Adapted general education program for the mentally retarded. Individual adapted educational program. Principles and approaches to the implementation of the Program

Municipal Autonomous Preschool Educational Institution

"Child Development Center - kindergarten № …»

Adopted at the PMPK meeting

Deputy Chairman head for water resources management

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Date 14.02.2017

"Agreed" "Approved"

Parents ____________________ Head ________________ /*************** /__________________________/

Date ____________________________ MADOU "CRR - Kindergarten No. ..." ____________________________ Date 14.02.2017

Individual adapted educational program

for a child with autism and mental retardation

for the 3rd quarter

2016 – 2017 academic year y.y.

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(Full Name)

Responsible for the implementation of the program

teacher - defectologist

Perm - 2017

1. General information about the child.

Full name of the child.***********

Date of birth: 19.11. 2009

Health condition: normal.

Major and concomitant diseases: no.

Conclusion of the PMPK: training in the 2016-2017 academic year according to the adapted basic educational program for children up to school age with mental retardation, complex structure of the defect (autism)

Duration of study: entered the preschool educational institution in September 2013, the last conclusion of the PMPK is studying at the preschool educational institution for the 2016-2017 academic years.

Information about the family: the family is complete, two children, K. is the eldest, sister is 3 years old. The family is financially secure. Adequately assess the characteristics of the child and actively participate in the correction of development.

2. Grounds for the development of an individual adapted educational program

Autism with mental retardation is a complex developmental disorder. The clinical diagnosis of the child is atypical autism F 84.11. The analysis of the complex diagnostics carried out confirms that mental retardation comes to the fore in terms of severity and manifestations, it is combined with autistic features - ASD with severe intellectual disabilities. Mental retardation is characterized by the totality and hierarchy of underdevelopment of the psyche and intellect. In our case, all 3 diagnostic criteria for mental retardation were identified: clinical (presence of organic brain damage); psychological (permanent impairment of cognitive activity); pedagogical (low learning ability). With timely and properly organized remedial education, many developmental deviations in a child can be corrected and will make it possible to avoid violations in personality development and improve the quality of a child's life. Autistic features and manifestations also require correction and are taken into account in the construction of correctional work, the selection of methods and techniques.

IAEP was developed on the basis of the “Project of an exemplary adapted basic educational program preschool education based on GEF DO for children of early and preschool age RAS", "Project of an exemplary adapted basic educational program of preschool education based on the Federal State Educational Standard for Children of Early and Preschool Age with Intellectual Disabilities" "Programs of preschool educational institutions compensatory type for children with intellectual disabilities / Ed. E.A. Ekzhanova, E.A. Strebeleva (approved by the Russian Ministry of Education, 2003).

The program is designed taking into account the specific features of the motor-motor, emotional, sensory, mental, speech, aesthetic and social-personal development of a child with mental retardation with autistic manifestations; leading motives and needs of a preschool child; the nature of the leading activity; type of communication and its motives; social situation of child development. The program is designed for one quarter - the third - 2016 - 2017 school year. The use of the program offers great flexibility. The time for mastering the program is individual and will depend on the structure of the disorder in a particular child: the level of his current development and potential. The content of the material of this program includes material on all lines of development and the selection of methods and techniques characteristic of a child with mental retardation and autism. The priority directions of the IAEP are the formation of vital knowledge. Specific methods are based on a clear structuring of space and time (through various forms of schedules), reliance on visualization. Teaching a child is based on the nature of the interaction between an adult and a child: accepting him as he is, a friendly attitude to establish a positive comfortable stay for the child. Thought out subject-developing environment. From the created subject-developing environment, didactic material the mental development of a child with a complex disorder will largely depend. Through positive cooperation with the child, it is supposed to stimulate his activity, initiative, and teachers need to show flexibility, wisdom and patience. This program developed and implemented by a team of educators.

Purpose and objectives of psychological and pedagogical support;

Purpose: creation of optimal conditions for individualization of correctional educational work a child with ASD with severe intellectual disabilities: taking into account his real abilities and educational needs.

Ensure the rights of a child with ASD with severe intellectual disabilities to receive adequate corrective care;

Correct negative development trends;

Stimulate and enrich development in all types of activities (cognitive, playful, productive, labor, musical);

Prevent secondary deviations in development.

To create favorable conditions for the development of the child in accordance with his age and individual characteristics and inclinations.

Provide psychological and pedagogical support for the family and increase the competence of parents in the development and education, protection and promotion of children's health.

Psychological and pedagogical characteristics of the child. The development of the child in all lines of development is low. The boy is a child with disabilities with the status of a disabled person.

Social development. The boy is socially adopted in the group, he feels emotionally comfortable. Friendly and non-aggressive, there is a detachment towards everyone, as if no one is around. Saying goodbye and greeting on their own, cannot thank, it is necessary to stimulate with a natural gesture or a nod of the head. Self-service skills are formed: he eats neatly on his own, uses cutlery with a spoon and fork, but is extremely selective about food. Sometimes it is necessary to be reminded to go to the toilet, although there is never any trouble regarding this procedure. He dresses and undresses independently, follows the sequence of dressing and undressing with a little prompting from an adult, and is well oriented to algorithms. When dressing, it does not confuse left and right shoes. Ritual behavior is observed: in a certain sequence, bypasses the group “puts things in order” with board games, books, designers with which he prefers to act independently during the day.

The physical development of the boy is normal, has no physical disabilities, is mobile, in spontaneous activity he likes to climb stairs, buildings, beds in a group, jumps fearlessly from them, which causes great anxiety for the child among teachers. But in physical education classes, the implementation of certain basic movements causes great difficulties, so it cannot perform actions to imitate, show, explain: it cannot jump from a place, throw a ball at a target, crawl, etc. Leading hand right. Holds objects with one and two hands, performs various actions with them. Hand movements are coordinated when unfolding the inserts, for example, on the Seguin board. Fastens with zippers, Velcro, but it is difficult to fasten buttons.

Subject - game activity. He acts only with well-known toys, showing no interest in others: he does not play with cars at all, with plot toys. Uses familiar games adequately. There are no plot actions with toys. He manipulates with unfamiliar people, for example, with a Lego constructor, tries to connect the parts.

Visual and constructive activity. Interest in visual activity is very low. It is included in the process only at the insistence of an adult; when drawing with paints, modeling, it shows more independence: it copies the drawings of children or a sample of an adult, but the help of an adult is needed. Experiencing difficulties in application, does not use scissors on his own. Does not show a desire to draw in free activities: he never sits down to draw outside of classes with children. Does not show interest when constructing, engages in activities at insistence and performs work together with an adult

cognitive development. Goes to class at the request of an adult, it is necessary to repeat several times. It is difficult to understand verbal training instructions: it is necessary to repeat, reinforce with a demonstration. Better understands and accepts the proposed tasks offered at a non-verbal level. But he does not show interest in them, even if he does, he is indifferent to the result: both to successful completion and failure. Massive assistance is needed in the performance of tasks, to reinforce with a show, a model, a constant change of activity. But for a very long time it can act in individual classes when changing activities and including a variety of material. Long-term training is needed for a certain action with objects and aids, slips to the previous performance. Transfer to new conditions does not carry out. In the study of cognitive activity, it was found that the boy successfully completes the task "Box of Forms" using the method of visual correlation. Successfully performs tasks by the overlay method: split pictures of 4 parts with straight cuts and diagonally after presenting the sample to adults. It independently adds pictures of 6 or more cubes when creating an image after showing a sample, using the method of overlaying a picture - a sample, for example - when working with Nikitin's cubes. Finds paired subject pictures. Matches the color and shape of the card on one basis. According to the word, he highlights the colors yellow, red, yellow, blue and tries to call them in a situation of learning and food reinforcement (candy). With the help of an adult, he highlights a large - small, triangle, square, circle in a learning situation, a hint with a pointing gesture.

Awareness of oneself and the world around is low: the child responds to his own name, but calls it only at the request of an adult and at the prompt of an adult. Shows and names some parts of the body and names several in a learning situation. Appointment of body parts does not give. Recognizes in a photo and names family members in a situation of learning from a photo, does not name in free activities. He calls the teachers of the group “Aunt” when stimulating with a gesture, he does not call his peers in any way. Knowledge about animals, birds is also very limited by recognizing and naming some of them on the cards with simplified words, onomatopoeia.

The development of speech. The boy is sick. Speech comprehension is limited. Follows simple household instructions "Let's go to the toilet", "Give me a hand", "let's go for a walk", "get dressed", etc. Sometimes he makes requests to teachers with the help of the communicative book “I want a yellow candy”, “I want to go to the toilet”. He began to make verbal requests when stimulated with a gesture, but he does not say “Aunt”, “I want candy”, “Thank you” very clearly. The child was taught the global reading of these words and phrases, work with the communicative book in the family and in preschool. Constant monitoring and partial episodic assistance are required.

For successful psychological and pedagogical work, medication correction is important, i.e. - Comprehensive support.

Responsible for the compilation and implementation of the IAOP teacher - defectologist ......

3.1. Medical support. Systematic visits to the rehabilitation center according to the ITU schedule in accordance with the IPR, where he receives comprehensive medical and psychological and pedagogical support. Once a quarter, a visit to a psychiatrist and other specialists on the recommendations of the ITU and a psychiatrist, a pediatrician.

3.2.Psychological - pedagogical support.

