Inclusive vertical and horizontal table. Essay “Special education and inclusive education - levels of equal opportunity. Type, division of dhow

Introduction

Glossary

Concept for the development of inclusive education in the Central Administrative District

Regulations on inclusive education classes in a general education institution

Regulations on the diagnostic class in a special (correctional) educational institution of the VIII type

Tutor “Qualification characteristics of positions of education workers”

Sample job description for a teacher accompanying children with special educational needs (tutor)

Diagnostic card for identifying attention deficit disorder in children

Creating conditions for adaptation to teaching first-graders in an inclusive classroom

Techniques to help increase the motivation of younger schoolchildren (continued)

Small group work

Control system in the educational process

Features when handling people using a wheelchair

Modern teacher: who is he?

Children with special educational needs (table )

Introduction

Inclusion in education is a process, the implementation of which involves not only a technical and organizational change in the system, but a change in the philosophy of education.

Inclusive school:

1. considers cultural diversity as a new reality;

2. must provide access to knowledge, skills and information;

3. maintains the individualization of the learning process;

4. involves the use of a team work style;

5. works in collaboration with families, government and public organizations;

6. expects success in learning from each of his students;

7. contributes to the social development of society.

Glossary

Inclusive(French inclusif - including, from Latin include - I conclude, include) or inclusive education– a term used to describe the process of teaching children with special needs in general education (mass) schools. Inclusive education is based on an ideology that excludes any discrimination against children, which ensures equal treatment of all people, but creates special conditions for children with special educational needs. Inclusive education is the process of development of general education, which implies the accessibility of education for all, in terms of adaptation to the different needs of all children, which ensures access to education for children with special needs.

Special education- preschool, general and vocational education, for which special conditions for receiving education are created for persons with disabilities;

Person with disabilities- a person who has physical and (or) mental disabilities that prevent the development of educational programs without creating special conditions for receiving education;

Flaw- physical or mental disability, confirmed by a psychological, medical, pedagogical commission in relation to the child.

Physical handicap- a temporary or permanent deficiency in the development and (or) functioning of a human organ(s), confirmed in the established manner, or a chronic somatic or infectious disease.

Mental handicap- a temporary or permanent deficiency in a person’s mental development confirmed in the established manner, including speech disorders, emotional and volitional spheres, including autism, a consequence of brain damage, as well as mental development disorders, including mental retardation, mental retardation, creating difficulties in teaching;

Complex flaw- a set of physical and (or) mental disabilities confirmed in the prescribed manner;

Severe disadvantage- a physical or mental disability confirmed in the established manner, expressed to such an extent that education in accordance with state educational standards (including special ones) is inaccessible and learning opportunities are limited to obtaining basic knowledge about the world around us, acquiring self-service skills and acquiring basic labor skills or receiving basic vocational training;

Special conditions for education- conditions of learning (upbringing), including special educational programs and teaching methods, individual technical means of education and the living environment, as well as pedagogical, medical, social and other services, without which it is impossible (difficult) to master general education and professional educational programs for persons with disabilities disabilities;

Integrated Learning- joint education of persons with disabilities and persons without such limitations, through the creation of special conditions for persons with disabilities to receive education; general purpose educational institution - an educational institution created to train persons who do not have health restrictions to receive education;

Special educational institution– an educational institution created for the education of persons with disabilities; special education unit- a structural unit of a general purpose educational institution created for the education of persons with disabilities; educational institution of integrated learning- a general educational institution in which special conditions have been created for persons with disabilities to receive education together with persons who do not have such limitations; homeschooling- mastering general education and professional educational programs by a person who, due to health reasons, does not temporarily or permanently attend an educational institution, in which training is carried out at home by teaching staff of the relevant educational institutions, including using distance learning tools.

*The concept was developed by the Tverskoy District Resource Center

POSITION
About inclusive education classes
in a general education institution*

Inclusive education sets as its main goal ensuring equal access to one or another type of education and creating the necessary conditions for success in education by all children without exception, regardless of their individual characteristics, previous educational achievements, native language, culture, social and economic status of parents, mental and physical opportunities.

Inclusive (included) education - differentiated education with the creation of conditions for the development of each child , in which children with special educational needs are included in the educational space .

General provisions

1.1. Inclusive education classes (hereinafter referred to as inclusive classes) are opened in general education institutions with the aim of creating an integral system that provides optimal conditions for the training, education and social adaptation of children with special educational needs in accordance with their age and individual characteristics, the level of actual development, the state of somatic and nervous system. -mental health.

1.2. Special educational needs mean difficulties in social adaptation and the inability of a child to acquire the knowledge, skills and abilities defined in the state standard of general education without specially created conditions.

1.3. The system of work in inclusive classes should be aimed at solving the following tasks:

Creation of a unified educational environment for children with different starting opportunities;

Development of the potential capabilities of children with special needs in psychophysical development in joint activities with healthy peers;

Formation of vital experience and targeted development in children of cognitive, speech, motor, and social abilities, allowing to reduce the child’s dependence on outside help and increase social adaptation;

Ensuring the effectiveness of the processes of correction, adaptation and socialization of children with special needs at the stage of schooling;

Organization of a system of effective psychological and pedagogical support for the process of inclusive education through the interaction of diagnostic and advisory, correctional and developmental, treatment and preventive, social and labor areas of activity;

Compensation for deficiencies in preschool development;

Overcoming negative characteristics of the emotional and personal sphere through the inclusion of children in successful activities;

Constantly increasing the child’s motivation based on his personal interest and through a conscious attitude towards positive activities;

Protection and strengthening of the physical, neuro-mental health of children;

Social and labor adaptation and integration into society of schoolchildren with special educational needs;

Providing advisory assistance to families raising children with special educational needs, including legal representatives in the process of teaching and raising a child, developing an adequate attitude towards the peculiarities of his development, developing optimal approaches to the problems of family education;

Increasing the role of the family in the upbringing and development of their child;

Changing public consciousness in relation to children with special educational needs.

2. Organization and functioning of inclusive classes

2.1. Inclusive classes can be organized in all types of general educational institutions that implement educational programs of primary general, basic general, secondary (complete) education, creating special conditions for the stay and education of children with special educational needs.

2.2. Inclusive classes are opened on the basis of an order from the head of the Central Educational Institution of Preschool Education in Moscow and an order from the director of a general education institution.

2.3. Children are admitted to an inclusive class only with the consent of their parents (legal representatives). Children with special educational needs are admitted to an inclusive class in accordance with the conclusion of the PMPC.

2.4. In their activities, general education institutions with inclusive classes are guided by the norms of the Law of the Russian Federation “On Education”, the Model Regulations on a General Educational Institution, this regulation, the Charter of a general education institution, as well as the norms of international and Russian legislation.

2.5. For the operation of inclusive classes, premises adapted for classes, recreation, physical education, recreational and correctional development work are equipped.

