthening the muscles of the fingers and hand.

The development of the eye and coordination of movements.

Teaching proper breathing.

Formation of correct posture.

Equipment

Small balls according to the number of children; 5-6 big balls; caps-masks depicting marine life.

STUDY PROCESS

Introductory part "Whistle everyone upstairs!"

Children enter the hall in a column one at a time. Building in a line, alignment, checking posture. Instructor.All children are sailors of the patrol ship "Sea Hunter" and must take part in maritime exercises. You will train your strength, agility, endurance, A in moments of relaxation, have fun and play interesting games. The exercise begins with a "test of organization and discipline." Children perform different types walking: normal, side steps, hands on the belt (“tamping down the sand”); back forward ("confuse the tracks"). Next, they perform a run with overcoming obstacles - along narrow boards (15 cm wide), with jumping over "grooves" 40-50 cm wide ("hands on the ship"); normal walking with a smooth movement of the hands (“big waves”); snake running ("passage through the maze"); normal walking. The game "Stop, clap, one"

The game develops attention and coordination. Children follow each other. At the “Stop” signal, everyone stops, at the “Clap” signal they jump, and at the “One” signal they turn around and go in the opposite direction. Repeated three times.

MAIN PART

A set of kinesiology exercises

Children are built in one line.

Divers

Starting position: legs apart, arms lowered. Retention of breath. Take a deep breath and

hold your breath for as long as possible, 3-4 times.

Starting position: sitting in a group (squatting, arms around your knees, lower your head). Imagine that you are a seed that gradually sprouts and turns into a tree. Slowly stand up, straighten your torso, stretch your arms up. Tighten the body, imitating a tree. Executed 3 times. Inside Outside

Starting position: lying on your back. Close your eyes and listen to the sounds around you (the noise of traffic outside the window, the creak of the door, the breathing of others, etc.), then turn your attention to your body and listen to it (your own breathing, heartbeat, feeling the posture of the body). Executed 3 times. Our ears hear everything Children do self-massage of the auricles. In order to be friends with balls, we need to develop our fingers

Starting position: legs apart, a small ball in the hands in front of the chest. Simultaneous and alternate squeezing and unclenching the ball with the fingers of the hands; rolling the ball between the palms; squeezing the ball with your fingertips; rotation of the hands with the ball. Each movement is performed 4-5 times. Bike

The exercise is performed in pairs. Starting position: stand opposite each other, touch the partner's palms with your palms. Perform movements similar to those performed by the legs when riding a bicycle, with tension. 8 movements + pause. Executed 3 times. kitty

Starting position: standing on all fours. Imitate the sipping of a cat: while inhaling, bend your back, raising your head up, while exhaling, arch your back, lowering your head. It is performed 6-8 times. Jumping on the leader's command

4 jumps forward + 4 jumps back + 4 to the right + 4 to the left + pause (sea roll - roll from heel to toe). Executed 2 times. The waves hiss

Starting position: standing on your heels, hands down. Standing on toes, gently raise your hands forward and up (inhale); on the exhale through the mouth with the sound "shhhh" gently lower your hands, return to the starting position. It is performed 3-4 times. Game exercise "Sea battle"

After training, the sailors will have to get into the "torpedo"; an adult quickly rolls large balls along the wall, and children roll their balls across, trying to hit the "torpedoes". Who is the most accurate? It is performed 3-4 times.

FINAL PART

The sailors did an excellent job with the tasks and are invited to visit the sea king at the water carnival. Everyone turns into fish, starfish, mermaids, crabs, seahorses... Smooth music sounds - the marine inhabitants, dancing, begin their carnival. The sea king (leader) praises the dancers he likes.

At the end of the lesson, depending on the condition of the children, you can conduct a relaxation exercise.

Starting position: lying on your back, legs apart, arms to the sides, pose "jellyfish". Children relax their hands, shake their legs. The leader says at this time:

I I lie on my back

Like a jellyfish on the water.

I relax my hands, I lower them into the water.

I'll shake my legs and take off my fatigue.

To the calm music, the children leave the hall.

Used Books

1.C. Aryukova, L. Pushkinskaya "Correction and developmental program for children [of preschool age with mental retardation." School psychologist, №20, 2003

2.0. V. Zashchirinskaya. Psychology of children with mental retardation. Speech. St. Petersburg. 2003

3. E.K. Lyutova, G.B. Monina. Cheat sheet for adults. Psychocorrective work with hyperactive, aggressive, anxious and autistic children. Genesis. M., 2003 I

4.I.I.Mamaychuk Psychological assistance to children with developmental problems Speech. , St. Petersburg. 2001 I

5. M. I. Chistyakova. Psycho-gymnastics.M.D995

6. E.O. Smirnova, V.M. Kholmogorov. Interpersonal relationships of preschoolers Vlados, M., 2003

7. K. Vopel. How to teach children to cooperate. Psychological games and
exercises.Genesis.M., 1998

8. Paul I. Dennison, Gale I. Dennison. Brain Gymnastics. M., Climbing, 1998.

9. VL Sharokhina Correctional and developmental classes. (in the younger, middle group) Book lover, M., 2004

10. L.I.Kataeva Correction-developing classes in preparatory group. Bibliophile, M., 2004

11. I.L. Artsishevskaya. The work of a psychologist with hyperactive children in kindergarten. Bibliophile. M., 2008

12. L.I. Kataeva. The work of a psychologist with shy children. Bibliophile. M., 2008

13. L.D. Postoeva, G.A. Lukina. Integrated correctional and developmental classes for children 4-6 years old. Booklover, M., 2006

14. I.S. Pogudkina. Working with problem preschoolers. Correctional cycle. Bibliophile, M., 2008

15. O.N. Saranskaya, Psychological training for preschoolers. Let's be friends! Bibliophile, M., 2008

16. S.I. Semenaka, Learning to sympathize, empathize. Correctional and developmental classes for children 5-8 years old. Arkti, M., 2003

Introduction

1.2 Classification of forms of mental retardation

1.3 Features of the psychophysical state of children with mental retardation

Chapter 2. Organization and methods of research

2.1 Organization of the study

2.2 Research methods

3Analysis of the results of the ascertaining stage of the study

Chapter 3

1 Physical rehabilitation program for preschool children with mental retardation

2 Results of experimental verification of the effectiveness of the program of physical rehabilitation of preschool children with mental retardation

2.1 Analysis and synthesis of research results

Bibliography

mental retardation physical rehabilitation

INTRODUCTION

The relevance of research. At the present stage in Russia there is a tendency to increase the number of children with deviations in mental and physical development. A significant part of them are children with mental retardation.

Scientists have proved that in children of this category there is a violation of the cognitive and emotional-volitional spheres, an insufficient level of development of coordination abilities, flexibility, and general endurance. According to medical statistics, the number of healthy children with mental retardation is only 15%, which becomes the main reason for the difficulties in their adaptation to the school load. They have prolonged somatic insufficiency of various origins, severe somatic diseases(numerous pneumonia, tonsillitis, etc.). Taking place already in the first years of life.

Activities of special preschool institutions in modern conditions is impossible without qualified and interrelated correctional and rehabilitation assistance to children with mental retardation, based on the results of a comprehensive diagnosis, taking into account their somatic and psychophysical characteristics and capabilities. In this regard, an important step in improving the correctional and rehabilitation process in special preschool institutions for children of this category is the use of physical rehabilitation means in practice.

The study of the experience of work of special preschool institutions, the analysis of literary sources made it possible to conclude that there are significant shortcomings in the organization and content of the physical rehabilitation process, the uncertainty of physical rehabilitation means available for children of this category and, in general, the lack of development of a special comprehensive program of physical rehabilitation for preschoolers with mental retardation, based on their specific features and abilities.

So, the relevance of the problem, its socio-pedagogical significance and insufficient development in the field of correctional pedagogy and physical rehabilitation determined the choice of the thesis topic and motivated the course of the corresponding research.

Object of research: the process of physical rehabilitation of preschool children with mental retardation in the conditions of special preschool institutions.

Subject of research: correctional and rehabilitation orientation of means of physical rehabilitation.

Purpose: to develop and experimentally test a comprehensive program of physical rehabilitation for preschool children with mental retardation, taking into account their somatic and psychophysical characteristics and capabilities.

Research hypothesis. The development of a comprehensive program of physical rehabilitation, including the definition of general and corrective tasks and means of physical rehabilitation, will help improve the health status and correct shortcomings in the psychophysical development of children with mental retardation at the age of 6-8 years.

Research objectives:

1. To identify deviations in the state of health and psychophysical development of children with mental retardation at the age of 6-8 years.

2. Determine the means of physical rehabilitation aimed at improving the somatic condition and restoring and correcting secondary shortcomings in the psychophysical development of children with mental retardation.

Use a comprehensive physical rehabilitation program for preschool children (6-8 years old) with mental retardation.

The practical significance of the study lies in the development and use of a comprehensive program of physical rehabilitation, taking into account the somatic and psychophysical characteristics and capabilities of preschoolers with mental retardation.