3.2.1. Individual curriculum

The individual curriculum reflects the basic components of remedial education laid down in the AOOP for children with mental retardation, developed on the basis of the comprehensive program "Correctional and developmental education and upbringing" ed. A.E. Ekzhanova, E.A. Strebelev, as well as in accordance with the GEF DO. An individual curriculum has been developed in accordance with educational areas in priority areas for the formation of life competencies. Conduct training:

· on individual lessons,

in subgroup classes and small subgroups according to the curriculum of the group,

· on frontal exercises: musical and physical education, which are attended by several teachers: educator, music director and a group specialist (teacher - defectologist or teacher - speech therapist).

Individual work with children is carried out daily by specialists and educators according to the developed schedule of individual lessons.

Priority directions in individual remedial classes on the formation of life competencies:

1. Socially - communication development

2. Sensory perception.

3. Mathematics

4. Development of speech based on familiarization with the environment.

5. Subject and game actions

6. Self-service

Individual study plan for the week.

3.2.2. Calendar - thematic planning per quarter in priority areas.

subject	date	Formed Views	Materials and equipment	Content and activities
Socio-communicative development
I and my family		recognize yourself in the mirror, in the photograph; show by naming parts of your body (head, torso, arms, legs); show eyes, mouth, nose on the face, ears, hair on the head;	Photo of the child and family members. Pictures depicting parts of the body, actions Cards for global reading on these pictures and photos	Did. tasks “Show in the photo” “Show where your head is (leg ...) “Find on the card where the head (leg ...) “Pick up a card with the word and put it on the picture)
cognitive development
sensorics		Learn to perceive the size of objects (large, small) Learn to make a choice in size and shape according to the word. Learn to differentiate planar (circle, square, triangle) figures. Enter into the dictionary through global reading big, small, circle, square, triangle	Cards with the image of large and small objects on passable topics and geometric shapes. Cards for global reading: large, small, circle, square, triangle	E. Games and tasks: “Find a circle (square, triangle), “Find a big, small one” “Pick up a card for them” (“Give a big ball, give a small ball”). "Put it in order"
Development of visual perception.		Learn to select a specific action shown in the picture from a number of proposed	Pictures depicting a boy in different actions: running, drawing, sitting.	Assignments “Show me where the boy is running; where the boy is sitting; where the boy draws. "Give me a picture."
thinking		Learn to use objects - tools (nets, sticks, hammers, spoons, scoops, shovels) Learn to solve problem-practical situations by trial: bring objects closer to you with a rope, braid.	Capacities: jars, aquarium; cart; objects - tools: nets, sticks, hammers, spoons, scoops, shovels, ropes, braid. Toys: bear, car.	performance of practical and gaming tasks (games: “Get the pebbles out of the jar”, “Catch a fish!”, “Get the cart!”, “Drive in the carnations! Tasks: “Get the toy!”, “Get the balloon”, “Get the rings”, "Pull the bear!"
FEMP		Learn to count objects up to 5, correlate the number with the word - card within 5, show on fingers	counting material. Numbers. Cards with 2 stripes depicting objects up to 5, counting sticks. cards with the words: one, two .. five	Did. tasks Count and take (put) a card with a number. Arrange the figures on the track. Show as many fingers (correlation with a card - a number)
Acquaintance with the surroundings on the topics "Clothing", "transport"		To acquaint with items of clothing and footwear, dishes. To acquaint with transport on the street (car, buses).	Pictures with items of clothing and footwear (jacket, hat, scarf, mittens, boots, boots, trousers, socks, shirt, cup, plate, spoon, fork)). Cards with the name of items of clothing and shoes and utensils "Pictures of cars, buses and cards for them	Did. games and tasks “Paired pictures (on all topics)” Split pictures of 4 parts with straight cuts (by these names)” “Find and show” “Choose and show a hat, .. (clothes, shoes)” “Show a plate, ... (dishes)" "Find and show the car, the bus." "Pick words for pictures"
Speech development based on familiarity with the environment.
Me and my family Clothing - shoes, dishes. transport		Learn to answer questions: “What is your name?”, “Who is this?”, “What is this? Learn to understand the actions shown in the picture, perform actions according to simple speech instructions. The girl is drinking. The boy is drawing. to teach ways of alternative communication: global reading, find in pictures and pronounce car, bus in the way of global reading.	Photos of all family members in different situations. Photo of a child in different situations and actions. Cards with the words of family members, actions: walking, sitting, sleeping, eating, drinking.	Did. tasks “Find mom, dad, ... (all family members) in the photo”, “Find where you are? Say what's your name. Show where your head, nose, etc. What are you doing (pictured). List actions: eats, sleeps, drinks, bathes, draws - from pictures based on cards with the words Who is doing what? “Give me a bus, a car” Pick up a card (with a word)
Cultural and hygiene skills
Washing Dressing, using the toilet.		To learn to ask for help from adults in case of difficulties with clothes and a toilet. Learn to thank adults for helping them. Learn to fasten buttons.	Communication book. Didactic aids - simulators for fastening and unfastening buttons.	Encourage them to express their need in words or with the help of a communication book: “I want to go to the toilet”, “I already went”, “Help me”. Didactic games- simulators "Assemble the chain"
subject activity
construction car games		It's easy to learn to play with a builder and a constructor. Learn to beat a car: roll, transport a builder.	Lego is a constructor. Builder: bricks and cubes. Cars of various sizes. Bear, doll.	Actions to imitate the actions of an adult: "Do as I do" Didactic games "Let's ride the Bear" "Let's ride the doll" "We carry cubes and bricks"

3.2.3. Estimated results of education and upbringing of the child at the end of the quarter.

Social - communicative

Follows simple spoken instructions

Uses non-verbal forms of communication, tries to express his need in words.

He recognizes himself in the mirror, in the photo and tries to call himself by name.

Shows and tries to name eyes, mouth, tongue, cheeks, lips, nose, ears; hair on the head.

cognitive development

Highlights the word big - small, circle, square, triangle.

Uses objects - tools in game and everyday situations with the help of an adult;

Corresponds objects up to 5 with a number, shows the number of fingers within 5.

Finds items of clothing and footwear (jacket, hat, scarf, mittens, boots, boots, trousers, socks, shirt), transport (car, bus) in the pictures by the word.

Speech development.

Understands simple speech instructions and performs actions, tries to answer questions: “What is your name?”, “Who is this?”, “What is this?”

Listens and shows interest in speech statements of adults, stories, poems, nursery rhymes, songs;

Reproduces familiar onomatopoeia, babble words and truncated phrases;

Self service

Tries to express the need with the words: “I want to go to the toilet”, “I already went”, “Help me”. "I'm thirsty" "I'm thirsty"

Thanks for the help in non-verbal and verbal ways.

Fastens buttons on the simulator with a little help from an adult.

subject activity

Acts in imitation of an adult with a builder and cars.

3.2.4. List of specialists and teachers involved in the implementation of the individual program.

teacher-defectologist: the formation of productive skills

interactions. The development of sensory, mathematical integration, knowledge about the environment, the formation of a stereotype of behavior in educational activities.

Teacher - psychologist: individual lessons aimed at

"building" the algorithm of simple interaction, the formation of stereotypical, simple gaming skills, their comprehension, organization of interaction with the child.

Teacher speech therapist: the formation of simple communication skills, algorithms for arbitrary expression. Development of all components of speech.

caregiver: systematization, deepening, generalization personal experience the child in mastering communication skills, in self-service, in a variety of activities.

4. Working with the family.

Target. Activation of parents in the correction of child development

1. Raise parental awareness of the child's developmental and special educational needs.

2. To ensure the participation of the family in the development and implementation of the IAEP, achieving the unity of requirements in training and education in the family and in the educational organization.

3. Organize a regular exchange of information about the child, about

the progress of the implementation of the IAOP and the results of its development

4. Include parents in the joint activities of teachers, children and parents.

5. Involve the group and the kindergarten in joint activities.

Activity content	Timing	Responsible
1 Study of upbringing and education in the family and when visiting a rehabilitation center (conversations with mother) 2. Coordination of the IAOP with parents against signature 3. Specific recommendations on the material studied in the preschool educational institution 4. Individual consultations of group teachers on priority areas of correctional work at the request of parents 5. Group-wide activities of the group for rapprochement of the team: master classes, day open doors, joint activities 6. Information stands for parents of the group with specific information on the topic being studied and GCD specialists 7. Joint activities of teachers, children and parents: in holiday matinees(March 8, graduation), integrated classes (Clothes, shoes, hats) 8. Participation of parents in the actions of the group “Developing aids with their own hands”, “Week of good deeds on the promenade”, 9. Familiarization of parents with the regulatory and legal documentation on accompanying the child to respect his rights. 10. Assistance in the preparation of documentation for PMPK and ITU	1 time per month 1 time per quarter Weekly 1 time per month 1 time per quarter according to the schedule Weekly According to the group calendar According to the schedule of events March March-April	Teacher - defectologist Teacher - defectologist Educators Teachers of the group Teachers of the group Teachers of the group Teachers of the group Teacher - defectologist Teacher - defectologist

5.Monitoring of child development.

Levels of formation of the main lines of development of children

6 to 7 years old

No. pp	Main lines of development	Actual development	Zone of proximal development	note
	Social - communicative
1.1	Self-image
1.2	Entourage
1.3	neatness skill
1.4	Food Skill
1.5	Dressing Skill
1.6	Washing Skill
	cognitive development
2.1	Sensory
2.1.1	Form
2.1.2	Value
2.1.3	color
2.1.4	Integrity of perception
2.2	Visually - creative thinking
2.3.	Quantitative representations and counting operations
2.4.	Ready for graphic tasks
2.5.	Ideas about the environment
2.5.1.	Speech: speech understanding
2.6.2.	active speech
3.	productive activity
3.1.	Drawing
3.2.	construction
4.	Artistic - aesthetic development
4.1.	distinguishing the nature of the melody
4.2	ability to perform dance moves
4.3.	formation of a graphic image
	Physical development
5.1	Walking
5.2.	Run
5.3.	jumping
5.4.	climbing, crawling
5.5.	Throwing

During the implementation of the IAOP, the interaction of all participants is necessary educational process: group and family teachers. Constantly monitor the development of the planned for all lines of development, adjust as necessary. Include the child in all group activities: frontal and subgroup. Approve the desire of children to involve the boy in joint activities: games on the site and in a group, include in round dance and outdoor games; encourage them to complete assignments together with an adult or friendly children. Create a positive and comfortable atmosphere in the group. Compare the progress of the child only with his indicators of development.