2.6. To organize and conduct by specialists of various profiles a comprehensive examination of children with special educational needs in a general education institution, by order of the director, a Inclusion Council, which includes:

Deputy Director (Chairman of the Council); teachers of inclusive classes; educational psychologist; teacher speech therapist; teacher-speech pathologist; resource center specialist (CPPRiK); doctor;

Specialists who do not work in this institution may be recruited to work on the Council under a contract.

Parents of children with special educational needs and their legal representatives have the right to attend meetings of the Inclusion Council.

3. Specifics of the educational process in inclusive classes

The organization of the educational process in the conditions of integrative training and education provides for the creation of the following special conditions:

Creation of a correctional and developmental, subject-spatial, and social environment that provides stimulation of the emotional, sensory, motor and cognitive development of children with special needs of psychophysical development in accordance with their needs;

Creation of an educational environment that is adequate to the development capabilities of children with special educational needs, which is achieved by providing general education institutions with appropriate educational publications, individual technical teaching aids, and the necessary didactic tools;

Organization of social interaction between healthy children and children with special needs of psychophysical development, aimed at correcting or overcoming physical and (or) mental disorders and developing tolerance.

3.1. The content of the educational process in inclusive classes is determined by programs for general education classes approved by the Ministry of Education and Science of the Russian Federation, a standard basic curriculum, an annual calendar schedule and class schedule independently developed and approved by educational institutions, as well as an individual curriculum for a child with special educational needs.

3.2. Individual curriculum for a child with special educational needs is developed and approved by the Inclusion Council of a general education institution based on the recommendations of the PMPC and the individual rehabilitation program for a disabled child, with mandatory consideration of the opinions of the parents (legal representatives) of the child with special educational needs.

3.3. The standard form of an individual curriculum, together with a reporting form, is approved by the ONMC of the Central Administrative District of Moscow. The individual curriculum of a child with special educational needs is an annex to the agreement concluded between the administration of a general education institution and the parents (legal representatives) of the child.

3.4. When developing an individual educational plan for a child with special educational needs, it includes:

The need for full or partial presence of a tutor in the educational process;

Organization of an individual gentle regime (reducing the volume of tasks, an additional day of rest during the week, etc.);

Organization of training depending on the individual characteristics of students with special educational needs using textbooks for special (correctional) schools or textbooks for general education schools;

Organization of individual and group classes of general developmental and subject orientation;

Organization of mandatory additional extracurricular and extracurricular correctional and developmental classes with a psychologist, speech therapist, speech pathologist and other specialists;

The feasibility of having students with special educational needs in a full-time school, as well as the form and duration of students’ self-training.

3.5. An individual curriculum for a child with special educational needs can be developed for an academic year, or for six months, or for every quarter. The school inclusion council has the right to make changes to the individual curriculum at any time at the request of teachers, parents (legal representatives), and members of the district PMPK.

3.6. The transfer of children with special educational needs to the next grade is carried out on the basis of the decision of the pedagogical council and the recommendation of the Council for Inclusion of a general education institution.

3.7. Graduates studying in inclusive classes of general education institutions with state accreditation are issued, in accordance with the established procedure, a state-issued document on the level of education upon successful completion of the final certification.

4. Financing

4.1. If there are more than three classes of this type in a general education institution, the issue of introducing additional specialist staff into the staffing schedule of general education institutions may be considered: a teacher-psychologist, a speech pathologist teacher, a speech therapist teacher, etc.

4.2. Class teachers of inclusive classes receive additional payment for class teaching in full.

4.3. For teaching staff and specialists in inclusive classes, a personal one-time allowance is established from the accumulative funds of social support for education workers in the educational system of secondary educational institutions at least 2 times a year.

POSITION

about the diagnostic class in a special (correctional) educational institution of the VIII type *

In accordance with the Law of the Russian Federation “On Education”, every child

has the right to receive education. Children with disabilities (special educational needs) need to be provided with psychological and pedagogical assistance and support to achieve social and personal well-being through accessible education and upbringing.

The creation of diagnostic classes is due to the need to solve the problem of more accurately determining the prospects for the education of children with special educational needs within the framework of psychological and pedagogical support of the inclusion process, starting from early preschool age, for the entire period of children’s education, i.e. continuity of the process of inclusive education at all age levels.

1. General Provisions

1.1. Diagnostic classes are opened in special (correctional) educational institutions of the VIII type in order to determine the educational route of the student, determine the characteristics of his psychological and pedagogical support and develop recommendations to parents about possible prospects for the child’s further education.

1.2. Tasks of the diagnostic class.

Social adaptation of children with various mental and physical health disorders, delayed intellectual development in an educational institution (school).

Adaptation of children of the specified contingent to the conditions of frontal education at school.

Development of methodological support for the implementation of accessible and personality-oriented education for children with various educational needs (elements of content and methods of education, forms of psychological and pedagogical support for families).

Testing and analysis of the effectiveness of content elements and teaching methods developed in accordance with the characteristics of children in a given class.

Creating conditions for preparing diagnostic class students for training in approved educational programs within the framework of inclusive or remedial education (according to program 1-4, type VIII school program).

2. Organization and functioning of diagnostic classes

2.1. Diagnostic classes can be organized in special (correctional) educational institutions of the VIII type, on the basis of an order from the head of the Central Educational Institution of Preschool Education in Moscow and an order from the director of a special (correctional) educational institution.

2.2. In their activities, special (correctional) educational institutions with diagnostic classes are guided by the norms of the Law of the Russian Federation “On Education”, the Model Regulations on a Special (Correctional) Educational Institution, this regulation, the Charter of a general education institution, as well as the norms of international and Russian legislation.

2.3. For the operation of diagnostic classes, premises are equipped for classes, recreation, physical education, recreational and correctional development work.

2.4. Children aged 6.5-8 years who have developmental disabilities, who have not previously undergone organized preschool education or who have attended preschool institutions of various types are accepted into the diagnostic class. Enrollment in the diagnostic class is carried out in accordance with the Charter of the educational institution, with the consent of the parents and on the recommendation of the PMPK TsOUO, a component of inclusive educational institutions (hereinafter referred to as PMPK).

2.5. The content of the educational process in diagnostic classes is determined by programs for general education institutions and special (correctional) educational institutions of the VIII type, approved by the Ministry of Education and Science of the Russian Federation, a standard basic curriculum, an annual calendar schedule and class schedule, developed and approved by educational institutions independently, as well as individual curriculum for a child with special educational needs.

2.6. An individual curriculum for a child with special educational needs is developed and approved by the pedagogical council of a special (correctional) educational institution of the VIII type based on the recommendations of the PMPK and the individual rehabilitation program for a disabled child, with mandatory consideration of the opinions of the parents (legal representatives) of the child with special educational needs.

2.7. The transfer of children with special educational needs from a diagnostic class to the next class of a special (correctional) educational institution of the VIII type or a general education inclusive institution is carried out on the basis of the recommendation of an extended meeting of the council of the educational institution at the end of the school year, with the participation of parents, PMPC specialists, representatives of the inclusive general education institution .

3. Interaction of diagnostic classes with resource centers

3.1. Special (correctional) educational institutions of the VIII type, in which diagnostic classes operate, closely interact in their activities with the Psychological, Medical and Social Centers of the Central Administrative District of Moscow (resource centers).