The experimental base of the study is the municipal preschool educational institution combined type kindergarten No. 43 Gnezdyshko of the city district of Tolyatti.

Chapter 1. Literature review on the research topic

1 The essence and content of the concept of mental retardation

The problem of mild deviations in mental development arose and gained particular importance, both in foreign and domestic science, only in the middle of the 20th century, when, due to the rapid development of various branches of science and technology and the complication of programs of general education schools, a large number of children appeared who had difficulties in learning.

Comprehensive clinical-psychological-pedagogical

Material studsell.com

The specifics of the educational needs of children of early and preschool age with mental retardation.

Complexity and polymorphism of mental retardation in children

determine the diversity and versatility of the educational needs of children in this category.

Undoubtedly, their educational needs will be greatly

degree is determined by the degree of underdevelopment of cognitive activity, the age of the child, the depth of the existing violation, the presence of conditions that aggravate the child's well-being, the social conditions of his life and upbringing.

It is known that the child develops heterochronously: unevenly

maturation of various morphological structures, functional systems.

Heterochrony determines the development of the child in ontogeny. Knowledge of this pattern, discovered by L. S. Vygotsky, makes it possible, through increased exposure to the child during sensitive periods of his life, to control the neuropsychic development of the child, creating conditions for stimulating the development or correcting a particular function.

Child development does not occur spontaneously. It depends on the conditions in

which his life activity takes place. Initially, the child has a very small margin of behavioral responses. However, rather quickly, through his active actions, communication with loved ones, through actions with objects that are products of human labor, he begins to assimilate “social heritage, human abilities and achievements” (L. S. Vygotsky).

The driving force at the earliest stage of a child's life is

the need to overcome the contradiction between the presence of vital, vital needs in a newborn and the lack of ways to satisfy them. In order to satisfy first innate and then acquired needs, the child is forced to constantly master more and more new ways of acting. This provides the basis for the entire mental development of the child.

His internal determinants of development, primarily inherited morphological and physiological data, and in particular the functional state of the central nervous system, do not provide him with the methods of action necessary to satisfy his vital needs. As a result, the formation of orienting reactions, primarily visual-auditory and visual-tactile, is delayed. And on this basis, the change in the biological motivation of communication with social needs begins to lag behind sharply. Such a child, much longer than his physiologically mature peer, will see his mother as a nurse rather than a partner for communication. Thus, the formation of a child's need for communication is one of the first special educational tasks.

In the first year of life, emotions and social behavior, hand movements and actions with objects, general movements, and preparatory stages in the development of speech understanding are also significant for the development of the child.

In the second year, the following main lines of development are distinguished: the development of general movements, the sensory development of the baby, the development of actions with objects and games, the formation of independence skills, the development of understanding and active speech of the child.

The third year of life is characterized by somewhat different main lines of development: general movements, object-playing actions, the formation of a plot game, active speech (the appearance of a common phrase, subordinate clauses, a greater variety of questions), prerequisites for constructive and visual activity, self-service skills in eating and eating dressing.

The selection of lines of development is rather conditional. All of them are closely interconnected and their development is uneven. However, this unevenness ensures the dynamics of the development of the child. So, for example, mastering walking at the beginning of the second year of life, on the one hand, seems to muffle the development of other skills, and on the other hand, ensures the formation of sensory and cognitive abilities child, contributes to the development of a child's understanding of adult speech. However, it is known that the lag in the development of one line or another is associated with a lag in other lines of development. Largest number connections can be traced in indicators reflecting the development of the game and movements. In addition, it is known that development indicators reflecting the formation of the game, actions with objects, understanding of speech,

are pivotal, more stable and less susceptible to adverse environmental factors. The indicator of active speech has the least connections, since this is a complex emerging function and at the early stages of development it cannot yet influence other lines of development. But in the second year of life, active speech, as a psychological neoplasm of a given age, is especially sensitive to the effects of adverse factors. In the third year of life, a delay in the development of perception and active speech is most often noted.

Identification of the degree of retardation makes it possible already at an early age

timely diagnosis of borderline conditions and pathology.

Minor deviations, if neglected by parents and specialists, quickly worsen and turn into more pronounced and persistent deviations, which are more difficult to correct and compensate.

Thus, the basic educational and upbringing need

early age is the timely qualified detection of lags in the neuropsychic development of the child and their complete elimination by all available medical, social and psychological and pedagogical means.

At present, speech pathologists engaged in correctional and pedagogical work with young children with developmental disabilities have proved that early and targeted pedagogical work contributes to the correction of violations and the prevention of secondary deviations in the development of these children.

However, in most cases, the practical identification of children with mental retardation

starts at age 3 or 5 or even in the early stages of schooling.

One of the main reasons is the incompetence of parents who are not familiar with the laws of the child's mental development; lack of social responsibility and awareness among family members. These factors are especially significant for children with mental retardation. It is parental incompetence that can cause the mechanism of maladjustment processes to start in a child. Along with this, in some cases, pediatricians do not always correctly orient parents when talking about the prospects for the development of their baby.

Consequently, targeted and timely diagnostics and corrective

pedagogical assistance is the basic need of every problem child.

In cases where the child is already in the third year of life, the parents

determine in a preschool institution, there is a need to coordinate the educational efforts of the family and teachers of the educational institution.

The unity of requirements and the focus of education on the formation of the main lines of development serve as the basis both for stimulating the normal course of development and for correcting the deviations that the child has. However, in many cases, parents are not ready to cooperate with educators and believe that a preschool educational institution should resolve all issues of upbringing, education and correction of deviations in the development of their child without them. active participation. Therefore, explaining to parents their role and including them in the correctional and pedagogical process is the most important task of a specialist.

a defectologist and other specialists of a preschool institution.

Currently, the organization of correctional assistance to young children with developmental disabilities and families raising a problem child is only at the stage of formation.

Naturally, with the age of children, the number of lines also increases.

development; all of them are closely related to mental neoplasms and to varying degrees influence the process of formation of both individual functions and the formation of their coordinated interaction.

In child psychology, preschool age is usually divided into younger, middle and older. However, in a child with a disturbed rate of mental development, all the main mental neoplasms of age are formed with a delay and have a qualitative originality. As a result, the main lines of development that are significant for a child with mental retardation are considered in two age periods: younger preschool age - from

3 to 5 years and senior preschool age - from 5 to 7 years.

In a child of younger preschool age, the following lines of development are revealed: the development of general movements;

development of perception as an indicative activity aimed at studying the properties and qualities of objects;

formation of sensory standards; accumulation of emotional images;

improvement of visual-effective and development of visual-figurative thinking; development of arbitrary memory; formation of ideas about the environment; expanding understanding of the meaning of the speech addressed to him; mastery

phonetic, lexical and grammatical sides of speech, communication function of speech; development of a role-playing game, communication with peers, design, drawing; development of self-awareness.

The main lines of development of a child of senior preschool age:

improvement of general motor skills;

development of fine manual motor skills and hand-eye coordination;

arbitrary attention; formation of systems of sensory standards;

spheres of images-representations;

mediated memorization; visual orientation in space;

imagination;

emotional control; improvement of visual-figurative thinking;

mental operations of the verbal-logical level; inner speech;

development of coherent speech; verbal communication; productive activity;

elements of labor activity; norms of behavior; subordination of motives;

will; independence; the ability to make friends; cognitive activity;

readiness for learning activities.

Of course, the above lines of development are not the same, both in their

nature, and in its role in the psychophysical and social development

child. Each of them is included at different time stages of the development of the child and each has its own psychological meaning. Some of these lines are combined into more complex types of activity characteristic of the further development of the child, some diverge, becoming links that create the basis for various complex inter-analyzer processes. However, they all set the tone for the psychophysical, personal and social development child-

preschooler. Their consideration is important in the organization of educational and correctional development work with children of preschool age, both with normally developing children and those with mental retardation.

Knowing these lines of development allows you to more clearly define

educational needs of a child with mental retardation at the preschool stage of education.

Since the ZPR has varying degrees severity, not all children with this disorder need specially organized conditions for education and training.

In milder cases, when competent training of parents is carried out in a timely manner, there is outpatient and psychological and pedagogical support for the child, contact is established with a preschool institution, it is possible to raise a child in a general educational preschool institution. However, in this case, it is necessary to pay attention to the specific educational needs of the child.

First, it must be taken into account that a child with developmental disabilities cannot develop productively without a situation of success specially created and constantly supported by an adult. It is for a child with mental retardation that this situation is vital. An adult needs to constantly create pedagogical conditions under which the child will be able to transfer the acquired methods and skills to a new or newly meaningful situation. This remark refers not only to the subject-practical world of the child, but to the skills of interpersonal interaction that are being formed.

Secondly, it is necessary to take into account the needs of a preschool child with mental retardation in communication with peers. These psychological needs can be realized in a peer group environment. Therefore, when working with children of this category, individual work should be carried out in parallel with collective activities.