The main purpose of the Establishment's activity is educational activity according to the adapted basic general education program for students with mental retardation (intellectual disabilities).

The institution also carries out educational activities on additional general educational programs, the implementation of which is not the main goal of its activities in the following areas: natural science, physical culture and sports, art, social orientation.

Implemented educational programs: AOOP for students with mental retardation (intellectual disabilities) is compiled on the basis of:

1. Programs of special (correctional) educational institutions of the VIII type. Preparatory class. Grades 1-4./ Aidarbekova A. A., Belov V. M., Voronkova V. V. and others / Ed. Voronkova V.V., Enlightenment, 2013

2. Programs of special (correctional) educational institutions of the VIII type, grades 5-9./Voronkova V.V., Perova N.M., Ek V.V. and others: edited by Voronkova V.V., part 1, 2014.

3. programs of special (correctional) educational institutions of the VIII type, grades 5-9./Mirsky S.L., Zhuravlev B.A., Inozemtseva L.S. and others: edited by Voronkova V.V., part 2, 2014.

4. Education programs for students with moderate and severe mental retardation / L.A. Baryaeva, D.I. Boyko, V.I. Lipakova and others: Ed. L.B. Baryaeva, N.N. Yakovleva. - St. Petersburg: “CDC of Professor L.B. Baryaeva", 2011. - 480 p.

5. Programs of special (correctional) educational institutions of 8 types, grades 0-4./ A.K. Aksenova, T.N. Bugaeva, I.A. Buravleva and others: ed. THEM. Bgazhnokova. - Enlightenment. St. Petersburg, 2011.

6. Programs of special (correctional) educational institutions of the 8th type, grades 5-9./ A.K. Aksenova, A.P. Antropov, I.M. Bgazhnokova and others: ed. THEM. Bgazhnokova. - Enlightenment. St. Petersburg, 2011.

AOOP for students with mental retardation (intellectual disabilities) takes into account the characteristics of the cognitive sphere of children with handicapped health. It is aimed at the versatile development of the personality of students, contributes to their mental development provides civil, moral, labor, aesthetic and physical education. The content of training in all academic subjects has a practical orientation.

MUNICIPAL STATE EDUCATIONAL INSTITUTION

"SEVERAGE SCHOOL № 9"

Bursol village, Slavgorod, Altai Territory

CONSIDERED

at the meeting

Pedagogical Council

MKOU "Secondary School No. 9"

from 26.08.2016 Protocol No. 1

APPROVED

Director of MKOU "Secondary School No. 9"

ADAPTED BASIC EDUCATIONAL

STUDENT PROGRAM

WITH Mild Mental Retardation

The adapted educational program for persons with disabilities for children with mild mental retardation MKOU "Secondary School No. 9" is general program activities of the school administration and teachers. The purpose of this educational program is to organize the interaction between the components of the curriculum, curricula, stages of studying subjects.

The educational program is developed on the basis of regulatory documents:

Constitution of the Russian Federation

Education Act"

School charter

This program is aimed at the practical implementation of the social order formulated in the law "On Education" and is designed to meet the needs of:

- Societies - in the education of a young generation of citizens capable of independent living, integration into society;

- A graduate of the school - in his social adaptation and free choice of a further route;

- School student - in receipt basic education in all subjects, development in the learning process, correction of developmental defects in the process of educational, educational and labor training.

- Parents of students - in the quality education of children, their upbringing and development.

MKOU "Secondary School No. 9" according to the licenseA No. 0000849 dated 11/09/2011 has the right to carry out educational activities according to the educational program developed on the basis of the main general educational program, taking into account the peculiarities of psychophysical development and the capabilities of educational institutionsVIIIkind.

I stage – 1-4 classes.

II stage – 5-9 grades.

1. Education in primary grades (Istage) is aimed at the development of students, their mastery of reading, writing, counting, basic skills and abilities learning activities, the simplest skills of self-control of educational actions, a culture of behavior and speech, the basics of personal hygiene and healthy lifestyle life.

2. Education at the basic level (IIstage) is aimed at creating conditions for the formation and formation of the personality of the student, his inclinations, interests and ability to social self-determination.

3. The main goal of teaching children with mild mental retardation isproviding a level of education adequate to their capabilities, instilling the skills necessary for life social behavior and communication with others;

The main means of realizing the purpose of the school is the assimilation by students of the mandatory minimum content of educational programs.

In the process of implementing the educational program within the framework of the school, it is planned to develop an adaptive model of the educational process as a means and condition for the successful formation of the key competencies of schoolchildren.

Self-determination and socialization of the student's personality, which comprehensively takes into account the essence, content, organization, as well as the conditions and factors of the productive process of education and upbringing, united in the identified priorities:

The personality of the participants in the educational process (teacher, student, parent), its self-esteem, development;

Humanism as the basis of the educational process that determines the place of man in society.

Taking into account the trends in the development of education in Russia and world practice, the socio-political and cultural situation in the country, the following goals, objectives and priority areas of the educational program are formulated.

Target:

To create the most favorable conditions for the formation and development of subject-subject relations between a student and a teacher, correction of defects in the development of pupils with disabilities in the process of educational, upbringing and labor training, the formation of their personality, social rehabilitation and preparation of adolescents for independent life, integration into society.

Tasks:

Ensuring the rights of children with disabilities to education;

To create a comfortable pedagogical environment of a correctional and developmental type for each student, taking into account the originality of his personality, which is formed by: the surrounding school environment (ecological, pedagogical), teachers and their relationship with the child, specific processes occurring in the lesson; communication with peers; parents and their relationship with the child; extracurricular time.

Provide students with knowledge that contributes not only to subject preparation, but also helps to form social experience and correct the child's personality based on individual age characteristics at all stages of education.

Guaranteeing the continuity of educational programs at all levels;

Creation of the basis for the adaptation of students to life in society;

Formation of positive motivation of students for learning activities;

To form the values of health and healthy lifestyle among students.

Provide students with additional labor skills through vocational training, labor circles.

Ensuring socio-pedagogical relations that preserve the physical, mental and social health students.

Priority directions:

Orientation to the competence and creativity of the teacher, his creative independence and professional responsibility;

Perfection professional level educators in the field information technologies;

Preservation, strengthening and formation of students' health;

System development continuing education, educational potential of multicultural educational environment.

Predicted result

Successful development by schoolchildren of the mandatory minimum of the content of education;

Manifestation of signs of self-determination, self-affirmation;

Acquisition of qualities: responsibility, independence;

Creative activity of the teaching staff, development of a research approach to pedagogical activity, to innovative activity, the ability to implement it in practice;

Satisfaction with the work of all participants in the pedagogical process.

The formulated goals and objectives are based on a number ofprinciples:

- general didactic (humanization, nature-conformity, scientific character, accessibility and growing difficulty, visibility, systematicity and consistency, connection of theory with life, integration, activity approach);

- specific (scientific and theoretical principles developed in special pedagogy and special psychology): taking into account the zone of proximal development, taking into account the potential of a child with developmental disabilities, corrective and compensatory orientation of training, the professional nature of labor training, the principle of the need for special pedagogical guidance.

The teaching staff believes that the most significant principles modern education for an educational institution are:

- principle of humanization , which suggests that the main meaning of the pedagogical process is the development of the pupil and the student, the priority of this principle is fixed in Article 2 of the Law of the Russian Federation "On Education", where it is characterized as follows: "... the humanistic nature of education, the priority of universal values, the life and health of a person, a free personal development, education of citizenship, diligence, respect for the rights and freedoms of a person, love for nature, motherland, family.

- development principle , based on the psychopedagogical concept of the "zone of proximal development", involves the use of such methods that direct the pedagogical process towards the development of creative mental activity and self-education, provide optimization mental activity student, allow to develop a wide variety of skills and abilities of students.

- the principle of individualization, which involves taking into account the level of development of the abilities of each student, the formation on this basis of individual plans for correctional and developmental work, programs for educating the student, determining directions for increasing their educational motivation and development cognitive interests every child.

- principle of differentiation allows you to make a reality "... the general availability of education, the adaptability of the education system to the levels and characteristics of the development and training of students, pupils."

- the principle of the integrity of education, based on the idea of the unity of the processes of development, training and education. It is implemented in the process of creating a balanced educational space and makes it possible to ensure the adequacy of pedagogical technologies to the content and objectives of education.

- the principle of continuity, which involves the creation of a holistic educational system, organically uniting all two steps of the main general education.

- manageability of the implementation of the educational program involves constant regulation and correction of the educational program based on monitoring.

Program staffing :

Teachers - subjects,

Teacher - psychologist, social pedagogue;

Characteristics of the contingent of students with mild mental retardation:

In MKOU "Secondary School No. 9" under the program PRBUPVIIItype in an educational institution of a general type (option 2) three students study in grades 6, 7 and 9.