3.2. Resource centers, for the purpose of psychological and pedagogical support for inclusion and development of recommendations for the further education of children with special educational needs, perform the following functions:

Determining the necessary areas of psychological and pedagogical support for children with special needs and their families within the framework of the activities of the PMPK.

Coordination of interaction between specialists from educational institutions with diagnostic classes, resource centers, methodological centers, specialists from inclusive educational institutions and parents.

Methodological support of the educational process in the diagnostic class (assistance in the preparation of individual training classes, adaptation of educational programs, training of specialists).

Carrying out additional correctional and developmental work with children attending the diagnostic class and their families at the request of the educational institution or parents.

Participation in the work of the council of an educational institution in which diagnostic classes operate.

3.3. Special (correctional) educational institutions of the VIII type, in which diagnostic classes operate, cooperate with resource centers in the following areas:

Assistance in conducting psychological and diagnostic work in an educational institution.

Conducting consultations and providing parents with consulting and diagnostic assistance in resolving issues of social adaptation of children to the conditions of school life.

Conducting additional correctional and developmental classes for students in the diagnostic class at the request of the educational institution (controversial and complex cases).

Providing methodological assistance to determine the educational route of children in the diagnostic class.

Participation in theoretical and practical seminars, conferences, round tables, pedagogical workshops and studios in order to improve the professional level of teachers and psychologists.

4. Organization of the educational process

4.1. Diagnostic classes organize the educational process taking into account the following mandatory requirements:

training sessions are held only during the first shift;

5-day school week;

organizing a lighter school day in the middle of the school week;

Conducting no more than 4 classes per day:

the lesson should not exceed 35 minutes;

after 15-20 minutes (more often if necessary), it is necessary to carry out a dynamic pause for 1-2 minutes;

a change of activity or dynamic poses must be ensured every 5-7 minutes of class;

it should be remembered that the greatest performance is achieved in the first half of the lesson;

the minimum time for breaks is 10 minutes, after the second and fourth lessons - up to 20 minutes;

organizing a dynamic hour lasting at least 40 minutes in the middle of the school day;

if necessary, organizing daytime sleep;

training without homework and scoring of students' knowledge;

an additional week's holiday in the middle of the third quarter.

*Provisions approved by the Orders of the Central Educational Inspectorate

Prospects for the development of inclusive educational institutions for 2009-2012. (version January 2010)

Tutor 1

(extracts from the appendix to the order of the Ministry

healthcare and social development of the Russian Federation

Job responsibilities. Organizes the process of individual work with students to identify, form and develop their cognitive interests; organizes their personal support in the educational space of pre-profile preparation and specialized training; coordinates the search for information by students for self-education; accompanies the process of forming their personality (helps them understand successes, failures, formulate a personal order for the learning process, build goals for the future). Together with the student, distributes and evaluates the resources available to him of all types to achieve his goals; coordinates the relationship between the cognitive interests of students and the areas of pre-professional training and specialized education: determines the list and methodology of taught subject and orientation courses, information and advisory work, career guidance systems, selects the optimal organizational structure for this relationship. Provides assistance to the student in making a conscious choice of educational strategy, overcoming the problems and difficulties of the self-education process; creates conditions for real individualization of the learning process (drawing up individual curricula and planning individual educational and professional trajectories); ensures the level of training of students that meets the requirements of the federal state educational standard, conducts a joint reflexive analysis with the student of his activities and results, aimed at analyzing the choice of his strategy in training, adjusting individual educational plans. Organizes the interaction of the student with teachers and other teaching staff to correct the individual curriculum, promotes the generation of his creative potential and participation in project and research activities, taking into account his interests. Organizes interaction with parents, persons replacing them, to identify, form and develop the cognitive interests of students, including primary and secondary school age, draw up, adjust individual educational plans for students, analyze and discuss with them the progress and results of the implementation of these plans. Monitors the dynamics of the process of students choosing their educational path. Organizes individual and group consultations for students, parents (persons replacing them) on the elimination of educational difficulties, correction of individual needs, development and implementation of abilities and capabilities, using various technologies and methods of communication with the student (group of students), including electronic forms (Internet -technology) for high-quality implementation of joint activities with students. Supports the student’s cognitive interest by analyzing development prospects and possibilities for expanding its range. Synthesizes cognitive interest with other interests and subjects of study. Promotes the fullest realization of the student’s creative potential and cognitive activity. Participates in the work of pedagogical, methodological councils, other forms of methodological work, in the preparation and conduct of parent meetings, recreational, educational and other events provided for by the educational program of the educational institution, in the organization and conduct of methodological and advisory assistance to parents of students (persons replacing them). Ensures and analyzes the achievement and confirmation of educational levels (educational qualifications) by students. Monitors and evaluates the effectiveness of the construction and implementation of the educational program (individual and educational institution), taking into account the success of students’ self-determination, mastery of skills, development of experience in creative activity, cognitive interest of students, using computer technologies, incl. text editors and spreadsheets in their activities. Ensures the protection of life and health of students during the educational process. Complies with labor protection and fire safety regulations.

Must know: priority directions for the development of the educational system of the Russian Federation; laws and other regulatory legal acts regulating educational, physical education and sports activities; Convention on the Rights of the Child; fundamentals of pedagogy, child, developmental and social psychology; psychology of relationships, individual and age-related characteristics of children and adolescents, age-related physiology, school hygiene; methods and forms of monitoring the activities of students; pedagogical ethics; theory and methodology of educational work, organization of students’ free time; open education technologies and tutor technologies; methods of managing educational systems; methods of forming the main components of competence (professional, communicative, informational, legal); modern pedagogical technologies for productive, differentiated, developmental education, implementation of a competency-based approach; methods of establishing contacts with students of different ages and their parents (persons replacing them), work colleagues, persuasion, argumentation of their position; technologies for diagnosing the causes of conflict situations, their prevention and resolution; fundamentals of ecology, economics, law, sociology; organization of financial and economic activities of an educational institution; administrative, labor legislation; basics of working with text editors, spreadsheets, email and browsers, multimedia equipment; internal labor regulations of an educational institution; labor protection and fire safety rules.

Qualification requirements. Higher professional education in the field of training “Education and Pedagogy” and at least 2 years of teaching experience.

JOB DESCRIPTION (SAMPLE)

“___”_________________20____ No._____

Child support teacher

with special educational needs (tutor)

I. General provisions

1..The tutor belongs to the category of specialists.

2.. A person with a pedagogical education, qualification category and special course training at MIOO or MSUPE is appointed to the position of tutor. Removal from office is carried out by order of the head of the educational institution.

4. The tutor is subordinate to the head of the educational institution and the deputy head of the educational institution, who supervises the work of tutors, in full, and members of the administration in accordance with their powers.