The immaturity of the emotional sphere of a preschooler with mental retardation allows us to talk about the specific needs of a child of this category in emotional and moral education, for which special programs should be developed. It is known that at present the main attention is paid to the correction of the cognitive sphere of a preschooler with developmental disabilities. However, for children with mental retardation, the accumulation of emotional images, and in older preschool age - the development of emotional control is the most important prerequisite.

compensation for their deviations. Even L. S. Vygotsky, referring to the studies of A. Adler, emphasized that emotion is one of the moments that form the character, that “a person’s general views on life, the structure of his character, on the one hand, are reflected in a certain circle of emotional life, on the other hand, they are determined by these emotional experiences. Therefore, the emotional development and upbringing of children with mental retardation should be the main goal of the psychologist's activity, both in a specialized and in a general educational preschool institution.

The educational needs of children with severe forms of cerebral-organic mental retardation are met by a specialized preschool institution of a compensating or combined type. It is in it that comprehensive psychological, pedagogical and medical and social assistance can be implemented, as well as targeted correctional and educational work carried out by specialists in individually oriented programs.

Thus, the constant concern for the improvement of the content and

development variable forms organizations educational process is very important. It is aimed at meeting the urgent needs of children and serves to correct their deviations, laying the foundation for the harmonious socialization of children in society.

On this topic:

Source nsportal.ru

Correctional and developmental program for preschoolers with disabilities

Correctional work in preschool children with mental retardation is based on the following theoretical provisions and principles.

1. Integrity- taking into account the interconnection and interdependence of various aspects of the child's mental organization: intellectual, emotional-volitional, motivational.
2. Structural-dynamic approach- identification and accounting of primary and secondary deviations in development, factors that have a dominant effect on the development of the child, which makes it possible to determine the compensation mechanisms that affect the learning process.
3. ontogenetic approach- taking into account the individual characteristics of the child.
4. Anthropological approach- taking into account the age characteristics of the child.
5. Activity- wide use in the course of practical activities of the child.
6. Availability- selection of methods, techniques, means corresponding to the capabilities of the child.
7. Humanity– any decision should be made only in the interests of the child.
8. Optimism- belief in the possibility of development and education of the child, installation on a positive result of education and upbringing.
9. Unity of diagnostics and correction- monitoring the dynamics of development is important for determining the ways and methods of corrective work at various stages of training and education.
10. The principle of implementing an activity approach to education and training- success in correctional work can be achieved if you rely on the leading activity of age. For preschoolers, this is an objective-operational activity and a plot-role-playing game. Therefore, children with mental retardation should be taught and educated by playing with them.
11. Accounting for Leading Activities. For a preschool child, this activity is a game. During the game, he has a lot of questions, which means that he feels the need for verbal communication. The speech therapist joins the game and imperceptibly for the child helps him to overcome the speech disorder. For schoolchildren, the leading activity is educational. On this basis, the entire program of speech therapy work is built. However, game moments also remain. Everyone loves to play, even adults. In work with adults, we also use speech games. After all, everyone knows: “Study should be fun to study well”
12. Development principle, involving the analysis of the process of defect occurrence (according to L. S. Vygotsky)
13. Relationships development of speech and cognitive processes; mental operations (analysis, synthesis, comparison, generalization, classification) and other mental processes and functions;

The program is drawn up for one academic year, and approved by the psychological-medical-pedagogical council. For group classes, groups are formed into which children with similar problems are united.

Children who need individual lessons are identified. A schedule of individual and subgroup classes is drawn up.

Structure and content of the program

• is a single system consisting of several stages of work:
• diagnostic
• analytical.
• Each stage has its own tasks, content, methods of work.

Diagnostic stage is carried out in order to determine the most problematic qualities, the correction of which will form the basis for the preparation or adjustment of an individual program. This stage includes the following tasks:

• Getting to know your child
• Collection of information about the child, his family, parents, study of documents
• Introduction to medical examination
• Identification of unfavorable stages in the development of the child;
• The study of the child's society;
• Examination of all aspects of children's speech;

The diagnostic stage lasts 2 weeks and includes the following areas:

1. Diagnosis of speech development
2. Development of ways of support and correction.
3. Development of an individual program of speech therapy support
4. Filling out speech cards
5. Scheduling individual and subgroup work
6. Scheduling frontal classes

The ultimate goal of the diagnostic stage is the development of a program of speech therapy support for pupils of MSCOU "Luchik", which indicates actual problems child, goal, objectives, desired results of the student's development. Drawing up an individual correctional and developmental development program will help the teacher to effectively implement the program content.

On correctional-developing stage the implementation of the planned program and tasks is carried out. Each pupil receives help from a specialist, according to his individual plan. Corrective-developing stage lasts 7-8 months.

On analytical stage the effectiveness of the classes is evaluated, the effectiveness of the methods and means used is analyzed, and the results of the work are summed up, the main directions of work for the next year are determined. The results of corrective and developmental work are reflected in the annual report. The analytical stage lasts 2 weeks and includes the study of the dynamics of the child's speech development in all areas of work.

The main forms of work are:

1. Sub-group activity (duration 20 minutes)
2. Individual activity (duration 15-20 min.)

In addition, other forms of work are used to implement the tasks: conversation, game situations, speech situations, games with rules.

Correction of general underdevelopment of speech in children with mental retardation

The program of speech therapy work to overcome the general underdevelopment of speech with middle-aged preschoolers (4-5 years old) is part of a correctional and developing program for children with mental retardation.

Speech disorders in mental retardation are primarily due to a lack of inter-analyzer interaction, and not to a local lesion of the speech analyzer. Children with mental retardation are characterized by various disorders speech activity. The aim of the program is the correction of all components speech system in the middle speech therapy group of preschoolers with ONR. In addition to this goal, the program solves the following tasks:

1. The development of attention in children, perseverance
2. The development of auditory and visual memory.
3. Development of breath and voice.
4. Development of articulatory and general motor skills
5. The development of phonemic hearing and the syllabic structure of the word
6. The development of the grammatical structure of speech.
7. Enrichment of vocabulary.

In modern speech therapy, 4 levels of speech development are distinguished in children with ONR. The program is designed for children with mental retardation at the age of 4-5 years with the first and second levels of speech development.

The first level of speech development is characterized by the almost complete absence of commonly used speech. Speech is presented in the form of sound complexes and onomatopoeia. The phonemic system is practically not formed.

The second level of speech development is characterized by the presence of a simple phrase, while there are gross errors in the use of grammatical structures, distortion of the sound-syllabic structure.

In this regard, the correction of systemic speech underdevelopment is the main one in the structure of speech therapy work with this category of children.

Long-term planning of speech therapy work is presented in annex 1

Correction and development of cognitive activity.

Goals:

1. To carry out the relationship between familiarization with the outside world, the development of speech and the practical activities of children.
2. Correct and develop mental processes.
3. Develop mathematical thinking, form quantitative, spatial and temporal representations in preschoolers with mental retardation; Attach to the mathematical material, develop the imagination, intelligence, emotional sphere of the child.
4. Development of manual motor skills, visual-motor coordination.
5. Contribute to the timely and correct connection of the child's sensory experience with the word.
6. Develop orienting activity, strengthen the relationship between the main components of mental activity: action, word, image.

Tasks:

1. Clarification, expansion, enrichment of preschoolers' ideas about themselves, the surrounding objective and social world.
2. Carry out correction of deficiencies in the development of mental processes (perception, memory, thinking) and contribute to their further formation
3. Clarification and enrichment of vocabulary in the process of familiarization with the surrounding reality.
4. Formation of lexical and grammatical means of the language, development of coherent speech.
5. Development of individual qualities and capabilities of each child.
6. Formation of perception, hand-eye coordination.
7. Development of attention and memory when performing graphic and written tasks.
8. To form different types of grasping, the ability to operate with each hand, to form the coordination of the actions of both hands, to single out each finger separately.
9. Teaching the ability to compare, compare, establish a correspondence between different sets and elements of sets.
10. To form readiness for the assimilation of the social through the joint actions of an adult and a child, actions according to the model and speech instructions.

Prospective planning of a defectologist is presented in annex 2

Literature

1. E. A. Ekzhanova, E. A. Strebeleva Correctional and developmental education and upbringing. - M.: Enlightenment, 2003.
2. Filicheva T. B., Education and training of preschool children with OHP. Program-methodical recommendations. M.: 2009
3. Tkachenko T. A., Program "Development of coherent speech in preschoolers 4-7 years old." M., 2008
4. Nishcheva N.V., The system of correctional work in a speech therapy group for children with general underdevelopment of speech St. Petersburg, 2003
5. Markova L. S. Methodical manual “Construction of a correctional environment for preschoolers with mental retardation. M., 2005
6. Markova L. S., Organization of correctional and developmental education for preschoolers with mental retardation. Practical guide. M, 2005
7. The system of work with older preschoolers with mental retardation in a preschool educational institution. Program-methodical manual / Ed. Neretina T. G.. M., 2006
8. Zhukovskaya R.I., Penevskaya L.A. Reader for children of primary preschool age. – M.: P., 1983. 9. Russian folk tales - M .: Bustard - Plus, 2003.
9. Pearls of folk wisdom: Proverbs, riddles, sayings, tongue twisters, teasers, carols, nursery rhymes, counting rhymes - M .: OOO "AST Publishing House", 2000.
10. Knyazeva O. A., Makhaneva M. D. Introducing children to the origins of Russian folk culture: Program. Educational and methodical manual - St. Petersburg: Childhood - Press, 2006.