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

Decreased performance;

Increased exhaustion;

Instability of attention;

More low level development of perception;

Insufficient performance of arbitrary memory;

Lagging behind in the development of all forms of thinking;

Defects in sound pronunciation;

Peculiar behavior;

Poor vocabulary;

Low self-control skill;

Immaturity of the emotional-volitional sphere;

limited stock general information and representations;

Weak reading technique;

Difficulties in counting and problem solving.

Students with mild mental retardation are characterized by the following specific educational needs:

visual and effective nature of the content of education;

simplification of the system of educational and cognitive tasks solved in the process of education;

introduction subjects, contributing to the formation of ideas about the natural and social components of the world; development of means of communication, social and everyday skills;

special education"transfer" of the formed knowledge of skills to new situations of interaction with reality;

ensuring the obligatory nature of specialized labor education;

the need for constant updating of knowledge, skills and norms of behavior approved by society;

providing a special spatial and temporal organization of the educational environment, taking into account functional state central nervous system and neurodynamics mental processes students with mental retardation;

the use of predominantly positive means of stimulating activity and behavior;

stimulation cognitive activity, the formation of the need for knowledge of the surrounding world and in interaction with it.

Organization of children with mild mental retardation in general education classes;

Correspondence of the pace, volume and complexity of the curriculum to the real cognitive abilities of the child, the level of his cognitive sphere, the level of preparedness, i.e. already acquired knowledge and skills;

Purposeful development of general intellectual activity (the ability to realize educational tasks, navigate in conditions, comprehend information);

Cooperation with adults, the provision of necessary assistance by the teacher to the child, taking into account his individual problems;

Individual dosed assistance to the student;

The development of the child's sensitivity to help, the ability to perceive and accept help;

Gentle regime, compliance with hygienic and valeological requirements

Special training of a teacher;

Creating a sense of security and emotional comfort in the student;

Student support by school teachers.

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

The main purpose of support - assistance in solving problems.

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

To achieve educational goals and objectives, the following activities are being implemented:

Pedagogical direction The activity of the team is aimed at creating a special educational environment in which there should be a change of priorities from didactic components to psychological ones. Wherein a basic level of knowledge, skills and abilities is transformed from the goal of learning into a means of updating the cognitive, creative and personal capabilities of students. Good conditions for solving the set goal are the system of correctional and developmental hours, competitions, olympiads, practical work and projects that have a socially relevant, and not only educational meaning, as well as differentiated by levels, time and methods of mastering programs in basic subjects.

Methodical activity the teaching staff is aimed at the use and implementation of pedagogical tools necessary for the correctional-developing and personality-oriented educational process: methods, programs, scenarios for extracurricular activities, collective creative affairs, extracurricular activities required to achieve educational goals.

Personnel direction the activity of school teachers involves increasing the psychodiagnostic culture of teachers, increasing ICT competence.

Management activities is aimed at creating an atmosphere of success, aimed at providing an opportunity for each teacher to realize himself, to be in demand.

Organization of the educational process

The educational process of an educational institution is focused on the education and upbringing of children (including children with disabilities), on the development of their physiological, psychological, intellectual characteristics, educational needs, taking into account their capabilities, personal inclinations, and abilities. This is achieved by creating pedagogical system, favorable conditions for the general educational, mental, moral and physical development of each student.

The organization of the pedagogical process and the mode of education of children with disabilities is determined by the requirements of the Law of the Russian Federation "On Education" and the norms of SanPiN, as well as the Charter and local acts of the school.

Each academic subject includes the main subject content of a specific scientific field, due to the logic of its presentation and assimilation, a special teaching methodology. Students receive specific knowledge, taking into account not only the logic of learning the basics of science, but also the pedagogical laws of the development of concepts in their minds.

Learning is carried out gradually from the particular to the general, from the concrete to the abstract. The revealed regularities make it possible to enrich the knowledge of students in the future. Students with disabilities go through the same path of learning as children with normal intelligence. However, their knowledge differs significantly in the number of facts, the level and depth of generalizations, as well as the time spent on assimilation. Basically, students' knowledge is limited to ideas about the world around them and some concepts without deep penetration into the essence of phenomena. The educational material includes not only the presentation of facts, but also questions, assignments, exercises, visualization and other activities.

Preserving the continuity of the study of programs between the levels of education, in grades 5-9, from traditional compulsory subjects, the following are studied: reading and speech development, writing and speech development, mathematics, biology, history, geography, fine arts, physical education, labor and professional - labor training. In grades 5-9 from mathematics, one hour is allotted for studying the elements of geometry. In grades 5-9, labor training is introduced, which has a professional orientation. For boys "Cartanage - bookbinding", for girls "Sewing business". From the regional component of the OS, SBO (social orientation) was introduced. Compulsory classes and optional.

One of the objectives of the school is to correct defects in the development of a child with mild mental retardation. The curriculum allows you to fully preserve the principle of corrective orientation of education, correcting the shortcomings of the general, speech and moral education of children with mild mental retardation in the process of mastering each academic subject, as well as labor skills.

Planned results of mastering the adapted educational program.

The results of mastering the adapted educational program with mental retardation are evaluated as final at the time of completion of general education. The development of an adapted program ensures the achievement of two types of results by students with mental retardation:personal and subject.

In the structure of the planned results, the leading place belongs to personal results, since they ensure the mastery of a set of social (life) competencies necessary to achieve the main goal of modern education? introducing students with mental retardation into culture, mastering their socio-cultural experience. The personal results of mastering the adapted program include individual-personal qualities and social (life) competencies of the student, socially significant value attitudes. Personal results of mastering the adapted one should reflect:

1) awareness of oneself as a citizen of Russia; the formation of a sense of pride in their homeland, the Russian people and the history of Russia;

2) the formation of a holistic, socially oriented view of the world in its organic unity of the natural and social parts;

3) the formation of a respectful attitude towards a different opinion, history and culture of other peoples;

4) development of adequate ideas about own capabilities, about essential life support;

5) mastering the initial skills of adaptation in a dynamically changing and developing world;

6) mastery of social and everyday skills used in Everyday life;

7) possession of communication skills and accepted rituals of social interaction;

8) the ability to comprehend and differentiate the picture of the world, its temporal-spatial organization;

9) the ability to comprehend the social environment, one's place in it, the adoption of age-appropriate values and social roles;

10) acceptance and development social role the student, the formation and development of socially significant motives of educational activity;

11) development of skills of cooperation with adults and peers in different social situations;

12) the formation of aesthetic needs, values and feelings;

13) development of ethical feelings, goodwill and emotional and moral responsiveness, understanding and empathy with the feelings of other people;

14) the formation of an attitude towards a safe, healthy lifestyle, the presence of motivation for creative work, work for results, respect for material and spiritual values.

The subject results of mastering the adapted program include the knowledge and skills mastered by students, specific to each educational area, and the readiness to use them. The subject results of students with mental retardation are not the main criterion when deciding whether to transfer a student to the next class, but are considered as one of the components in assessing the final achievements. Due to the fact that the learning abilities of such students are purely individual, the requirements for the formation of learning skills and abilities given below may not be applicable to all students, but are a guideline to which one should strive.

Description of the features of the educational process .

Education at the school is organized in one shift (the beginning of the first lesson at 8.30). The school operates on a 5-day school week. The main form of organization of the educational process at school is the class-lesson system. At the same time, the school has organized the possibility of studying at home. Students who, due to psychophysical and somatic reasons, cannot attend classes at school, with the direction of a psychotherapist, can study at home according to an adapted educational program for students with mild mental retardation.

The school organizes joint education of children in a general education program with children with disabilities. In addition to the lesson, there are other forms of organization academic work: excursions, practical and laboratory works, home independent work. They complement and improve the class-lesson system.

The duration of the lesson is 40 minutes. In accordance with the norms of the maximum allowable load for schoolchildren, the curriculum provides for no more than 6 lessons per day.

Labor training is organized in various forms: training sessions, summer labor practice are held. The school is faced with the task of educating students so that their independent behavior in a variety of life situations conform to social norms in society.

The system of intermediate and final certification according to a five-point grading system.

The curriculum consists of two parts - the compulsory part and the regional (national-regional component) educational institution. The compulsory part of the curriculum determines the composition of the subjects of the compulsory subject areas that must be implemented in all those with state accreditation educational organizations implementing the adapted programs and the study time allotted for their study by grade (year) of study. The obligatory part of the curriculum reflects the content of education, which ensures the achievement of the most important goals of modern education for students with mild mental retardation: the formation of life competencies that ensure mastery of the system social relations and social development of the student, as well as his integration into the social environment; formation of the foundations of the moral development of students, familiarizing them with general cultural, national and ethno-cultural values; formation of a healthy lifestyle, elementary rules of behavior in extreme situations.

The basic curriculum for students with mild mental retardation provides for a nine-year period of study, as the most optimal for them to receive general education and vocational training necessary for their social adaptation and rehabilitation.

In grades I-IV, the initial stage of education is carried out, at which general education is combined with correctional and propaedeutic work.

In grades V - IX, general education subjects are continued and labor training is introduced, which has a professional orientation.

CURRICULUM for 2016-2017 academic year

compiled on the basis of the PRBP for general education institutions VIII type (option 2)

(five-day school week)

Educational

areas

Classes

Number of teaching hours per week

Total

hours

V I

VII

LANGUAGE AND SPEECH

Russian language

Writing and speech development

Reading

Reading and speech development

MATHEMATICS

Mathematics

SOCIAL SCIENCE

world of history

The history of homeland

Ethics

Geography

NATURAL SCIENCE

natural science

TECHNOLOGY

home economics

PUBLIC DISCIPLINES

Social and household orientation

Number of hours per week

Regional (school) component

TECHNOLOGY

Profile work:

sewing business

Bookbinding

PHYSICAL CULTURE (sports training)

Physical training

Total: number of hours per week

Labor practice (in days)<2>

<1> The hours provided for the school component and extracurricular activities complement the educational areas at the discretion of the institution

<2> Labor practice (in days) is carried out in summer period or in the same amount during the year when extending the term of study.