5. In his activities, the tutor is guided by:

5.1. Regulatory documents on the work performed.

5.2. Methodological materials concerning relevant issues.

5.3. Charter of the educational institution.

5.4. Orders and instructions of the head of the educational institution.

5.5. Labor regulations.

5.6. Inclusive Class Regulations.

5.7. This job description.

6. The tutor must know:

6.1. Constitution of the Russian Federation (RF).

6.2.. Laws of the Russian Federation, regulations and decisions of the Government of the Russian Federation and regional educational authorities on issues of education and upbringing of students.

6.3..Pedagogy, educational psychology, principles of didactics, achievements of modern psychological and pedagogical science and practice.

6.4. Fundamentals of physiology and hygiene, ecology, economics, law, sociology.

6.2.. Laws of the Russian Federation, regulations and decisions of the Government of the Russian Federation and educational authorities on educational issues.

6.3. Convention on the Rights of the Child.

6.4. Principles of didactics.

6.5. Fundamentals of pedagogy and developmental psychology.

6.6. General and specific teaching technologies.

6.7..Methods of mastery and principles of methodological support of an educational subject or area of ​​activity.

6.8. The system of organizing the educational process in educational institutions.

II. Job responsibilities

2.1. Complies with the rights and freedoms of students as defined by the UN Convention on the Rights of the Child, the Law of the Russian Federation “On Education”, the Charter of the school, and other local acts regulating the activities of students in the educational process.

2.2. Ensures the protection of the life and health of students on an equal basis with the class teacher while the child is in an educational institution.

2.3. Complies with sanitary and hygienic requirements in class and outside of class hours.

2.4. Ensures academic discipline and controls the students' attendance at classes in accordance with the schedule.

2.5. Actively interacts with a school psychologist, speech therapist, speech pathologist, medical workers, subject teachers, class teacher and other specialists.

2.6. Provides organizational and methodological assistance to the teacher in teaching children with special educational needs in an inclusive class.

2.7. Coordinates the educational activities of students with teachers.

2.8. To carry out educational tasks, uses techniques, methods and teaching aids that correspond to the level of training of students with special educational needs and are agreed upon with teachers and parents of children.

2.9. Helps tailor curricula to meet the educational needs of students with special educational needs.

2.10. Provides individual instruction to students with special educational needs in accordance with the class curriculum in cases where in-class instruction for students is temporarily impossible.

2.11. Communicates with parents (legal representatives), provides them with advisory assistance, and informs them (through the teacher or personally) about the progress and prospects of students mastering subject knowledge.

2.12. Carefully and systematically works with school documentation in accordance with the requirements of the educational standard, based on the Regulations on inclusive education classes.

2.13. If necessary, carries out correctional and developmental work, takes part in pedagogical consultations and teacher councils.

2.14. Participates in the work of the educational institution to improve methodological skills, develop methodological topics, conduct seminars, etc.

2.15. Systematically improves his qualifications through self-education and course training at least once every 5 years.

2.16. Complies with health, safety and fire protection rules and regulations.

III. Rights

The tutor has the right:

3.1. Participate in the management of the school through public governing bodies in the manner determined by the Charter of the institution.

3.2. Protect your professional honor and dignity.

3.3. Choose forms, methods, techniques of teaching and upbringing (in accordance with the state educational standard, the concept of developing an inclusive education class).

3.4. Make proposals for improving the educational process, school operating hours, and improving cooperation with parents.

3.5. Attend parent-teacher meetings and other teachers' classes.

3.6. Be certified on a voluntary basis for the appropriate qualification category and receive it in case of successful certification.

3.7. Have a teaching load established at the beginning of the school year, which cannot be reduced during the school year at the initiative of the administration, with the exception of cases of reducing the number of hours in the curriculum and programs, as well as the number of classes.

3.8. Take advantage of extended paid leave lasting ___ calendar days.

3.9. Have a personal one-time allowance from the accumulative funds of social support for education workers of the Central Educational Establishment System.

3.10. Demand that the management of the educational institution provide assistance in the performance of its official duties and rights.

IV. Responsibility

The tutor is responsible:

4.1..For improper performance or failure to fulfill one’s job duties as provided for in this job description, within the limits determined by the labor legislation of the Russian Federation.

4.2..For offenses committed in the course of carrying out its activities - within the limits determined by the administrative, criminal and civil legislation of the Russian Federation.

4.3..For causing material damage - within the limits determined by the labor and civil legislation of the Russian Federation.

4.4. Bears personal responsibility for the quality of teaching and the full implementation of the requirements of the state educational standard.

4.5. Bears responsibility for the life and health of children during the educational process in accordance with safety instructions.

4.6. Bears personal responsibility for high-quality and timely maintenance of the necessary documentation.

The job description was developed in accordance with the Law of the Russian Federation “On Education”, the Labor Code of the Russian Federation, “The Qualification Directory of Positions of Managers, Specialists and Other Employees”, approved by Resolution of the Ministry of Labor of Russia dated August 21, 1998 No. 37, Appendix 2 to Resolution No. 46 dated 17.08 .95 “Tariff and qualification characteristics (requirements) for positions of employees of educational institutions of the Russian Federation” and an appendix to the letter of the Ministry of Education of Russia dated 03/09/04 No. 03-51-48in/42-03, Decree of the Government of the Russian Federation dated 04/03/03 No. 191 “On duration of working hours."

I have read the instructions:

Child support teacher

with special educational needs __________________/_____/

"_____" __________________2010

DIAGNOSTIC CARD

to identify attention deficit disorder in children

From the magazine "Elementary School Management"

Instructions: Please check the points that characterize the student’s behavior:

there are restless movements in the feet;

does not know how to sit still when required;

easily distracted by extraneous stimuli;

impatient, does not know how to wait for his turn during games and in various situations in a team (school classes, excursions, etc.)

does not know how to concentrate: often answers questions without thinking, without listening to them completely;

experiences difficulties (not related to negative behavior or lack of understanding) in completing the proposed tasks;

has difficulty maintaining attention when completing tasks or playing games;

often moves from one unfinished action to another;

does not know how to play quietly, calmly;

• interferes with others, pesters others (for example, interferes with the games of other children);

  often loses things needed at school and at home (toys, pencils, books, clothes, etc.);

  capable of committing dangerous actions without thinking about the consequences (for example, running out into the street, onto the road without looking around, etc.).

Result evaluation: The basis for a diagnosis of attention deficit disorder is the presence of 8 out of 14 symptoms in a child that have been observed over the past six months.

How to help a hyperactive child

 Determine the cause of hyperactivity, consult with specialists. Often such a child has a history of birth trauma, MMD (minimal cerebral dysfunction).

 Always remove dangerous objects from the child’s field of vision (sharp, breakable objects, medicines, household chemicals, etc.).

 There should be a calm environment around the child.

 It is necessary to communicate with such a child gently and calmly, because he, being very sensitive and receptive to the mood and state of loved ones, is “infected” with emotions, both positive and negative.

 Do not exceed the load; you should not work hard with your child so that he is like other peers. It happens that such children have extraordinary abilities, and parents, wanting to develop them, send the child to several sections at once and “skip” through age groups. This should not be done, because... Overwork leads to deterioration in behavior and whims.