Municipal state educational institution

Leushinsky secondary school

A working correctional and developmental program of a teacher-psychologist for working with children with mental retardation, studying in a general education institution under the conditions of the Federal State Educational Standard.

The contingent of children: children with disabilities studying at MKOU Leushinskaya secondary school

Program implementation period: 2016-2019 academic year

Psychologist L.A Kulyasova

Leushi 2016

Explanatory note.

One of the most important tasks of education in accordance with the Federal State Educational Standard is to provide conditions for the development of all students, especially those who are most in need of special learning conditions - children with mental retardation.

Getting children with disabilities and children with disabilities (hereinafter - children with disabilities) education is one of the main and indispensable conditions for their successful socialization, ensuring their full participation in society, effective self-realization in various types of professional and social activities.

This direction is served by the concept of inclusiveness, which ensures the implementation of the slogan "Education for All", presented to the new millennium by the advanced humanity of the planet. This is to ensure the right to education of every child, regardless of his physical and intellectual abilities.

The isolation of the special education system leads to the fact that a child with special educational needs is excluded from many social ties. Children are deprived of the information available to their peers, they do not know how to enter into equal relations with different people. They do not have the opportunity to master different social roles, ways of cooperating with different people. As a result, their conflict-free inclusion in society becomes more difficult. Taking into account the diversity of the social order, which comes from the desire of parents and the ability of children, in the absence of the necessary types of special (correctional) educational institutions at the place of residence, the solution of the problems of education of all children should be taken over by the general education school. Such a school should face the child, should provide real conditions for his education and development, create a unified system of communication, adaptation and socialization for all children.

Therefore, in accordance with the Federal Educational Standard of the second generation, a program of correctional work has been developed, which provides for the creation in an educational institution of special conditions for training and education, allowing to take into account the special educational needs of children with disabilities through the individualization and differentiation of the educational process.

Program for children with mental retardationis a comprehensive program aimed at ensuring the correction of deficiencies in the physical and (or) mental development of children with mental retardation and assisting children in this category in masteringeducational program of primary general education.

The normative-legal and documentary basis of the Program of Correctional Work with Students of General Education are:

Law of the Russian Federation "On Education";

Federal State Educational Standard of Primary General Education;

SanPiN, 2.4.2.2821-10 "Hygienic requirements for the regime of the educational process" (Decree of the Chief State Sanitary Doctor of the Russian Federation of December 29, 2010 No. 189) sectionX.;

Model regulation on an educational institution dated March 31, 1997 No. 325-14-22;

On the inadmissibility of overloading students in elementary school (Letter of the Ministry of Defense of the Russian Federation No. 220/11-13 dated 20.02.1999);

Hygienic requirements for the conditions for the implementation of the main educational program of primary general education (2009);

On creating conditions for education of children with disabilities
health opportunities and disabled children. (Letter of the Ministry of Defense of the Russian FederationNAF-150/06 dated April 18, 2008);

On the Basic Guarantees of the Rights of the Child in the Russian Federation (dated July 24, 1998 No.N124-FZ);

Letter of the Ministry of Education of the Russian Federation dated March 27, 2000 No. 27/901 - 6 on the psychological, medical and pedagogical council (PMPC) of an educational institution.

Letter of the Ministry of Education and Science of the Russian Federation dated April 18, 2008 N AF - 150/06 on the creation of conditions for the education of children with disabilities and children with disabilities.

Order of the Ministry of Education and Science of the Russian Federation (Ministry of Education and Science of Russia) dated August 30, 2013 N 1015 "On Approval of the Procedure for Organization and Implementation of Educational Activities in Basic General Education Programs - Educational Programs of Primary and General, Basic and Secondary General Education"

Federal Law No. 181-FZ of November 24, 1995 "On the Social Protection of the Disabled in the Russian Federation".

Programformed for a contingent of childrenwith mental retardation, students in the institution. An increasing number of children are referred to the risk group - problematic: intellectually passive, experiencing difficulties in learning, behavior. The increased vulnerability of children at risk requires more attention to the individualization of the educational process, taking into account social and psychological and pedagogical compensation for developmental and learning difficulties.

Purpose of the program : providea systematic approach to creating conditions for the development of children with mental retardation and providing comprehensive assistance to children in this category in mastering the basic educational program of primary general education, correcting shortcomings in the physical and mental development of students, and their social adaptation.

Program objectives:

timely identify children with adaptation difficulties due to mental retardation;

determine the special educational needs of children with mental retardation;

determine the features of the organization of the educational process for the category of children under consideration in accordance with the individual characteristics of each child, the structure of developmental disorders and the degree of its severity;

provide individually oriented psychological, medical and pedagogical assistance to children with mental retardation, taking into account the characteristics of mental and (or) physical development, individual capabilities of children (in accordance with the recommendations of the psychological, medical and pedagogical commission);

provide advisory and methodological assistance to parents (legal representatives) of children with mental retardation on psychological, social, legal and other issues.

The content of the corrective work program is determined following principles :

Respect for the interests of the child . The principle defines the position of a specialist who is called upon to solve the problem of the child with the maximum benefit and in the interests of the child.

Consistency . The principle ensures the unity of diagnosis, correction and development, i.e. a systematic approach to the analysis of developmental features and correction of disorders in children with mental retardation, as well as a comprehensive multi-level approach of specialists in various fields, interaction and coordination of their actions in solving the problems of the child; participation in this process of all participants in the educational process.

Continuity . The principle guarantees the child and his parents (legal representatives) the continuity of assistance until the problem is completely resolved or an approach to its solution is determined.

variability . The principle involves the creation of variable conditions for the education of children with various disabilities in physical and (or) mental development.

Advisory nature of assistance . The principle ensures the observance of the legally guaranteed rights of parents (legal representatives) of children with mental retardation to choose forms of education for children, educational institutions, to protect the legitimate rights and interests of children, including the mandatory coordination with parents (legal representatives) of the issue of sending (transferring) children with a delay mental development in classes engaged in an adapted educational program.

Psychological, pedagogical and organizational conditions for the implementation of the program :

implementation of corrective and developmental activities in accordance with the educational route of the student;

availability of equipment, teaching aids, methods corresponding to the typology that deviates the development of children and provides an adequate living environment;

taking into account the developmental characteristics of each child;

providing psychological and social individual consultations;

creation of conditions for the protection and promotion of children's health;

formation of motivational readiness for learning;

development and improvement of higher mental functions (memory, attention, perception, thinking, speech);

development and improvement of arbitrariness, regulation of one's own behavior, the ability to plan and carry out educational and extracurricular activities according to the plan;

improvement and development of the emotional and personal sphere;

correction of parent-child relations;

Program staffing : An important point in the implementation of the corrective work program is staffing. In order to ensure that children with disabilities master the basic educational program of primary general education, correct and develop the shortcomings of their physical and (or) mental development, the staff list of the MKOU Leushinskaya secondary school has the rates of a teacher-psychologist, teacher - speech therapist, social teacher. The teaching staff of the school have a clear idea of ​​the peculiarities of the mental and (or) physical development of children with disabilities, of the methods and technologies for organizing the educational and rehabilitation process.

The main conditions necessary to improve the effectiveness of education and upbringing of children with mental retardation include:

introduction of a system of regular, in-depth, comprehensive and versatile study of children in the process of various activities in the classroom, during after hours, in family;

development and implementation pedagogical technologies(diagnostic and informational, training and educational, correctional, rehabilitation);

expansion of the list of pedagogical, psychotherapeutic, social and legal services for children and parents;

development of a system of relations in the direction of the teacher-child-parent-health workers.

Structure and content of the program:

Explanatory note.

Characteristics of the contingent of students with disabilities and special needs.

Five modules: conceptual, diagnostic-consultative, correctional-developing, treatment-and-prophylactic, social-pedagogical.

Concept module reveals the essence of medical, psychological and pedagogical support, its goals, objectives, content and forms of co-organization of the subjects of support.

Diagnostic and advisory module involves the preparation of a program for studying the child by various specialists (teachers, psychologists, medical workers, speech pathologists) and advisory activities.

Correction and development module on the basis of diagnostic data, provides the creation of pedagogical conditions for the child in accordance with his age and individual typological characteristics, timely specialized assistance in mastering the content of education and correction of shortcomings in the mental development of children with mental retardation, contributes to the formation of universal educational activities among students.