EXPLANATORY NOTE

TO THE CURRICULUM FOR STUDENTS UNDER THE PROGRAM OF SPECIAL

(CORRECTIONAL) EDUCATIONAL INSTITUTIONS VIII TYPE (I I OPTION)

In MKOU "Secondary School No. 9", BURSOL, SLAVGOROD

FOR 2016-2017 ACADEMIC YEAR.

The curriculum of students in a special (correctional) program of the VIII type was developed on the basis of the basic curriculum of special (correctional) educational institutions of the VIII type (version II) in accordance with the current legislation of the Russian Federation in the field of general education and the education of persons with special needs and in continuity with the educational plan of MKOU "Secondary School No. 9" for the 2016/17 academic year.

The curriculum provides for a nine-year period of study, as the most optimal for them to receive general education and vocational training, necessary for their social adaptation and rehabilitation, for students to receive general education and allows you to solve the following tasks:

creating the basis for the adaptation of students to life in society;

the formation of moral self-awareness, practical skills of interaction with objects of nature, its phenomena;

the formation of housekeeping skills in all its components;

ensuring social and pedagogical relations that preserve the physical, mental and social health of students;

formation of positive motivation of students for learning activities.

The curriculum includes general education subjects, the content of which is adapted to the possibilities students with developmental disabilities, specific correctional subjects, as well as individual and group correctional classes.

The second stage of education is the basic school, grades 5-9.

The named step is a continuation elementary school, but unlike it, it expands and deepens the conceptual and practical basis educational areas, consolidates the skills of independent learning activities, completes training in general subjects in accordance with the individual indications of the educational capabilities of students of special (correctional) educationVIIIkind.

On the second step learning from traditional compulsory subjects are studied: Russian language, reading, mathematics, natural science, history, geography, physical culture, home economics.

Educational area "Language and speech" represented in 5,7,9 classes by subjects:

Russian language

Reading

The content of teaching the Russian language is based on the new principles of the communicative approach, which, unlike the spelling approach, is aimed at developing contextual oral and writing, where spelling provides an independent coherent statement in its oral or written form. The communicative approach is more in line with the specific features of the intellectual activity of students with disabilities, who find it difficult to master the logic of building a language based on the analysis, memorization and reproduction of grammatical rules and categories. The study of these subjects is implemented according to textbooks:

Galunchikova N.G.

Yakubovskaya E.V.

VIIIview)

Education

Galunchikova N.G.

Yakubovskaya E.V.

Russian language. Textbook for special (correctional) educational institutions (VIIIview)

Education

Galunchikova N.G.

Yakubovskaya E.V.

Russian language. Textbook for special (correctional) educational institutions (VIIIview)

Education

Bgazhnokova I.M.,

Pogostina E.S.

VIIIview)

Education

Malysheva Z.F.

Reading Textbook for special (correctional) OS (VIIIview)

Education

Bgazhnokova I.M.,

Pogostina E.S.

Reading. Textbook for special (correctional) educational institutions (VIIIview)

Education

Educational area "Mathematics" represented by elementary mathematics and, in its structure, by geometric concepts. Mathematics has a pronounced practical orientation in order to provide students with vital skills in housekeeping, their activities in accessible profiles (professions) for work. Mathematics makes a significant contribution to the development and correction of thinking and speech, it significantly advances the majority of students on the path to mastering the elements logical thinking. Mathematical knowledge is also implemented in the study of other disciplines of the curriculum: history, geography, natural science, physical education, etc.

Implemented through textbooks:

Perova M.N.

Kapustina G.M.

VIIIview)

Education

Perova M.N.

Kapustina G.M.

Mathematics Textbook for special (correctional) educational institutions (VIIIview)

Education

Ek V.V.

Mathematics Textbook for special (correctional) educational institutions (VIIIview)

Education

Educational field "Social science" includes items:

"World of History"

"History of the Fatherland",

"Geography",

"Ethics"

Subjects "World of History" in grade 5 and "History of the Fatherland" in grades 7.9, forms a system of knowledge about the most significant historical events in the formation and development of the foundations of Russian statehood from ancient times to recent history. Violation of complex forms of cognitive activity in mental retardation (analysis, classification, generalization, mental planning) does not allow building a course of history based on detailed chronological information, therefore it is presented on the most striking key events in the evolution of Russia as a state, phenomena that enriched science, production, culture , social order.

Principle sociocultural development By means of history, it contributes to the education of civil, patriotic feelings, the widespread use of examples from the history of the region, the formation of the simplest social science ideas: about religions, types and structure of state power, morality, ethics, legal foundations, cultural achievements of society, etc.

Ethics course in grades 7 and 9, is integrated, its basis is ethnic knowledge. But in addition to ethnic knowledge, it includes elements of psychology, law, history, literature, without which it is impossible to fully assimilate ethical knowledge, to achieve a holistic process of personality formation.

"Geography" - an elementary course in the physical geography of Russia and abroad, which allows, on the basis of interdisciplinary connections, to form accessible ideas about physical, socio-economic geography, its natural and climatic resources that affect the way of life, culture, and economic activity of a person on earth. A special place in the course of geography is given to the study native land, environmental protection activities, which significantly complements the system educational work on civil, moral and ethical education.

The study of subjects in this area is carried out through the TMC:

Lifanova T.M.,

Solomina E.N.

VIIIview)

Education

Lifanova T.M.,

Solomina E.N.

Geography. Textbook for special (correctional) educational institutions (VIIIview)

Education

Lifanova T.M.,

Solomina E.N.

Geography. Textbook for special (correctional) educational institutions (VIIIview)

Education

Bgazhnokova I.M., Smirnova L.V.

The world of history. Textbook for special (correctional) educational institutions (VIIIview)

Education

VIIIview)

VLADOS

Puzanov B.P., Borodina O.I., Sekovets L.S.

History of Russia Textbook for special (correctional) educational institutions (VIIIview)

VLADOS

Educational area "Natural science" implemented by the subject "Biology".

Science education for students with developmental disabilities built on the basis psychological features perception and analysis of the surrounding world. The main correctional task is to overcome the inertia of mental functions, to expand ideas about the diversity of life forms. environment. Just like all other subjects of the curriculum, natural science knowledge helps to comprehend the unity of the properties of inanimate and living nature, forms students' practical skills of interaction with objects of nature, its phenomena.

Nikishov A.I.

Biology. Inanimate nature. Textbook for special (correctional) educational institutions (VIIIview)

Education

Nikishov A.I.,

Teremov A.V.

Biology. Animals. Textbook for special (correctional) educational institutions (VIIIview)

Education

Nikishov A.I.,

Biology. Textbook for special (correctional) educational institutions (VIIIview)

Education

Educational area "Physical culture" just like in elementary school, it is aimed at correcting the psychophysical development of students, performs a general developmental function, including elements of sports training.

Hours allotted for compulsory subjects of the regional component for 2 hours in grades 6 and 8 are included in the development of physical activity of children to preserve and strengthen physical and mental health and the capabilities of an educational institution.

Particular attention at the second stage is paid to a new type of activity - labor training, through the subject "Housekeeping" and the profile work "Sewing" and "Carton and bookbinding", which begins with the propaedeutic period in the 5th grade, and as a continuation of the course in 6.7 class for 6 hours and 9th grade - 8 hours.

Educational area "Technology" in terms of the federal component of the curriculum, it is implemented through textbooks:

Vlasenkov G.V.

VIIIview)

5-7

VLADOS

Kartushina G.B., Mozgovaya G.G.

Technology. Sewing business Textbook for special (correctional) educational institutions (VIIIview)

Education

Vlasenkov G.V.

Technology. Cardboard binding. Textbook for special (correctional) educational institutions (VIIIview)

8-9

VLADOS

Job training classes, due to a large number hours, partially conducted in conjunction with all students in the correctional program.

Summer labor practice is carried out at the end of the school year in grades 6, 7 - 6 days on the basis of the school, on the school site.

Since children study in general education classes, many subjects are taught in an integrated manner. The curriculum of the school complies with the requirements of the basic curriculum for students in the program of special (correctional) educational institutionsVIIItype in terms of compulsory teaching load and in terms of maximum teaching load.

The beginning and duration of the academic year and holidays are established in accordance with the terms in force for students in general education classes of MKOU "Secondary School No. 9".

The duration of the academic year is 34 weeks, the duration of lessons in grades 6, 8 and 9 is 40 minutes.

The curriculum was developed on the basis of the Orders of the Ministry of Education and Science:

Order of the Ministry of Defense of the Russian Federation No. 29/2065-p dated April 10, 2002 “On approval of the curricula of special (correctional) educational institutions for students, pupils with developmental disabilities”;

Order of the Ministry of Defense of the Russian Federation of 09.03.04. No. 1312 "On the approval of the federal basic curriculum and exemplary curricula for educational institutions Russian Federation implementing programs of general education”;

Order of the Ministry of Defense of the Russian Federation dated 05.03.04. No. 1089 "On approval of the federal component state standard education",

Order of the Ministry of Defense of the Russian Federation of August 30, 2011 No. 889 “On Amendments to the Federal Basic Curriculum and Exemplary Curricula for Educational Institutions of the Russian Federation Implementing General Education Programs Approved by Order of the Ministry of Education of the Russian Federation of March 9, 2004 N 1312 “On Approval Federal Basic Curriculum and Exemplary Curricula for Educational Institutions of the Russian Federation Implementing General Education Programs”

"Sanitary and epidemiological requirements for the conditions and organization of education in educational institutions", SanPiN 2.4.2.2821-10 approved by the Chief Sanitary Doctor of the Russian Federation of December 29, 2010 N 189, registered with the Ministry of Justice of the Russian Federation on 03.03.2011 No. 19993.