 Avoid overstimulation. It is important to strictly follow the regime to the smallest detail. Daytime rest is required, early bedtime at night, outdoor games and walks should be replaced by quiet games, meals at the same time, etc. There shouldn't be too many friends.

 Try to make fewer comments, better distract the child. The number of prohibitions must be reasonable and age-appropriate.

 Praise often for what is going well. Praise without being too emotional to avoid overexcitement.

 When asking to do something, try not to make the speech long or contain several instructions at once. When talking, look your child in the eyes.

 Do not force the child to sit quietly for a long time. Keep an eye on him, if there are too many questions and are off topic, the child has gone to another corner of the class, which means he is already tired.

 Involve your child in active and sports games, in which you can discharge the bursting energy. The child must understand the purpose of the game and learn to obey the rules, learn to plan the game.

 Master the elements of massage aimed at relaxation and perform it regularly. A light pat on the arm or shoulder while reading or doing another activity will help you concentrate.

 Before reacting to a child's unpleasant behavior, count to 10 or take a few deep breaths, try to calm down and not lose your cool. Remember that aggression and violent emotions give rise to the same feelings in the baby.

 Extinguish the conflict in which the child is involved at the very beginning, do not wait for a violent outcome.

 A hyperactive child is special, being very sensitive, he reacts sharply to comments, prohibitions, and notations. He really needs love and understanding. Moreover, in unconditional love, when a child is loved not only for good behavior, obedience, neatness, but also simply for the fact that he is!

 When it gets really hard, remember that by adolescence, and in some children even earlier, hyperactivity goes away. It is important that the child approaches this age without the burden of negative emotions and inferiority complexes.

When teaching children with disabilities, it is necessary to take into account the peculiarities of their perception, attention, memory, and their intellectual potential.

Adaptation of the textbook text should pursue the goal of making the educational material as accessible as possible for understanding.

To do this you need:

Reduce as much as possible volume of text, leave only the essence, the content of the educational material should correspond requirements state standard.

This "essence" must be expressed simple sentences that are understandable to a “special” child.

From the text if possible remove scientific terms or replace them with simpler concepts.

If a new concept is introduced, it must be explained in detail and in an accessible way.

The educational text must be accompanied visibility,it is very important, Since a “special” child has predominantly concrete thinking, abstract concepts are little accessible to him, therefore each paragraph containing a new thought must be accompanied by an illustration.

If possible, find a text (2-4 sentences) in a paragraph of the textbook that a “special” child could independently read aloud in class, answer questions about the text, or complete another task.

After each paragraph, questions should be written that are formulated extremely briefly and consistently regarding the content of the text.

The tasks after the text must contain only one verb in each sentence. For example, find in the text....copy from the text....finish the sentence.....underline the correct statement...

The text should be typed in font No. 16, headings No. 18. Questions and tasks are highlighted with a colored background, headings - with a colored font. Text copied from the main textbook is in bold. Terms you are learning and new concepts are printed in larger or bolder font.

Creating conditions for adaptation to learning

first graders in an inclusive class

Every child goes through a period of adaptation to school life. It has been noticed that during the first time they attend school, children’s condition usually worsens. They become restless, anxious, irritable, hyperactive or hyperpassive. Their physical health may also deteriorate. Inclusive classes do not avoid such problems. Most of the difficulties that arise sooner or later pass, and the children’s condition returns to normal. If the problems worsen, then urgent action must be taken.

The child’s ability to enter into children’s society, act together with others, give in, obey when necessary, a sense of camaraderie - qualities that allow the child to painlessly adapt to new social conditions, contributing to the creation of favorable conditions for his further development. These qualities are formed in preschool age in the family or kindergarten.

The technology of teaching in the first grade involves the sequential passage of the main stages of educational activity:

diagnostics of students' characteristics;

fixation of fundamental educational objects (school curriculum);

building a student’s personal educational trajectory taking into account his/her characteristics;

implementation of individual educational programs for students;

demonstration of their educational products;

reflection and performance assessment.

This means that each student has the right to individual meaning and learning goals, selection of materials studied, choice of tempo, forms and methods of teaching. For each first-grader, it is planned to create an individual educational trajectory, leading to the creation of personal educational products that differ not only in volume, but also in content. This difference is due to individual characteristics and the corresponding types of activities used by students when studying the same fundamental educational object. This can be figurative or logical cognition, introductory, selective or extended assimilation of the topic, etc.

In the first grade, it is especially important to create conditions for the child’s favorable adaptation to school, i.e. ensuring successful development and training taking into account his individual capabilities.

These conditions will primarily be the following:

compliance of the learning process with the functional and psychological characteristics of children;

person-oriented interaction between adults and children;

providing the child with freedom to choose activities, partners, resources, etc.;

focusing pedagogical assessment on relative indicators of children's success (comparing a child's today's achievements with his yesterday's achievements);

increasing cognitive and educational motivation;

implementation of children's productive activities in their zone of proximal development.

All of the above conditions presuppose individualization

training and education in a team. A classroom is a place where a child has to work together with other children: complement, help, empathize, contribute, etc. At 6-7 years old, such interaction is complicated by the fact that a child of this age is egocentric. It seems to him that the entire outside world, family, society exists for him. It is difficult for a first grader to come to terms with the fact that he is one of many students in the class.

At this moment, it is fundamentally important to satisfy the child’s desire to stand out among others with his success, to demonstrate his skills and knowledge. When this happens, the child’s self-esteem increases and an adequate idea of ​​himself is formed. But self-affirmation is impossible at the expense of other children. It is at this age that children begin to form an idea of ​​how to carry out joint activities in a team, while remaining themselves.

For a teacher working in an inclusive classroom, it is extremely important to remember the following rules:

1. Provide every child with the opportunity to work in his or her own capacity.

pace him. Remarks like “Faster!”, “You’re holding everyone back!” are completely unacceptable at this time. It is better to invite the child to skip the next entry and replace the task, which requires less time to complete.

The amount of work should increase gradually and be agreed upon

at your own pace. Doing less work allows a less prepared child to do it successfully, which in turn helps him feel included in the overall work. Personalization of tempo– a necessary condition for the child’s psychological comfort at school. Children complete the task, but the work stops regardless of the degree of completion. This is how you develop the ability to start and finish work with everyone.

2. Individualization can be partly facilitated by the organization of group work. At the beginning of training it cannot be used to its fullest, but gradually introducing its elements is reasonable. It is important to take into account the need to change the composition of the group in order to develop adequate self-esteem in children. And competitions between groups of children are almost completely excluded in order to avoid mutual reproaches and disruption of the atmosphere of cooperation and community of the class.

3. Regular changes in types of activities and forms of work during the lesson allow all children, without exception, to relieve tension and increase attention.

There are various pedagogical “secrets” for timely correction of stress relief.

For example,

Children are allowed to take a comfortable position for a while during the lesson: work standing, if desired, change their workplace (it would be nice to have several desks in the classroom); walk on your toes, do a stand on one leg, tense your feet, legs, thighs, buttocks, stomach, etc.;

The teacher can “stand behind the child’s back,” put his hand on the child’s shoulder, allow him to suck on a lollipop, or whisper.