Therapeutic and prophylactic module involves the implementation of therapeutic and preventive measures; compliance with sanitary and hygienic standards, daily routine, child nutrition, implementation of individual therapeutic and preventive actions.

Socio-pedagogical module aims to improve the level of professional education of teachers; organization of social and pedagogical assistance to children and their parents.

Characteristics of the contingent of students with mental retardation.

Features of children with mental retardation in the educational process of the institution:

Decreased performance;

increased exhaustion;

instability of attention;

lower level of development of perception;

insufficient productivity of arbitrary memory;

lag in the development of all forms of thinking;

sound defects;

peculiar behavior;

poor vocabulary;

low self-control skill;

immaturity of the emotional-volitional sphere;

limited stock general information and representations;

poor reading technique;

Difficulties in counting and problem solving.

Accompaniment is based on the unity of fourfunctions : diagnosis of the essence of the problem; information about the essence of the problem and ways to solve it; consultation at the decision-making stage and development of a plan for solving the problem; assistance at the stage of implementation of the solution plan.

The main principles of support child in an educational institution are: the advisory nature of the recommendations of the accompanying person; priority of the interests of the person being accompanied (“on the side of the child”); continuity of support; multidisciplinarity (integrated approach) of support.

The main purpose of support - assistance in solving problems.

maintenance tasks : correct choice of educational route; overcoming learning difficulties; solution of personal problems of child development; formation of a healthy lifestyle.

Organizational and managerial form of support is a medical-psychological-pedagogical council. His maintasks: protection of the rights and interests of the child; mass development diagnostics; identification of groups of children requiring the attention of specialists; advising all participants in the educational process.

The school has created the ShPMPC, which implementspsychological - medical and pedagogical support for children with mental retardation, which leads the child throughout the entire period of his education. INSHPMPC escortincludes specialists: deputy director for water resources management, a speech therapist, a psychologist, a social teacher, teachers working on an adapted educational program, and a medical worker (paramedic of a polyclinic attached to the school).

A comprehensive study of the child, the choice of the most appropriate methods of work for the problem of the child, the selection of the content of education, taking into account the individual psychological characteristics of children, is carried out at the school psychological, medical and pedagogical council.

Admission to school of children with mental retardation is carried out by the Territorial Psychological-Medical-Pedagogical Commission, which states that the child can study in a general education school according to an adapted general education program of primary general education for children with mental retardation. For each student, a psychological and pedagogical card, a diary of individual support for students is filled in and maintained throughout the entire period of study. They fix the psychological and pedagogical features of the development of the student's personality; results of pedagogical and psychological diagnostics; recommendations for accompanying work.

The transition of children from preschool educational institutions to primary school is a crisis. Therefore, a priorityescort servicesis preventive work with children with mental retardation to prevent problems of the adaptation period: socio-psychological (problems of social maladjustment), personal (self-doubt, high anxiety, inadequate self-esteem, low learning motivation, etc.), cognitive (problemsperception, attention, memory, thinking, learning difficulties).

Main areas of work psychological support throughout the entire period of study are :

1. Diagnostics of the cognitive, motivational and emotional-volitional spheres of the personality of students.

2. Analytical work.

3. Organizational work (creation of a single information field of the school, focused on all participants in the educational process - holding school psychological, medical and pedagogical councils, large and small teachers' councils, training seminars, meetings with representatives of the administration, teachers and parents).

4. Consultative work with teachers, students and parents.

5. Preventive work (implementation of programs aimed at solving the problems of interpersonal interaction).

6. Correctional and developmental work (individual and group lessons with students experiencing difficulties in school adaptation).

Psychological and pedagogical support of a child with mental retardation can be considered as a complex technology of psychological and pedagogical support and assistance to the child and parents in solving the problems of development, education, upbringing, socialization by specialists of various profiles acting in a coordinated manner.

It is important to ensure the effective integration of children with mental retardation in an educational institution to carry out information and educational, explanatory work on issues related to the peculiarities of the educational process for this category of children, with all participants in the educational process - students (both with and without deficiencies in development), their parents (legal representatives), teachers.

In the content of the study of the child psychologist includes the following:

1. Collecting information about the child from teachers and parents. It is important to get the facts of the complaints that are being made. At the same time, it is necessary to take into account the manifestations themselves, and not the qualifications of their parents, teachers or the children themselves.

2. Studying the history of the development of the child. Detailed Analysis collected and analyzed by the doctor. The psychologist identifies circumstances that could affect the development of the child (intrauterine lesions, birth trauma, severe illness in the first months and years of life). Heredity matters (mental illness or some constitutional traits); family, environment in which the child lives (socially disadvantaged, early deprivation). It is necessary to know the nature of the upbringing of the child (excessive guardianship, lack of attention to him, and others).

3. The study of the child's work (notebooks, drawings, crafts, etc.).

4. Direct examination of the child. A conversation with the aim of clarifying motivation, a stock of ideas about the world around us, the level of speech development.

5. Identification and disclosure of the causes and nature of certain features of the mental development of children.

6. Analysis of survey materials. The psychologist analyzes all the information received about the child and the data of his own examination, his reserve capabilities are identified. In complex differential diagnostic cases, repeated examinations are carried out.

In each specific case, the leading directions in working with the child are determined. For some children, the elimination of gaps in the knowledge of educational material comes to the fore; for others - the formation of arbitrary activity, the development of the skill of self-control; for others, special classes are needed to develop motor skills, etc.

The psychologist discusses these recommendations with the teacher, health worker and parents, making constant interaction. A comprehensive plan is drawn up for providing the child with medical, psychological and pedagogical assistance, indicating the stages and methods of corrective work. Attention is drawn to the prevention of physical, intellectual and emotional overload, timely medical and recreational activities.

The issue of choosing an educational and rehabilitation route for a child with disabilities, including determining the form and degree of his integration into the educational environment, is decided at the school psychological, medical and pedagogical council, based on the needs, developmental characteristics and capabilities of the child, with direct participation his parents (legal representatives). For children, correctional and developmental work is being built, aimed at gradually increasing the degree of independence, subordinating their activities to the goal with the organizing, stimulating help of an adult; switching students to practical activities with objects or on other lightweight tasks that reinforce their faith in their own strengths, etc.

Students are engaged in general classes according to an adapted educational program for children with mental retardation- a form of education differentiation that allows solving the problems of timely active assistance to children with disabilities.The school does not have specially formed separate classes that are engaged in an adapted program for children with mental retardation.

The principle of variability and the possibility of choosing tasks is actively used throughout the course and allows each student to study at the highest level possible for him, corresponding to his abilities, developmental characteristics and inclinations, relieves excessive emotional and intellectual stress, and contributes to the formation of positive internal motives for learning.

To improve the quality of corrective work, the following conditions must be met:

formation of UUD at all stages of the educational process;

teaching children (in the process of forming ideas) to identify the characteristic, essential features of objects, developing the ability to compare, contrast;

the division of activity into separate components, elements, operations, which makes it possible to comprehend them in an internal relation to each other;

the use of exercises aimed at developing attention, memory, perception.

Another condition for the successful education of children with mental retardation is the organization of group and individual classes that complement correctional and developmental work and are aimed at overcoming the specific difficulties and shortcomings characteristic of students with mental retardation.

The purpose of correctional and developmental classes - correction of shortcomings in the cognitive and emotional-personal sphere of children by means of the studied program material, classes are compiled according to the recommendations of the TPMPC.

Tasks, solved in correctional and developmental classes: creation of conditions for the development of preserved functions; formation of positive motivation for learning; increasing the level of general development; correction of deviations in the development of the cognitive and emotional-personal sphere; formation of mechanisms of volitional regulation in the process of implementing a given activity; education of communication skills, development of communication skills.

Classes are built taking into account the basic principles of correctional and developmental education:

The principle of consistency correctional (correction or smoothing of deviations and developmental disorders, overcoming developmental difficulties), preventive (prevention of deviations and developmental difficulties) and developing (stimulation, enrichment of the content of development, reliance on the zone of proximal development) tasks.

The principle of unity of diagnostics and correction implemented in two aspects.

The beginning of corrective work should be preceded by the stage of a comprehensive diagnostic examination, which makes it possible to identify the nature and intensity of developmental difficulties, to draw a conclusion about their possible reasons and on the basis of this conclusion, build corrective work based on the nearest development forecast (together with a psychologist).

The implementation of correctional and developmental work requires the teacher to constantly monitor the dynamics of changes in the personality, behavior and activities, emotional states, feelings and experiences of the child. Such control allows you to make timely adjustments to the correctional and developmental work.

The activity principle of correction determines the tactics of corrective work through the activation of the activities of each student, during which the necessary basis for positive changes in the development of the child's personality is created.

Accounting for individual personality traits allows you to outline an optimization program within the limits of the psychophysical characteristics of each child. Correctional work should create optimal opportunities for individualization of development.