Municipal budgetary educational institution

"Malomikhaylovskaya basic comprehensive school

Shebekinsky district of the Belgorod region

"Reviewed"

at the meeting

methodological council

Protocol #5

from "27" _06_ 2016

"Agreed"

Deputy Director of MBOU "Malomikhaylovskaya OOSh"

Shcherbakov A.M.

"25" __08__ 2016

"I approve"

Director of MBOU "Malomikhaylovskaya OOSh"

Suprunova L. A.

Order No. 76

from "25" ___08___ 2016

ADAPTED EDUCATIONAL PROGRAM

And individual learning at home

under the program of special (correctional)

educational institutions

for children with mental retardation

(intellectual disabilities)

Kuleshov Nikolai Viktorovich

With. Malomikhailovka 2016

Explanatory note

The adapted educational program is aimed at creating a system of comprehensive assistance to children with disabilities in mastering the basic educational program of primary and basic general education, correcting shortcomings in the physical and (or) mental development of students, and their social adaptation.

Children with disabilities (HIA) are children whose condition prevents the development of educational programs of general education outside the special conditions of education and upbringing, i.e. these are children with disabilities or other children under the age of 18 who are not recognized as children with disabilities in the prescribed manner, but who have temporary or permanent deviations in physical and (or) mental development and who need to create special conditions for education and upbringing.

Children with disabilities may have physical and (or) mental development disorders of various nature and severity, ranging from temporary and easily eliminated difficulties to permanent deviations that require an individual training program adapted to their abilities or the use of special educational programs.

The adapted educational program provides for the creation 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. Students with disabilities cannot receive quality education in system special education isolated from society, from the entire education system. Therefore, the inclusion of a child with disabilities in the general educational environment is becoming relevant today.

To solve this problem, it is necessary to ensure the accessibility of education through the possibility of choosing the content of education, its forms, i.e. through the organization of trainingaccording to an individual educational program.

An individual educational program is a program of educational activities of students, compiled on the basis of their educational and professional interests, academic performance, previous learning outcomes, health status, and fixing educational goals and results. An individual educational program contributes to the formation of students' skills in planning their activities, choosing the means to achieve the goal, the ability to take responsibility for the consequences of activities, and correcting developmental disorders.

The mission of the individual educational program is:

In providing students with the opportunity to develop at their own pace, based on their own educational abilities and interests;

In determining the goals and objectives of the education of students with disabilities, regardless of the state of health, the presence of physical disabilities;

In the selection of the content of education, forms and methods of educational activities, scheduling the educational process;

In the implementation of professional self-determination of students and their choice of further life path, in addressing socialization opportunities;

In the implementation of corrective medical and psychological pedagogical assistance students with disabilities, taking into account the peculiarities of their psychophysical development;

The following regulatory documents served as the basis for the development of the program:

Regulatory framework for an adapted educational program

Federal level:

Law of the Russian Federation of December 29, 2012 No. 273 - Federal Law "On Education in the Russian Federation" (Articles No. 3,5,12, 17, 43, 50, etc.);

Law of the Russian Federation "On the Social Protection of the Disabled in the Russian Federation" dated November 24, 1995 No.N181 - Federal Law

Law of the Russian Federation "On the education of persons with disabilities (special education)" dated June 2, 1999.

Decree of the Government of the Russian Federation "On approval of the model regulation on a general education institution" dated March 19, 2001 No. No. 196;

Decree of the Government of the Russian Federation “On Approval of the Model Regulations on a Special (Correctional) Educational Institution for Students, Pupils with Disabilities” dated March 12, 1997N288 (as amended March 10, 2000)

Order of the Ministry of Education of the Russian Federation dated March 5, 2004 No. 1089 “On Approval of the Federal Component of the State Educational Standard for Primary General, Basic General and Secondary (Complete) General Education”;

Order of the Ministry of Education of the Russian Federation of 09.03.2004 No. No. 1312 “On Approval of the Federal Basic Curriculum and Exemplary Curricula for Educational Institutions of the Russian Federation Implementing General Education Programs”;

Order of the Ministry of Education of the Russian Federation "On Approval of the Concept of Profile Education"N27-83 of 07/18/2002;

Order of the Ministry of Education of the Russian Federation No. 29/2065-p dated 10.04.02. "On approval of the curricula of special (correctional) educational institutions for students, pupils with developmental disabilities";

Order of the Ministry of Health and social development RF dated August 26, 2010 No. 761-n "On approval of the Unified qualification directory of positions of managers, specialists and employees, section" Qualification characteristics of positions of educational workers "".

Decree of the Chief State Sanitary Doctor of the Russian Federation “On approval of Sanpin 2.4.2821-10 “Sanitary and epidemiological requirements for the conditions and organization of training in educational institutions” dated December 29, 2010 No. 189. Registered in the Ministry of Justice of the Russian Federation on March 3, 2011.

Regional level:

Order of the Department of Education, Culture and Youth Policy of the Belgorod Region dated July 3, 2006 No. No. 57 "On the establishment of the regional component of state educational standards for general education in the Belgorod region."

Order of the Department of Education, Culture and Youth Policy of the Belgorod Region dated June 4, 2009 No. 282 “On Amending the Law of the Belgorod Region “On the Establishment of the Regional Component of State Educational Standards for General Education in the Belgorod Region””.

Order of the Department of Education, Culture and Youth Policy of the Belgorod Region No. 2252 of 08/17/2011 "On Amendments to the Order of the Department of Education, Culture and Youth Policy of the Belgorod Region No. 1922 of 1.07.2011"

Municipal level

Order of the Department of Education No. 37 of January 17, 2012 “On Approval of the Regulations on Homeschooling of Disabled Children and Children with Severe Chronic Diseases”

Regulations on homeschooling children with disabilities and children with severe forms of chronic diseases

Orders of the Department of Education "On the organization of education at home"

school level

Charter MBOU "Malomikhailovskaya school»

Local acts of MBOU "Malomikhailovskaya school»

Program objectives:

Timely identification of children with adaptation difficulties due to disabilities;

Determining the special educational needs of children with disabilities, children with disabilities;

Determining 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;

Creation of conditions conducive to the development of children with disabilities in the basic educational program of primary general education and their integration in an educational institution;

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

Development and implementation of individual curricula, organization of individual lessons for children with severe impairment in physical and (or) mental development;

Ensuring the possibility of training and education in additional educational programs and obtaining additional educational correctional services;

Implementation of a system of measures for the social adaptation of children with disabilities;

Providing parents (legal representatives) of children with disabilities with advisory and methodological assistance on medical, social, legal and other issues.

Principles of program formation

The principle of humanization involves the implementation of a student-centered approach aimed at the overall development of the personality of students with disabilities, their socialization, maximum integration into modern life;

The principle of an individual approach implies the need to determine the individual goal of education and training, the selection of content, the choice of forms and methods of education for each child with disabilities, taking into account his professional and educational needs, opportunities and conditions of education.

The principle of consistency ensures the unity of education, diagnostics, correction and development of students, i.e. systems approach to the analysis of the features of their development and correction of violations, as well as a comprehensive multi-level approach to solving the problems of the child;

The principle of an integrated approach involves the integration of training and correction by including in the working curricula a correctional component focused on primary defects presented in the structure of developmental disorders of students. The content and choice of methods of corrective work depends on the number and types of primary violations present in the structure of the complex.

The principle of continuity guarantees students with disabilities the continuity of pedagogical assistance until the problem is completely solved or an approach to its solution is determined.

The principle of complex interaction of all participants in the educational process during the implementation of the IEP of students with disabilities involves the constant cooperation of teachers, a psychologist, the administration of the educational institution, medical workers and other specialists for the most successful realization of the goal of teaching students according to an individual educational program.

The principle of priority of independent forms of educational activity implies the maximum activity and independence of students in the course of training;

The principle of creating a situation of success. The principle involves the creation of conditions for the disclosure of the individual abilities of children with disabilities in the classroom and extracurricular activities.

Program Implementation Mechanisms

The main mechanisms for the implementation of adapted educational

programs are an optimally built interaction of specialists of an educational institution, providing systematic support for children with

limited health opportunities by specialists of various profiles in the educational process, and social partnership, which involves the professional interaction of an educational institution with external resources (organization of various departments, public organizations and other institutions of society).

The interaction of specialists of an educational institution provides for:

Comprehensiveness in identifying and solving the problems of the child, providing him with qualified assistance from specialists in various fields;

Multidimensional analysis of the personal and cognitive development of the child;

Drawing up individual curricula for the purpose of quality education by students with disabilities

Social partnership provides:

Cooperation with educational institutions and other departments on the issues of continuity of education, development and adaptation, socialization, health protection of children with disabilities;

Collaboration with funds mass media, as well as with non-state structures, primarily with public associations of the disabled, organizations of parents of children with disabilities;

Cooperation with the parent community.