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

5. It is important to follow the child’s natural need for cognitive activity, and not impose it. More often offer children tasks that they would enjoy doing. Requiring a child to perform uninteresting or more complex tasks should be done carefully and in doses, since constant tension leads to somatic or psychological problems.

6. Basic rule for the teacher. Creating conditions for a child’s adaptation to school is to ensure that the child is successful not so much in learning, but in the sphere of communication and interaction between all participants in the educational process: teachers, children, parents.

On the motivation of younger schoolchildren

Sabelnikova S.I., Deputy Director of the CMC

Motivations – active states of brain structures,

encouraging a person to perform actions inherited or acquired through experience aimed at satisfying individual or group needs ( from the dictionary).

Children come to school with the desire to enter into a different life, one that is socially more important and colored by learning. This is not a thirst for learning, supported by conscious and effective motives. The child “wants” what he does not yet know and will know later, when he is given increasingly complex learning tasks.

Managing motivation means developing a certain attitude towards school. This does not mean unquestioning submission and obedience to the teacher, but the desire to cooperate with the teacher in order to appropriate knowledge, moral and ethical standards and personal qualities.

In order to choose the optimal methods for increasing the motivation of junior schoolchildren, it is necessary to know the reasons for low motivation.

Psychologists highlight the following:

1) low level of readiness to learn;

2) low social experience;

3) features of psychophysiological development;

4) dissatisfaction of personal needs, including self-actualization and self-awareness, acceptance by the group, self-respect and self-acceptance, physical and psychological safety, etc.

6) discrepancy in the ratio of the student’s strengths tuned to the functioning and development with the educational material.

Tasks that are too difficult and too easy are the main reasons why students avoid studying. In this case, there is a decrease in cognitive interest, a weakening of the experience of positive emotions, and a lack of a sense of joy from overcoming the difficulties of mastery, discovery, and cognition.

7) the absence of difficulties arising in the process of appropriating educational material and causing intense work of cognitive forces ;

8) lack of recording of achievements, a positive result - the achievement of a socially significant and personal intended goal as a result of a certain hard work of cognitive forces (for a child, it is especially important who evaluates and how).

As part of the work of the district experimental site on the topic “Psychological and pedagogical support of inclusive classes” ( scientific adviser– Semago N.Ya.) in a joint pedagogical workshop of teachers and psychologists, some of the most rational techniques were found and tested:

Students’ choice of goals, tasks, forms of achieving goals.

For example, using the “creative homework” technique. Children are invited to independently choose the form of its implementation:

- come up with tasks on this topic, questions, quizzes, crosswords...;

- compose a rule, an anecdote, a riddle, a fairy tale...;

- draw a reference signal, poster;

- make a plan for an oral response, etc.

The relationship between effort and the result of labor;

Orienting the student to self-assessment of activities.

For example, using the reflective method.

In grades 1-2:

What was the mood at the beginning of the lesson and at the end of the lesson? Were you interested in the lesson? Will the acquired knowledge be useful to you? Who helped you in class? Are you satisfied with your job?

In grades 3-4: What difficulty arose in the lesson? What method did you choose to solve the problem? How independently did you “discover” new knowledge? At what level did you learn new material: knowledge, ability, skill?

A situation of success achievable for everyone.

For example, using encouraging language: “I am sure that you will succeed...”, “I had no doubt that you...”, “You will complete this task very well...”, “I agree that...”.

It is also very important to record all positive changes and the dynamics of the student’s development in relation to himself.

For example, “Color dialogue” with students.

We suggest marking errors and omissions in students' written work with black ink, which is less noticeable in the notebook. In bright red we highlight correctly and neatly written letters, numbers, words, sentences, mark the correctness of “difficult tasks”, write down words of praise and approval.

It is also useful to record the personal achievements of each student individually in a diary ( Completed the task independently, completed the work carefully, helped a friend, and listened carefully. Coped with a new type of task). The student can make a similar entry in the diary regarding his own achievements.

Creating conditions for the realization and demonstration of everyone’s abilities (individual and creative).

For example, participation in school-wide events, providing consultations to students, holding self-government days in primary classes.

Organization of the educational process with mandatory reliance on self-determination (I want and can), goal setting (what needs to be done, what result needs to be achieved), reflection on students’ activities (what have I achieved?).

Educational material as a subject of active mental and practical actions (developmental and problem-based methods, independent project work, creative tasks, exchange of thoughts, opinions...).

The use of reference signals in the educational process (symbols of knowledge and rules of behavior, diagrams, tables, step-by-step instructions, technological maps, “strip films”, plans, algorithms...)

Active use of games that simulate activities (competitions, quizzes, competitions, holidays; teacher-student role reversal)

During the discussion of the issue of motivation of junior schoolchildren, the system of assessing their educational achievements was most acutely touched upon. According to psychologists, only that mark or assessment contributes to effective learning if it causes a positive emotional state in the student. Therefore, it is most useful to encourage effort while simultaneously identifying students' main weaknesses and possible ways to overcome them.

The teacher must also be able to predict such situations and take preventive measures to ensure that they do not arise in relation to a given student.

Thus, the development of the motivational sphere of students is greatly influenced not only by the content and psychological and didactic organization of educational material, but also by the forms of personal independence and free choice of the object being studied and the type of activity by students, as well as the relationship being built between the teacher and the student.

Techniques that help increase the motivation of younger schoolchildren

As often as possible, put students in the situation of choosing goals, tasks, and forms of achieving goals;

help students see the connection between effort and the result of work;

constantly focus the student on self-assessment of activities;

help students be responsible for their mistakes and successes;

make a situation of success achievable for everyone (use of vocabulary: “I am sure that everything will work out for you...”, “I had no doubt that you...”, “I agree.”; fix All positive changes;);

create conditions for the realization and demonstration of everyone’s abilities (individual and creative);

organize self-determination (I want and can), goal setting (what needs to be done), reflection on students’ activities (what have I achieved?);

use educational material as a subject of active mental and practical actions (developmental and problem-based methods, independent project work, creative tasks, exchange of thoughts, opinions...);

offer children reference signals to help (symbols of knowledge and rules of behavior, clarity, diagrams, tables, step-by-step instructions, technological maps, “strip films”, plans, algorithms...)

build integrated lessons, expand the boundaries of cognitive activity;

change the type of activity every 5-7 minutes;

actively use a game that simulates activity (competitions, quizzes, competitions, holidays; “Today you are not students, but teachers, philosophers, adults...”)

Techniques to increase motivation (continued)

1. Homework

creative homework technique

come up with tasks, questions, quizzes, crosswords...;

compose a rule, an anecdote, a riddle, a fairy tale...;

draw a reference signal, poster;

draw up a plan for an oral response;

thematic collections with interesting facts from magazines;

write poetry

“unusual ordinary” technique

submitting homework 19, 12, 1, 9,12,1 (fairy tale);

win-win lottery (tickets with task numbers);

prefix from the word “offer”, root – “add”, suffix – “multiplication”, ending – “cherry”... (sentence)

reception "special task"

must be earned!!!

instructions to follow

"three levels of homework" technique

mandatory minimum

training

creative

2. Repetition stage

“delayed reaction” technique

no shouting from the seat - for children with slow reactions - question, pause 30 seconds, answer

Important: if a child is rewarded for being ahead of others, he quickly learns this.