The principle of dynamic perception is to develop such tasks, in the solution of which there are any obstacles. Overcoming them contributes to the development of students, the disclosure of opportunities and abilities. Each task must go through a series of stages from simple to complex. The level of difficulty should be accessible to a particular child. This allows you to maintain interest in work and gives you the opportunity to experience the joy of overcoming difficulties.

The principle of productive information processing is to organize training in such a way that students develop the skill of transferring information processing, therefore, a mechanism for independent search, choice and decision-making.

The principle of taking into account the emotional coloring of the material assumes that games, tasks and exercises create a favorable, emotional background, stimulate positive emotions.

During individual lessons, a speech therapist, a psychologist work with students. Correctional work is carried out within the framework of a holistic approach to the upbringing and development of the child.

Correctional work under the program is aimed at correcting the entire personality and includes all forms of environmental, personal and collective impact on the child and is represented by the following principles:

Development of intelligence based on the "zone of proximal development";

Impact through the emotional sphere;

Organization school events implies the possibility of participation in them of children with disabilities on an equal basis with their peers. Regardless of the degree of severity of developmental disorders of children with disabilities, they are included in educational, cultural, recreational, sports and recreational and other leisure activities together with other children.

The psychologist in the process of individual and group sessions for the correction of the cognitive sphere, the emotional and personal development of the child, the regulation of their own actions uses the following techniques: creating a positive emotional background, well-deserved encouragement, organizing assistance, increasing the pace of activity on the available material, instilling self-control skills.

The result of corrective work is the achievement by a child with mental retardation of the planned results of masteringeducational program.

Children with mental retardation have a number of features in psychophysical development, communication. These features do not allow to develop effectively, acquire knowledge, acquire vital skills and abilities. With ZPR, not only the formation of speech and verbal thinking slows down significantly, but the development of cognitive activity as a whole suffers.

The exercises proposed in the program are designed for one year of work with schoolchildren. These exercises contribute to the development of cognitive mental processes of the child. And this is very important, because the child gets the opportunity to develop normally and fully, enter the world of human relations and not feel flawed. A properly constructed system of corrective measures can reduce the gap in the development of the cognitive sphere between children.

The purpose of these exercises is to develop the cognitive sphere of children with mental retardation, such mental processes as memory, thinking, attention, perception.

Work form: individual, classes will be held in the office of a teacher-psychologist.

The results of work on this program are expected to increase the level of development of cognitive mental processes in children with mental retardation, such as memory, attention, thinking, perception. To determine the effectiveness of the work carried out, a comparative analysis of the results of the first and final diagnostics, which will be carried out after all the classes provided for by the program, will help. The results of a comparative analysis will help to conclude whether the goal we set was achieved and whether the tasks we set were solved, as well as allow you to make the necessary changes and additions to the program, if necessary.

Thematic plan work of a teacher-psychologist

Psychodiagnostic block.

Target: identification of the level of development of cognitive processes.

Methods used:

1. "10 words" (memory study)

2. "Memorize pictures" (memory study)

3. "Cut pictures" (research of perception)

4. "Sequence of events" (study of perception)

5. "4 extra" (a study of thinking)

6. "Classification" (the study of thinking)

7. "Simple analogies" (study of thinking)

8. "Schulte tables" (attention study)

9. "Pictogram" (study of the imagination).

1. Method "10 words". The technique is aimed at the study of memorization. The subject is asked to memorize a list of words and reproduce it. The procedure is repeated 10 times. Then, after 30 minutes, the subject is again asked to reproduce the words he remembered.

List of words: mountain, bread, forest, cat, water, window, table, chair, brother, house.

2. Method "Remember the pictures." The technique is aimed at the study of memorization. The subject is asked to remember the pictures and who is drawn on them.

3. Method "Cut pictures". The technique is aimed at the study of perception. The subject is presented with a picture cut into several parts and asked to assemble it. In parallel, you can present the same whole picture.

4.Methodology "Sequence of events". The technique is aimed at the study of perception and thinking. The subject is presented with a series of pictures and asked to arrange them in order in accordance with the plot.

5. Method "4 extra". The technique is aimed at the study of thinking. The subject is presented with a picture, which shows 4 objects. It is necessary to name an extra item and explain why it is superfluous.

6.Method "Classification". The technique is aimed at the study of thinking. Pictures are laid out in front of the subjects and asked to sort them into groups. The subject must voice his actions, each group must be named and explained why these particular items were included in it.

7. Technique "Simple analogies". The technique is aimed at identifying the ability to establish logical connections and relationships between concepts, as well as the ability to sustainably maintain a given way of reasoning. The test subjects are presented with a list of tasks where it is necessary to correlate words according to a given analogy.

8. The method of "Schulte table". The subject is presented with 5 tables, on each of which numbers from 1 to 25 are arranged in a chaotic manner. It is necessary to find and indicate the numbers as quickly as possible, in ascending order. The time of work with each table is fixed.

9. Method "Pictorama". The subject is presented with a list of words. Each word the subject must sketch in a certain way. An hour after all the words are depicted, he must reproduce each word according to the sketches.

2. Psycho-corrective block.

Target: correction of cognitive mental processes.

Tasks:

1. development of thinking processes

2. memory correction

3. attention correction

4. perception correction.

List of exercises.

1) "Restore the missing word."

The child is read 5-7 words that are not related in meaning: cow, table, wall, letter, flower, bag, head. Then the row is read again with the omission of one of the words. The child must name the missing word. Task option: when re-reading, you can replace one word with another (from one semantic field, for example, a cow-calf; similar in sound, for example, a table-groan); the child must find the error.

2) "Remember the figures."

Prepare a set of cards with different images.

Explain that in order to remember the material well, you can use a technique such as classification, i.e. the grouping of objects that are similar in some way.

Ask the child to look carefully at the pattern and memorize it. Then invite him to draw these figures from memory in the same order. Estimated display time for the first sequence is 2 s, for the second - 3 - 4 s, for the fifth - 6-7 s.

For example, to memorize a series of geometric shapes, they must be divided into groups. The form may contain triangles, circles, squares, crossed out in different ways. Thus, these figures can be divided into groups depending on their shape and/or type of strikethrough. Now they are easy to remember and reproduce.

3) "Remember a couple."

Prepare forms with figures for memorization and reproduction.

Explain to the child how he will remember the figures. He looks at the 1st form and tries to remember the proposed pairs of images (figure and sign). Then the form is removed and he is offered the 2nd form - for reproduction, on which he must draw in the empty cells in front of each figure the pair corresponding to it.

4) "Remember the right words."

Of the proposed phrases (stories), the child remembers only those words that denote: weather conditions, transport, plants, etc.

5) "Pictogram".

The text is read to the child. In order to remember it, he must somehow depict (draw) each semantic fragment. Then the child is asked to reproduce the story according to his sketches.

6) "Finish the phrases."

Invite the child to choose the words that are appropriate in meaning to complete the phrases:

cunning, red-haired ...; desktop...; onion...; ripe sweet...; fragrant toilet...; chicken...; green...; yellow-mouthed...; prickly ... etc.

7) "Comparison of concepts".

Invite the child to choose suitable definitions with the opposite meaning.

Carrots are sweet, and radishes...

Liquid milk, and sour cream ...

The grass is low and the tree...

Winter is cold and summer...

The soot is black, and the chalk...

Sugar is sweet and pepper...

8). "New Words".

The child is asked to describe an unfamiliar (familiar) object (ball, apple, cat, locomotive, lemon, snow, etc.) according to the following scheme:

What color is it (what other colors are there)?

What does he look like? What is very different from?

What material is it made of (what else could it be)?

What size, shape? What does it feel like? What smells? What does it taste like?

Where is it found?

What does a person need? What can be done with it?

What group of objects does it belong to (furniture, dishes, animals, fruits, etc.)?

At first, playing around with new words can be carried out in the form of a dialogue, where the psychologist asks a question, and the child answers. Then you can switch roles. “At the same time, the child monitors the correctness of the answers.

9) "Finish the sentence."

The child is invited to insert the necessary words instead of dots.

An animal that meows is called...

The bird that croaks is called...

The tree that grows apples is called...

The tree that is decorated for the New Year is called ...

Then you can ask the child to independently make similar definitions of phenomena well known to him.

10) "Name the reason."

Explain to the child that everything that happens, any phenomenon, has a reason, i.e. there is an answer to the question: “Why does this happen?”. Give an example: ice - it appears when it is very cold and water freezes. Ask the child to name the reason for such phenomena as a flood, a deuce, mother took an umbrella, foliage flies around, etc.

It is important to show the child the variety of consequences arising from the same event in real life. And vice versa - an unambiguous consequence of various reasons.

11) "Compilation of a story based on a series of pictures."

A series of pictures (based on a fairy tale or everyday history) is laid out in front of the child, similar to the plots of N. Radlov or H. Bidstrup, presented in the "Album". At first they are presented in the correct semantic sequence; The child must write a story. If necessary, you can ask leading questions.