Conditions for the implementation of the program

The program provides for the creation in an educational institution of special conditions for the education and upbringing of children with disabilities, including:

Psychological and pedagogical support, including:

Ensuring differentiated conditions (optimal mode of study loads, variable forms of education and specialized assistance) in accordance with the recommendations of the psychological, medical and pedagogical commission;

Ensuring psychological and pedagogical conditions (correctional orientation of the educational process; accounting individual features child; maintaining a comfortable psycho-emotional regime; the use of modern pedagogical technologies, including information, computer, to optimize the educational process, increase its efficiency, accessibility);

Providing specialized conditions (advancing a set of special learning tasks focused on the special educational needs of students with disabilities; introducing special sections into the content of training aimed at solving the problems of child development that are absent in the content of education of a normally developing peer; the use of special methods, techniques, means training, specialized educational and correctional programs focused on the special educational needs of children; differentiated and individualized education, taking into account the specifics of a child's developmental disorder; a comprehensive impact on the student, carried out in individual and group correctional classes);

Ensuring health-saving conditions (health and protective regime, strengthening physical and mental health, prevention of physical, mental and psychological overload of students, compliance with sanitary and hygienic rules and norms);

Ensuring the participation of all children with disabilities, regardless of the severity of their developmental disorders, together with normally developing children in educational, cultural, recreational, sports, recreational and other leisure activities;

Development of a system of education and upbringing of children with complex disorders of mental and (or) physical development.

Software and methodological support

In the process of implementing the program, correctional and developmental programs, diagnostic and correctional and developmental tools necessary for the implementation professional activity teacher, psychologist, social pedagogue, speech therapist, etc.

In cases of teaching children with severe mental and (or) physical development disorders according to an individual curriculum, it is advisable to use special correctional educational programs, textbooks and teaching aids for special (correctional) educational institutions (of the appropriate type), including digital educational resources.

Staffing

An important point in the implementation of the program is staffing. Correctional work should be carried out by specialists of appropriate qualifications with specialized education, and teachers who have completed compulsory coursework or other types of professional training within the framework of the designated topic.

In order to ensure that children with disabilities master the basic educational program of primary and basic general education, correct the shortcomings of their physical and (or) mental development in the staff list of the school there are rates of a speech therapist teacher, a psychologist teacher, social educators and medical workers. The level of qualification of employees of an educational institution for each position held corresponds to the qualified characteristics for the corresponding position.

Logistics

Logistics support consists in providing an appropriate material and technical base that allows creating an adaptive and correctional and developmental environment of an educational institution, including appropriate material and technical conditions that provide an opportunity for unimpeded access of children with physical and (or) mental development disabilities to buildings and the premises of the educational institution and the organization of their stay and education in the institution.

Information Support

A necessary condition for the implementation of the program is the creation of an information educational environment and, on this basis, the development of a distance form of education for children with mobility difficulties, using modern information and communication technologies.

It is mandatory to create a system of wide access for children with disabilities

health opportunities, parents (legal representatives), teachers to network sources of information, to information and methodological funds, suggesting the presence teaching aids and recommendations in all areas and activities, visual aids, multimedia materials, audio and video materials.

Program implementation period: during 4 academic years - from 2015 to 2019.

Planned results:

The system of interaction between the school and health care institutions, preschool education of children, parents (legal representatives) to identify children with difficulties in adaptation;

Information Bank of Children with Disabilities;

A package of work programs for training courses, subjects, disciplines (modules), as well as those used at school for students with disabilities;

Information and methodological bank of educational technologies, methods, methods and teaching methods recommended for use;

Individual curricula for students with disabilities;

A system for monitoring the success of children with disabilities mastering the basic educational program;

Model of interaction of an educational institution with social partners for the social adaptation of children with disabilities, for the preservation of physical and mental health;

Page on the school website for parents of children with disabilities;

Increasing child participation

with disabilities in city, regional, all-Russian, international events, competitions, projects, promotions, etc.;

Planned results of mastering the basic

educational program of primary general education

In accordance with the requirements as a resultprimary general education students should be formed:

Conscious acceptance of the values of a healthy lifestyle and the regulation of one's behavior in accordance with them;

Desire and ability to learn, readiness for education at the main level of school and self-education;

Initiative, independence, cooperation skills in different types activities;

Mathematical and language literacy as the basis of all subsequent education.

Student Achievements elementary school are determined by:

- according to the results of knowledge control;

According to the results of psychological and pedagogical diagnostics.

Forms of attestation achievements of primary school students:

- current and final progress in subjects (starting from the 3rd quarter of the 2nd grade);

- - results of monitoring the dynamics of positive changes in the psychological state.

The results of each quarter are summed up in all subjects of the curriculum.

Assessment of the quality and skills of students elementary school is conducted in the form of:

- planned control works(according to the calendar-thematic planning for academic subjects);

- cuts of control works, revealing the degree of assimilation of educational material on one of the topics;

- individual survey

Achievements of students are determined by:

According to the results of knowledge control;

According to the dynamics of academic performance from the first quarter to the end of the year;

According to the results of psychological and pedagogical diagnostics

Pedagogical technologies, forms and methods used for

implementation of an adapted educational program

Traditional learning technologies

Traditional learning provides for a class-lesson organization of training, which makes it possible to ensure the systematic nature of training, the logically correct study of educational material, and to optimize the cost of resources in training. The inclusion of rich visual material in the form of films and video materials makes it possible to ensure high-quality assimilation of the content of education. The disadvantages of this technology (monotonous construction of lessons, a low percentage of time for independent work of students, poor Feedback with a teacher) are overcome through the use of various educational technologies, increasing the share independent work students in the classroom, good knowledge of teachers of the individual characteristics of students.

Technologies based on the personal orientation of the educational process

This group of pedagogical technologies is characterized by a focus on personality traits, its formation and development in accordance with the natural abilities of a person, and the maximum realization of the capabilities of children. It is represented by the technologies of cooperation pedagogy that implement a humane-personal approach to the child, apply an activating and developing didactic complex, and pedagogize the environment. Working with the use of these technologies provides the most complete immersion of students in the pedagogical process, "living" in oneself the features of such interaction between the participants in the pedagogical process, which is characterized by a humane-personal and, moreover, an individual approach to the child.

Pedagogical technologies based on the activation and intensification of students' activities

The principle of the child's activity in the educational process is implemented, motivation is carried out, awareness of consumption in the assimilation of knowledge and skills, compliance with the social needs of students, their parents and the social environment is achieved.

The group of these technologies includes game technologies, problem-based learning, communicative technology and a number of copyright technologies (V.F. Shatalova, A.A. Okuneva), elements of which are implemented by school teachers.

Game technologies (mainly educational and business games) are widely used at all levels of education, since they are a universal way of transferring the experience of older generations, and the structure of the game as an activity organically includes goal setting, planning, goal realization, analysis of the results in which a person realizes himself as a subject of activity.

Gaming technologies are especially widely used in elementary grades and in the system additional education, for parents and the population of the village during holidays, public significant events. A number of games became public through the public association "Yu-Piter", DO "Joy".

Problem learning such an organization training sessions, which involves the creation of problem situations under the guidance of a teacher and the active independent activity of students to resolve them, as a result of which there is a creative mastery of knowledge, skills and abilities and the development of the mental characteristics of students.

Problem-based learning is an important preparatory step towards the achievement of competence as a predictable level of education, preparation for solving educational and life problems.

Technology based management and organization efficiency educational process allows you to optimize the structure of the content of educational information, effectively direct the cognitive activity of children and individualize the cognitive process.

Learning differentiation is carried out according to the individual psychological characteristics of children, according to their area of \u200b\u200binterest (pedagogy of preschool and primary school age, extracurricular work with peers).

Level differentiation of training based on mandatory results is implemented through the coexistence of general educational (standard) and specialized curricula within the school; studying elective courses. Go no more high level involves the successful development of the mandatory minimum of the content of education.

Technologies of individualization of education partially implemented at the school when working with students studying at home and in working with groups of schoolchildren of pedagogical classes at trainings, during individual consultations, in the preparation of individual events by schoolchildren in groups or individually. Individualization of learning is clearly expressed in the preparation educational projects, olympiad and competitive works, etc.

Information (computer) technologies provide the development of skills to work with information, develop the communication skills of students, form research skills, the ability to make optimal decisions, allow everyone to work at the optimal pace and on the content that is optimal for him. Thus, students are being prepared for life in the information society and the development of professional educational programs.

Formation and development of ICT competence of students.

As a resultthe study of all subjects without exception begins the formation of the skills necessary for life and work in a modern high-tech society. Students will gain experience with hypermedia information objects that combine text, visual graphics, digital data, still and moving images, sound, links and databases and which can be transmitted orally, using telecommunication technologies or posted on the Internet. .

Students will get acquainted with various ICT tools, master the general safe and ergonomic principles of working with them; are aware of the possibilities of various ICT tools for use in education, development of their own cognitive activity and general culture. They will acquire primary skills in processing and searching for information using ICT tools; learn how to type different kinds information into a computer: text, sound, image, digital data; create, edit, save and send hypermedia messages.

Students will learn to assess the need for additional information for solving educational problems and independent cognitive activity; determine possible sources of its receipt; be critical of information and the choice of source of information.

They will learn to plan, design and model processes in simple learning and practical situations.

As a result of using the means and tools of ICT and ICT resources to solve a variety of educational, cognitive and educational and practical tasks covering the content of all subjects studied, students will form and develop the necessary universal learning activities and special learning skills, which will lay the foundation for successful learning activities in the future.

Acquaintance with ICT tools, computer hygiene.

Content section

The curriculum of a 2nd grade student MBOU "Malomikhaylovskaya OOSh"

Kuleshov Nikolai Viktorovich for the 2016-2017 academic year

Special (correctional) classes for children with mental retardation (intellectual disabilities) in general educational institutions provide education for students in the scope of primary general education. The duration of education in elementary school is 4 years.