Alternative reception - "traffic light"

“own support” technique

teach children to make notes (drawings, tables, drawings...)

3. Training exercises

"game goal" technique

many similar tasks with achieving a game result (conquering peaks, newspaper editor - find and correct errors - grammatical or semantic...)

Important: avoid performing speed and time tasks

4. “Collage” technology

creating posters from articles, drawings, statements, quotes on a specific topic (individually, group, class)

5. Technology "Plasticine"

There is a deeper understanding of thought by the student (materialization of thought).

The larger the sizes, the better.

Numbers, letters, hours, a card with the name is attached to the elements...

Plasticine googol (one hundred zeros) - children sculpt and count the zeros...

6. Illustrating notebooks

provides awareness and comprehension of the material;

enhances emotions, imagination, eye, visual memory...

7. “Find the mistakes”

developing language literacy among students through comparing words in the text with a standard;

updating the rules of correct writing;

development of motivation to remember the correct spelling of words and rules;

developing attentiveness when looking for errors

8. “Students Ask Questions”

reverse dialogue

9. Learning through the senses

"Touch with hands"

studying the properties of objects (flat, three-dimensional),

learning letters or numbers...

Dark bag method

Smell

Explore the smells of vegetables, fruits, and indoor plants and select adjectives that characterize them.

Learning to see

Not only with your eyes, but also with your thoughts (imagination)

Learning to hear

Development of phonemic hearing

10. “Surprise!” technique

Nothing attracts attention and stimulates the mind like surprise!

Example, natural history lesson, topic “Water”

“In one African country, the children read a story about an amazing country where people walk on water! And the most interesting thing is that it was a true story! Don’t you and I walk on water?”

Math lesson

- Name the largest number.

Organization of learning space in the classroom

Typical arrangement of workplaces in the classroom (traditional way)

With such an arrangement of study places, we highlight the disadvantages:

teacher-centeredness, which reduces opportunities for learning through discussion and dialogue with peers;

learning in such conditions becomes for students a passive perception of educational material - students become passive recipients of “knowledge” rather than active participants in the educational process;

activation and involvement of students in the learning process does not occur;

difficult to meet individual learning needs;

Students with special needs may feel isolated when sitting in the front. All the time under the gaze of the teacher, and has no opportunity to communicate with his comrades;

social barriers are not decreasing, but on the contrary, they are increasing and becoming more pronounced.

Small group work

From the collection “Inclusive education: law, experience, practice”

Working in small groups is a way of organizing educational activities in which students cooperate in working with each other in order to achieve a joint result. Collaborative learning promotes the development of interpersonal and social problem-solving skills.

Ways to optimize the use of this pedagogical technology:

creating groups of mixed composition, in which there are students with different levels and motivation for learning;

the optimal composition of groups should be no more than 4-6 people;

the formation of groups should be carried out taking into account the level of activity and the possibility of interaction of its participants;

lack of permanently assigned group members;

circular arrangement of study places in the group so that all participants see each other and no one finds himself in a “leading” position;

choosing for work in a group a task on the topic of study that students will perform with interest and desire;

selection of handouts that stimulate participation in the group work and concentration on the subject of study;

establishing rules for mutual participation in group work;

distribution in the group of “roles” necessary to complete this task;

teaching participants the rules of working in a group - how to ask questions, listen to each other, share, paraphrase;

analysis and observation of student interaction in groups;

placing separate groups at a sufficient distance from each other to reduce distraction;

the use of various forms of individual and group responsibility;

application of individual criteria and task requirements for maximum involvement of all group members in its work;

For a long time, in the domestic education system, children were divided into ordinary and those with disabilities. Therefore, the second group could not fully integrate into society. Not because the children themselves were not ready for society, on the contrary, it was he who was not prepared for them. Now, when everyone is striving to include people with disabilities in the life of society as much as possible, there is more and more talk about a new system. This is inclusive education, which will be discussed in the article.

What does it mean?

Most often, the term, which is still unusual for us, is used in pedagogy. Inclusive is an education strategy that includes both children with special needs and ordinary ones. This approach allows everyone, regardless of their social status, mental abilities and physical capabilities, to learn together with everyone else. What exactly is meant by inclusion?

Firstly, the introduction of all children into the educational process with the help of a program that is created individually for each child.

Secondly, creating conditions for learning and meeting the individual needs of the individual.

Inclusion in a preschool institution

A new approach to education begins with the very first stage: kindergarten. In order to provide children with equal opportunities, the premises and equipment of a preschool institution must meet certain requirements. And we must not forget that teaching staff must have the appropriate qualifications to work with children. The following employees are also required:

Inclusive is an opportunity from a very early age to instill in children a respectful attitude towards all peers, regardless of their capabilities. At this time, there are the following types of inclusion in preschool education:

• DOW of compensatory type. It is attended by children with certain forms of dysontogenesis. Training is tailored to their needs.
• A preschool educational institution of a combined type, where children with other needs are also raised together with children who do not have disabilities. In such an institution, a subject-specific developmental environment is created that takes into account the individual capabilities of all children.
• Preschool educational institutions on the basis of which additional services are created. For example, early intervention services or advisory centers.
• Mass preschool institutions with a short-term stay group “Special Child”.

But inclusion is not only introduced in kindergartens; it affects all levels of education.

School inclusion

Now we will talk about secondary education. An inclusive school involves following the same principles as preschool educational institutions. This is the creation of suitable conditions and construction of the learning process taking into account the individual capabilities of the student. It is important that special needs students participate in all aspects of school life, just like other students.

Teachers must be competent in inclusive issues and must understand the needs of all children, ensuring accessibility of the educational process. Other specialists (speech therapist, defectologist, psychologist) should also be involved in the school process.

The teacher must also actively interact with the family of the special student. One of the primary tasks of a teacher is to instill in the entire class a tolerant attitude towards children whose abilities may differ from those generally accepted.

In the theatre

It turns out that the field is inclusive - not only for teachers, but also for people of other professions. For example, theatrical ones. This would create an inclusive theater.

It is played not by ordinary actors, but by people with various forms of dysontogenesis (problems with hearing, vision, cerebral palsy, etc.). Professional theater teachers work with them. Spectators can watch how actors perform in famous plays and how they try to please them. It is noteworthy that their emotions are distinguished by real sincerity, which is characteristic of children.

The founders of such theaters not only help such people find themselves in society, but also prove that they have great potential. Of course, staging “special” performances is not easy, but the emotions and feelings that all participants in the theatrical performance receive add to their confidence.