The next important step is the intentional "violation of order" when laying out a series of pictures. The goal is a clear demonstration of the fact that changing the order of pictures (events) completely changes (up to complete absurdity) the plot.

Finally, the child must independently build an event series from the mixed cards and compose a story.

12) "Listen, read and retell."

Listening (reading) of short stories (fables) with subsequent retelling and conversation about the meaning of the work, its morality.

13) "Put the events in order."

I am going to sleep; I have dinner; I watch TV; I brush my teeth; I play football, etc. Leaves fall; flowers are blooming; snowing; ripening strawberries; migratory birds fly away, etc.

In a year; day before yesterday; Today; Tomorrow; a month ago, etc.

14) "Read the hidden sentence."

The sample below shows a task in which the words that make up the desired sentence are hidden among other letters.

Lgornkkerogsunshineshinebrightbrightshutsrogto go downhill for the mountain to go down for thesbjsvrn.

It is clear that the task will become more complicated as the text increases.

15) "Finish the sentence."

The child is asked: "Continue the sentence by choosing the most appropriate word."

A tree always has ... (leaves, flowers, fruits, root).

The boot always has ... (laces, sole, zipper, buckle).

The dress always has... (hem, pockets, sleeves, buttons).

A picture always has... (artist, frame, signature).

16) "From the particular to the general."

Explain to the child that there are words that denote many similar objects, phenomena. These words are general terms. For example, the word fruit can be called apples, oranges, pears, etc.

But there are words that indicate a smaller number of similar objects, and they are private, specific concepts. Any of these words, for example apples, means only apples, although they can be large, small, green, red, sweet, sour apples. Now ask the child to match the general concept to the particular ones.

Below are two rows of words. To the words from the first row, the child selects a suitable concept from the second row:

a) cucumber, autumn, bee, north, rain, peacock, lake;

b) vegetable, season, insect, side of the horizon, precipitation, berry, pond, bird.

17) "Pick up a general concept."

Invite the child to name the following concepts in one word and complete the row:

apple, pear - ...; chair, wardrobe - ...; cucumber, cabbage - ...; shoe, boot - ...; doll, ball - ...; cup, plate - ...; cat, elephant - ...; leg, arm - ...; flower, tree - ...; perch, pike - ...; rose, dandelion - ...; March, September - ...; oak, birch - ...; lantern, lamp - ...: rain, snow - ...

The same exercise must be performed with adverbs, adjectives, verbs.

18) "Spread into groups."

The child is offered a number of images, which he must decompose into generalized groups, for example: mushrooms and berries, shoes and clothes, animals and flowers. He must give a name to each resulting group and list (name) all of its components.

19) "An extra word."

The child is invited to highlight a word or feature that is superfluous among others, and to choose a general concept for all the others. The child must answer the questions: “Which word is superfluous? Why?".

A. Plate, cup, table, teapot.

Dark, overcast, light, chilly.

Birch, aspen, pine, oak.

Fast, running, jumping, crawling.

Sofa, table, armchair, wood.

Much, pure, little, half.

Pen, chalk, pencil case, doll.

Yesterday, today, morning, day after tomorrow

Earthquake, typhoon, mountain, tornado.

Comma, dot, dash, union.

Neatly, carelessly, sadly, diligently.

B. Winter, summer, autumn, June, spring.

Lie down, stand, cry, sit.

Old, tall, young, old, young.

Red, blue, beautiful, yellow, grey.

Shut up, whisper, laugh, yell.

Sweet, salty, bitter, sour, roasted.

21) "Unravel the knot."

The child mentally needs to “untie” the knots and tell how he does it.

22) Game "Vegetables" Compare and explain the similarities and differences of different vegetables

Split pictures "Vegetables"

We draw labels, preserve vegetables (development of short-term memory)

Hatching, coloring vegetables (development of fine motor skills)

"Find two identical vegetables" (development of attention)

23) The game "Learn by touch" (development of perception, tactile memory)

"Circle and cut" (development of fine motor skills)

"What do you love" (development of attention and interest in yourself and your name)

24) Games "What can happen next", "Draw the second half", "Lacing", "Remember, count, draw"

"Buttons" (development of visual memory)

Shade the right, left shoe (mitten)

"Zoo", "Mood Zoo" (development of emotions)

"Find differences" (development of attention)

"Is this true or not?" (development of logic)

25) Conversation "Where snow is born" (development of logical thinking)

Draw and cut out a snowflake (development of fine motor skills)

Drawing up plot stories based on the picture "Christmas tree", "In the forest"

“What will happen next” (ate snow - got sick, received a gift, etc.)

Conversations: “What parents are for”, “Mom, dad and I are a friendly family”

Drawing: "My family", "My beautiful mother", "The most wonderful person", etc.

Exercise "Let's revive the picture" "Decorate the Christmas tree for the holiday", "Gift for the family", "Who came to the Christmas tree", "Who belongs to whom", "And you?"

26) Conversation "Tell me about your house", memory game "Sounds, smells of my house"

"What has changed in the room?";

"Call it kindly"

"What Doesn't Happen"

"Safe House"

"What's lost in the house?" (development of attention),

"Magic Chair"

"Draw the details"

"Do's and Don'ts" - the basics of security

“Which products are our friends and which are our enemies”

Psychophysical training "Mental walk through your body in order to strengthen it"

27) Drawing: "My mother", "My family"

Playing situations with subsequent analysis: “Mom got sick”, “I told my mom a lie”, etc.

Psychodrawing "Spring Flowers"

Sketches: “It will be fair”, “Mom was offended”

28) Exercise "Magic basin" (development of olfactory and taste sensations)

Exercise "Flower shop"

Telling poems with gestures

"Finish the sentence" (development of thinking, attention, memory)

29) "Settling at home" (diagnosis according to G.F. Kumarina)

Purpose: to identify the ability of children to consider the situation from different angles, the ability to switch from one to another.

30) "Coloring figures" (diagnostics according to G.F. Kumarina)

Purpose: to determine how children classify visual material.

31) Preparation for writing. "Pattern Drawing"

Purpose: development of coordination of hand movements, in order to prepare for writing.

On a sheet in a cage, the children are given the begun pattern, the points that they must connect and continue the pattern.

32) Graphic dictation.

Purpose: the ability to listen and accurately follow the instructions of an adult.

Put the pencil on the point, 2 cells up, 2 cells to the right, 2 cells down, 1 cell to the right, etc.

33) Attention, memory. The game "Memorize the pictures and draw."

Purpose: development of attention, memory.

Children are given the task to memorize the patterns that are drawn on the board.

After 3 min. the drawing is removed, the children draw from memory in their notebooks.

33) Graphic dictation

Purpose: to teach to listen carefully and follow the instructions of an adult.

Guess the riddle:

What a miracle, what a box?

Himself a singer and himself a storyteller,

And besides, at the same time

Shows movies.

(TV)

draw a TV - draw a line like this: 10 cells to the right, 8 cells down, 10 cells to the left, 8 cells up. From the beginning, step back a cell to the right, a cell down and put a full stop. Draw a TV screen starting from this point: 8 cells to the right, 6 cells down, 8 cells to the left, 6 cells up. At the bottom, write the name of the TV and draw the buttons. Draw a character from your favorite cartoon on the screen.

34) Motility.

Conversation with children. Name what kind of clothes you know - outerwear (fur coat, short fur coat, coat, raincoat, jacket ...), light clothes (jacket, skirt, sundress, dress, jacket, trousers ...), underwear (t-shirt, T-shirt, shorts, swimming trunks ...) .

Let's draw a shirt.

We draw a shirt like this. Draw a line from the point like this, counting the cells: three cells to the right, one cell down, three cells to the right, one cell up, three cells to the right, two cells down, two cells to the left, four cells down, four cells to the left, four cells up, two cells to the left, two cells up.

Decorate the shirt with pea circles. Color the shirt with colored pencils, leave the peas white.

35) Motility.

Guess a riddle:

Spin on a thin leg

Buzzing like a bug

If he wants, he will jump a little,

If he wants, he will lie on the barrel.

(Top. Yula.)

Let's draw a small top, draw a line, counting the cells, like this: 1 cell to the right, 2 cells down, 4 cells to the right, 1 cell down, 1 cell to the left, 1 cell down, 1 cell to the left, 1 cell down, 1 cell to the left, 1 cell down, 1 cell left, 2 cells down, 1 cell left, 2 cells up, 1 cell left, 1 cell up, 1 cell left, 1 cell up, 1 cell left, 1 cell up, 1 cell left, 1 cell up, 4 cells to the right, 2 cells up.

Draw a big top next to it - double the small top like this: instead of a stick one cell long, draw a stick two cells long, instead of a stick two cells long, draw a stick four cells long, instead of a stick four cells long, draw a stick eight cells long cells.

36) Work with a fairy tale.

"The Tale of the Kitten Masha". (O. Khukhlaeva).