Based on the results of education in the primary level, children who have mastered the program, on the basis of the decision of the PMPK or TsMPMPK, are transferred to the 5th grade and study further according to the programs secondary school. If a student has a severe form of mental retardation (for example, mental retardation of cerebral-organic origin), the issue of continuing his education in a special (correctional) institution or class for children with mental retardation (intellectual disabilities) is considered, based on the decision of the PMPK or TsMPMPK.

Students from a general education institution may be transferred to such classes with the consent of their parents (legal representatives) and on the basis of the conclusion of the psychological, medical and pedagogical commission.

According to the conclusion of the psychological-medical-pedagogical commission (PMPC)Kuleshov Nikolai was assigned to study according to an adapted educational program. SyllabusKuleshov Nikolaydrawn up taking into account the exemplary curriculum for special (correctional) educational institutions and classes for children with mental retardation (intellectual disabilities). Study loadKuleshov Nikolay- 8 hours a week.Approved individual curriculum.

The curriculum determines the list, labor intensity, sequence and distribution by periods of study of subjects, courses of disciplines (modules), practice, forms of intermediate certification of students and is an annex to the main educational program of primary general education, the educational program of basic general education, the educational program of secondary general education .

The implementation of the curriculum is aimed at ensuring complete system special education of a student with intellectual disabilities and the maximum correction of deviations in his psychophysical development.

In the 2016-2017 academic year, the school builds work with 2nd grade students in the 5-day school week.

The beginning and duration of the academic year and holidays are established in accordance with the terms in force for all educational institutions.

Lesson duration:

45 minutes

The curriculum has the necessary personnel, methodological, material and technical support.

The plan respects the maximum allowable load.

The structure of the curriculum is presentedthe following educational areas:

philology

mathematics

art

technology.

The educational area "Philology" provides for the study oral speech, work on the sound side of the language, the violation of which is widespread in mentally retarded children, the development of auditory attention, fine motor skills hands, the formation of the basics of literacy through various types of games and game exercises.

The educational area "Mathematics" includes: counting, arithmetic. Mathematics has a pronounced practical orientation in order to ensure the vital skills of the child through the comparison of objects in size, color, mass, size, shape, temporal representations.

The educational area "Art" includes the subject " art". This subject forms an emotionally positive attitude towards visual activity and its results. Enjoy beautiful objects (toys) and images, bright, beautiful combination of colors, rhythmic alternation of shapes and colors.

The educational area "Technologies" ("Labor training") in the basic component provides for game form the study of hygiene, self-service; home economics.

Syllabus individual learning at home consists of a basic component, which is represented by the following educational areas: "Philology", "Mathematics", "Art", "Technology", " Physical Culture».

The structure of the curriculum includes subjects, the content of which is adapted to the capabilities of the student.

The educational area "Philology" includes:

Writing and speech development - 2 hours

Reading and speech development - 2 hours.

The educational area "Mathematics" includes:

Mathematics - 2 hours

The educational area "Art" includes:

ANDfine arts– 0.5 hours

Music and singing - 0.5 hours

The educational area "Technology" includes:

Labor training -0.5 hours

The educational area "Physical culture" includes the subject:

Physical education -0.5 hours

Due to the fact that the student's workload is 8 weekly hours for all subjects of the curriculum, a certain number of hours are allotted for independent study.

Syllabus

Federal component

Philology

Writing and speech development

Reading and speech development

Mathematics

Art

art

0,5

Music and singing

0,5

Physical Culture

0,5

1,5

Technology

Labor training

0,5

1,5

Total:

Control and management of the implementation of the educational program at school
Control of the implementation of the adapted educational program is based on the management system of the educational institution, proceeds from the need to constantly carry out scientific and pedagogical search in the chosen direction, adjust training, education and development programs, and provide methodological support for the educational process. The management of the educational institution on a full basis includes a methodological council, which is at the same time expert council. The Methodological Council conducts an expert assessment of programs, curricula introduced into the educational process, based on an analysis of the results of the team's activities in all areas. The Methodological Council provides scientific justification, recommendations for changing the content of education, the choice of means and methods of training, education, and development.

The purpose of intra-school control: to ensure the level of teaching and the quality of education, upbringing and development of the student in accordance with the requirements for children with disabilities studying under the correctional program of the 8th type, allowing to create a humane and developing educational environment.

Tasks of intraschool control:

exercise control over the achievement of the student's level of education in accordance with the requirements of educational programs;

exercise control over the provision of the content of education in accordance with the requirements of educational programs;

make demands on teaching that is in line with the program for the development of a holistic educational environment;

exercise control over the quality of teaching, methodological level and professional development of teachers;

exercise control over compliance with sanitary and hygienic requirements for the educational process;

The main result of the intra-school control carried out will be the achievement of the student's level of education corresponding to her psychophysical capabilities.

Intraschool control over the educational process is carried out in traditional areas:

1. Control over the quality of teaching.

implementation of training programs;

the methodological level of the teacher, the growth of professional skills;

provision of educational and didactic material.

2. Control over the quality of education.

achievement of state educational standards.

3. Control over the maintenance of school records.

maintenance of school journals;

School Graduate Model

An elementary school graduate is a student

who successfully mastered the correctional educational program of the 8th type;

who has a need to comply with the rules for students;

who has experience of participating in the preparation and conduct of socially useful affairs,

who is able to empathize, sympathize, show attention to other people, animals, nature;

who strives to become strong, fast, agile and hardened.

Based on the application of the parents (legal representatives), the conclusion of the psychological, medical and pedagogical commission, the school principal issues an order to organize the student's education according to an adapted programfor children with mental retardation (intellectual disabilities).

The purpose of the educational process in relation to the student is the social adaptation of children with disabilities based on special pedagogical approaches.

Compound teaching staff

№

p/n

FULL NAME. teachers

item

experience

Course retraining

Trunova Natalya Ivanovna

Primary classes

2016

"Implementation of the requirements of the federal state educational standard of primary general education by means of the EMC "School of Russia"

Timetable Kuleshov Nikolai Viktorovich

according to the curriculum for special (correctional) classes

for children with mental retardation (intellectual disabilities) (option 1)

1. Reading and speech development.

2. Writing and speech development.

8.30 – 9.15

9.30 – 10.15

Wednesday

1. Reading and speech development.

2.Mathematics

13.25 – 14.10

14.20 – 15.05

Thursday

1.Mathematics

2.Fine art/labor training

12.25 – 13.10

13.25 – 14.10

Friday

1. Writing and speech development.

2. Music and singing / Physical education

10.30 – 11.15

11.25 – 12.10

Total 4 days/week

8 hours

Software and methodological support of the curriculum for specially th (correctional) program for children with mental retardation

(intellectual disabilities) (option 1)

MBOU "Malomikhay lovskaya school" for 2016-2017 uch. year

Kuleshov Nikolai Viktorovich

V.V. Voronkova, Preparatory programs and 1-4 cells. correctional educational institutionsVIII

Russian language: textbook for grade 2. special (correctional) educational institutionsVIIIspecies / E.V. Yakubovskaya, N.V. Pavlova. – M.: Enlightenment. 2011.

Reading and speech development

V.V. Voronkova. Prepare programs. and 1-4 cells. correctional educational institutionsVIIIspecies / Ed. V.V. Voronkova. – M.: Enlightenment, 2013.

Reading: textbook for 2 cells. special (correctional) educational institutionsVIIItype/ [ed. comp. S.Yu.Ilyina]. - St. Petersburg.: Branch of the publishing house "Prosveshchenie", 2006.

Mathematics

M.N. Perova, V.V. Ek. Prepare programs. and 1-4 cells. correctional educational institutionsVIIIspecies / Ed. V.V. Voronkova. – M.: Enlightenment, 2013.

Mathematics. Textbook for the 2nd grade of special (correctional) educational institutions of the VIII type. In 2 parts

T.V. Alyshev. M.: "Enlightenment", 2011.

art

I.A. Groshenkov. Prepare programs. and 1-4 cells. correctional educational institutionsVIIIspecies / Ed. V.V. Voronkova. – M.: Enlightenment, 2013.

Art. Art and you.

Textbook for grade 2 educational institutions; E.I. Koroteeva, ed. B.M.Nemensky- 2nd ed. - M .: Education, 2012.

Music and singing

I.V. Evtushenko. Prepare programs. and 1-4 cells. correctional educational institutionsVIIIspecies / Ed. V.V. Voronkova. – M.: Enlightenment, 2013.

Music. Grade 2Textbook for educational institutions; E.D. Crete - 6th edition. – M.: Enlightenment, 2012.

Labor training

N.N. Pavlova. Prepare programs. and 1-4 cells. correctional educational institutionsVIIIspecies / Ed. V.V. Voronkova. – M.: Enlightenment, 2013.

Kuznetsova L.A. Technology:

Manual labor: Grade 2: Textbook for special (correctional) educational institutionsVIIIkind. 3 - ed. - St. Petersburg: branch of the publishing house "Enlightenment", 2012.

Physical education

V.M.Belov, V.S.Kuvshinov, V.M.Mozgovoy. Prepare programs. and 1-4 cells. correctional educational institutionsVIIIspecies / Ed. V.V. Voronkova. – M.: Enlightenment, 2013.

Physical Culture. 1-4 classes.Textbook for grade 2 educational institutions; V.I.Lyakh-14th edition. - M .: Education, 2013.

Adapted general education program for the mentally retarded. Individual adapted educational program. Principles and approaches to the implementation of the Program

Collection of ideal social studies essays

Anti-Soviet rebellion in Hungary (1956)