Once upon a time there was a kitten Masha in the world. You say that this does not happen, that kittens are called Vaska or Murki, but our kitten was called Masha. And he was the most ordinary kitten: he loved to play, run, watch cartoons and did not like to go to bed, put away toys and eat up the soup to the end. And like all kids, he gradually grew, grew smarter and grew up so smart that he wanted to learn a lot. Find out why the wind blows, find out how the phone works, find out why the stars don't go out, and find out where the sun goes to sleep. And then Masha decided to leave his comfortable home to wander around the wide world and look for Knowledge.

How long, how short, the kitten wandered through the fields, through the forests, but he reached the hut on chicken legs. And his grandmother met him there - either Yaga, or not Yaga. Yes, it doesn't matter. The important thing is that she did not eat him, but showed him the way - the way to Knowledge, and even warned him about the difficulties of this path. And this is what she told him: “The beginning of this path is smooth, even and festive. Flowers, gifts are stacked along it. You enter it and rejoice that the whole path to Knowledge can be easily, cheerfully and quickly run. But you don’t know that rocky and icy mountains will soon begin, which you will have to climb with all your might. There are many mountains, but among them there are three of the most important, the steepest.

The first mountain is called Difficult. And indeed, it is very difficult to climb it and you want to quit everything. It is as difficult as it is difficult to write letters or learn to read. And nothing seems to work. But you remember my hint: “If it’s difficult, be bold and try harder,” say it in a whisper, and then you will overcome this mountain and learn to cope with difficulties. Then you will come to another mountain.

It's called Boring. And it seems to be easy to climb it, but just as boring as, for example, carefully writing letters line by line. And so you want to quit everything, jump up, run, play with someone. But do not quit, but learn my second hint: “You finish the work as soon as possible so that you can cope with boredom faster.” And then you will learn to cope with boredom and come to the third, steepest mountain.

It is very difficult to climb it and it hurts to fall. It's called "Failure". It seems that everything works out, but mistakes on the way constantly creep in, and the wrong paths are chosen by themselves. And all around, even the winds, scold you for your mistakes. And the sun is so angry that it threatens to go behind the cloud. And the trees around the trail seem to line up in twos and whisper: “See you for your mistakes.” But you memorize my third hint: "If a mistake happens, I will learn from it, I will learn from it, do not get upset." And then you will overcome this mountain and become a learned cat, a five-pointed cat.

The kitten thanked the kind grandmother and confidently walked along the road to Knowledge and Wisdom. He now knew that the path ahead was long and not always easy. But he will definitely go through it to the end and help other kittens, baby elephants, mice and all the guys he meets on the way. And then he will live joyfully and interestingly, because it is very interesting to know a lot and joyfully help people.

After reading, the psychologist asks the children if they have guessed what this fairy tale (about the school) is about.

Children are invited to imagine that today each of them has turned into a kitten Masha, who needs to complete three tasks: difficult, boring, not working out. And the one who completes this task now, overcomes three mountains today, will definitely be able to overcome them in the future.

37) Attention, speech: The game "Something's wrong here."

Purpose: development of speech, attention.

The host takes out the doll Timosh. Timosha addresses the children: “Hello guys! What will I tell you! Yesterday I was walking along the road, the sun was shining, it was dark, the blue leaves were rustling under my feet. And suddenly a dog jumps out from around the corner, how it growls at me: “Ku-ka-re-ku!” - and the horns have already set. I got scared and ran away."

“I am walking through the forest. Cars drive around, traffic lights flash. Suddenly I see a mushroom! It grows on a branch, hid among green leaves. I jumped up and tore it off."

“I came to the river. I look, a fish sits on the shore, crosses its legs and chews sausage. I approached, and she jumped into the water and swam away.

Children should say what was wrong in Timosha's stories.

38) Motility.

Let's draw a heron in a notebook: 3 cells to the right, 2 cells down, 1 cell to the left, 9 cells down, 2 cells to the right, 1 cell down, 2 cells to the right, 1 cell down, 2 cells to the right, 1 cell down, 1 cell to the left, 3 cells down, 1 cell left, 1 cell up, 6 cells left, 9 cells down, 2 cells right, 1 cell down, 5 cells left, 1 cell up, 2 cells right, 9 cells up, 2 cells left, 1 cell up , Left 1, Up 3, Right 1, Up 1, Right 2, Up 9, Left 1, Up 2. Draw the heron's eye, large beak and crest.

38) Motility.

We draw a fairytale castle for a fairy. We draw a line, counting the cells, as follows: 2 cells up, 1 cell to the right, 5 cells up, 1 cell to the left, 3 cells up, 3 cells to the right, 3 cells down, 1 cell to the left, 5 cells down, 2 cells to the right, 2 cells up, 1 cell right, 1 cell down, 1 cell right, 1 cell up, 1 cell right, 2 cells down, 2 cells right, 5 cells up, 1 cell left, 4 cells up, 1 cell right, 1 cell down, 1 cell to the right, 1 cell up. 1 square right, 1 square down, 1 square right, 1 square up, 1 square right, 4 squares down, 1 square left, 5 squares down, 2 squares right, 2 squares up, 1 square right, 1 square up, 3 squares right, 1 cell down, 1 cell right, 2 cells down, 1 cell right, 2 cells down, 14 cells left, 2 cells up, 1 cell left, 2 cells down, 5 cells left.

Draw windows, domes, flags, turrets.

3. Advisory block

Conducting individual consultations.

4. Analytical block

Implementation of the analysis of the obtained results, formulation of conclusions.

Stories.

Bad watchman.

One housewife's mice ate lard in the cellar. Then she locked the cat in the cellar. And the cat ate both fat, and meat, and milk.

Issues for discussion:

1. What is the story about?

2. Why is the story called "The Bad Watchman"?

Jackdaw and doves.

The jackdaw heard that pigeons were well fed, whitened in White color and flew into the dovecote. The pigeons accepted her as their own, fed her, but the jackdaw could not resist and croaked like a tick.

Ant and dove.

The ant wanted to get drunk and went down to the stream. The wave swept over him and he began to sink. A dove flying past noticed this and threw a branch into the stream. An ant climbed onto a branch and escaped.

The next day, the ant saw that the hunter wanted to catch the dove in a net. It crawled up to him and bit him on the leg. The hunter screamed in pain and dropped the net. The dove fluttered and flew away.

Fox.

The fox fell into a trap, tore off its tail and left. And she began to think of ways to cover up her shame. She called the foxes and began to persuade them to cut off their tails.

“The tail,” he says, “is completely inopportune, only in vain do we drag the extra weight behind us.

One fox says:

“Oh, you wouldn’t say that if you weren’t short-haired!

The bobcat fox was silent and left.

Wolf and goat.

The wolf sees - the goat is grazing on a stone mountain, and he can’t get close to her, he says to her:

- You should go down, here the place is more even, and the grass is much sweeter for your bark.

And the goat says:

- That's not why you, wolf, are calling me down, - you're not about mine, but about your fodder.

Wolf and fox.

The wolf ran away from the dogs and wanted to hide in a ditch. And in the ditch sat a fox, she bared her teeth and said:

- I won't let you in - this is my place. The wolf did not argue, but only said:

- If the dogs weren't so close, I would show you someone's place, and now, apparently, your truth.

Oh and Yozh.

Once a hedgehog came to the snake and said:

Let me go to your nest for a while.

Already let it go. As soon as the hedgehog climbed into the nest, there was no life for the stings from the hedgehog. I already said to the hedgehog:

- I let you in only for a while, and now go away, my uzhata are pricking on your needles, and they hurt.

Hedgehog said:

-The one who hurts, go away, but I feel good here too.

Builders.

The animals decided to build a bridge. Each of them submitted their proposal. Hare said:

- The bridge must be built of rods. First, it is easier to build, and Secondly, will be cheaper.

- No, - the bear objected, - if we build, then it is necessary from hundred-year-old oaks, so that the bridge is strong and long-lasting.

- Allow me, - the donkey intervened in the conversation. - Which bridge to build, we will decide later. First you need to solve the most fundamental question: how to build it, along or across the river?

Bibliography

1. Vlasova T.A., Pevzner M.S. About children with developmental disabilities / Vlasova T.A., Pevzner M.S. - M .: Education, 1973.

2. Correctional pedagogy / Ed. Puzanova B.P. - M .: Education, 1979.

3. Kashchenko V.G. Pedagogical correction / Kashchenko V.G. – M.: VLADOS., 1994.

4. Kozlov N.I. the best psychological games and exercises / Kozlov N.I. - Yekaterinburg, 1998.

5. Leonhard E.I., Samsonova E.G., Ivanova E.A. I do not want to be silent / Leonhard E.I., Samsonova E.G., Ivanova E.A. - M.: VLADOS, 1996.

6. Practical psychodiagnostics. Methods and tests. Textbook / editor - compiler Raigorodsky D.Ya - Samara: Publishing House "BAHRAKH - M", 2007.

7. Elizarov A.N. Concepts and methods of psychological assistance / Elizarov A.N. Axis - 89, 2007.