Problems of inclusion

Despite the fact that inclusive principles are correct and necessary in modern society, implementing such a program is not an easy task. And there are several reasons for this:

• unsuitable infrastructure of kindergartens and schools built at a time when such an approach was not practiced;
• children with special needs may be considered unteachable;
• insufficient qualifications of teaching staff to work with such children;
• not all parents are ready to introduce their child into ordinary society.

An inclusive approach is an opportunity to create the right conditions for all members of society, regardless of their mental and physical characteristics. But in order to fully realize all the possibilities of an innovative approach, it is necessary to create the necessary conditions for its successful implementation. Russia is now only at the beginning of the inclusive path, so it is necessary to prepare not only the material, but also the educational base for the implementation of this educational process.

One of the system-forming technologies for the activities of a territorial resource center is the activity of the PMPK of the district resource center - the so-called “big” PMPK. This is a field for the direct implementation of interdisciplinary interaction of all specialists and the development of specific recommendations for technology to support the inclusive educational process.

Technology of activity of the PMPC of the territorial (district) resource center in Moscow

Basic tasks activities of the PMPC resource center:

Assessment of the characteristics and level of development of the child;

Assessing the opportunity to be included in an educational institution that implements inclusive education;

Determination of conditions, including environmental ones, for the inclusion of a particular child in the environment of ordinary peers;

Selecting an educational institution (structural unit) implementing inclusive practices;

Choosing the optimal amount of inclusion in the environment of ordinary peers (partial integration, full integration, inclusive education and upbringing, integration within the framework of additional education, etc.);

Determining the period, including diagnostic, of a child’s stay at one or another “level” of inclusion in a given educational institution.

Thus, the PMPK of the district resource center in the process and based on the results of work with the child and his parents (persons replacing them) determines:

For preschool children

For school age children

All activities of the PMPK can be considered as a series of technologies that generally determine the effective support of the child by resource center specialists.

Let's give an example of one of them - the technology of primary examination of a child for primary medical examination.

Each stage of this PMPC activity can be technologically represented as a sequence of steps.

Step 1. The initiators of the application sign up for a specific date for the PMPC by phone or in person and receive information about the necessary documents. If a child is referred by specialists from an educational institution, then the list of documents must include the conclusions of specialists from the educational institution's primary medical care center.

Step 2. At the appointed time, parents and their child come for a consultation. Specialists get to know the parents (their surrogates), find out the nature of the child’s problems or the nature of his difficulties or complaints and difficulties on the part of the parents or specialists of the educational institution, find out the parents’ point of view on the problems or situation that have arisen. The tasks of the PMPK and the responsibilities of the parties are explained to parents. At the same time, the child’s behavior in a free situation is monitored and the available documents are reviewed.

Step 3. As the child becomes more comfortable indoors, specialists begin interacting with the child, the purpose of which is to assess the child’s developmental characteristics. The specialist who has established contact with the child begins to examine him. Other specialists monitor the progress of the colleague’s examination and join in the examination as necessary.

Step 4. After the PMPC specialists have conducted the examinations (individually or collectively) and are ready to discuss the results, the parents and child, at the request of the secretary, leave the office. An interdisciplinary discussion and assessment of the characteristics and level of development of the child takes place, on the basis of which a general conclusion is made about the variant of deviant development. This allows you to evaluate fundamentalPossibility of visiting by a child educational institution implementing inclusive education and its type. A decision is made about conditions, necessary for the development of the child and for successful adaptation in the children's environment.

Step 5. A decision is made (in accordance with the educational institution database) in which type of educational institution the child may be located and the number of the educational institution where the child will be sent.

Step 7 Parents are explained in an accessible form to which educational institution the child can be sent, the need to visit the educational institution department, and what conditions must be met for the child’s successful adaptation. The training program, correctional classes of specialists, and other conditions are agreed upon with parents.

Step 8. About One of the parents (the person replacing him) puts his signature in the PMPC protocol stating that he is familiar with and agrees (disagrees) with the decision of the PMPC and its recommendations.

Step 9 Each specialist fills out his part of the PMPK protocol and puts his signature. If one of the specialists has a dissenting opinion, he writes it down in the protocol. Parents are given a certificate stating that the child has passed the PMPK on such and such a date and is sent to the appropriate educational institution. A ticket is issued.

Step 10 A copy of the protocol and the permit (with all signatures and seal) is transferred to the coordinator for inclusive education in the relevant educational institution, as evidenced by the signature of the coordinator for inclusion at the educational institution in a separate journal.

Step 11 If the parents disagree with the decision of the PMPC and/or its recommendations, the child’s documents are returned to the parents, and the case, including a copy of the PMPC protocol, is transferred to the PMPC at a higher level for consideration of this conflict case.

In the organizational model for the development of inclusive education through the creation of a territorial resource center, the activities of the PMPK are not the only component of resource activities and interdisciplinary interaction. In this model, the activities of “small” psychological-medical-pedagogical councils - councils (PMPk) of educational institutions included in the resource network of inclusive education acquire a qualitatively different role.

The activities of such a council have their own specific goals, objectives and algorithm of activities. The practice of innovative work of councils in inclusive educational institutions in Moscow has shown its high efficiency in organizing inclusive educational processes at the level of a specific educational institution - kindergarten or school.

Technology of activity of the medical-psychological-pedagogical council of an educational institution (PMPk)

The council of an educational institution is a permanent, coordinated team of specialists united by common goals, implementing one or another strategy for supporting both the included child and the inclusive educational environment as a whole.

The council of an educational institution usually includes teachers, psychologists, a speech therapist, a speech pathologist, a doctor, and representatives of the administration of a school or preschool institution.

Basic tasks activities of a “small” council - a council of an educational institution:

Identification of children who need additional specialized assistance from specialists;

Development and individualization of an educational route (curriculum) “within” standard education and training programs;

Implementation of correctional and developmental activities and comprehensive support for a child with disabilities by the council’s specialists;

Assessing the effectiveness of additional specialized assistance for “special” children, coordinating the interaction of specialists in providing it.

Stages of activity of the psychological-medical-pedagogical council of an educational institution (PMPk):

Preliminary stage. Grade initial information about the child and his family, which “lies on the table” of the specialist who conducts the examination first.

First stage. Initial examination of the child by different specialists of the consultation team: the stage ends with the preparation individual conclusions of the council's specialists.

Second phase. A collegial discussion by specialists of the results obtained, the development of a common understanding of the child’s problems, the characteristics of the child’s development, the determination of a general prognosis for his further development and a set of developmental and correctional measures. In the case of discussing the problems of adaptation of a “special” child, not only the support strategy is determined, which specialists and where (in an educational institution, or in the Resource Center) can provide assistance to the child, but also by what means an individual educational plan will be drawn up.

The final part of this stage of the council’s work is to develop a decision on determining the educational route “within” the school or kindergarten in accordance with the characteristics and capabilities of the child, as well as determining the psychological correction and developmental programs necessary for his development. The coordination and sequence of further interaction of specialists with each other is also discussed here.

Third stage. Implementation of decisions of the educational institution council in terms of developmental and correctional activities by specialists from the institution’s interdisciplinary team. The final part of the stage is a dynamic (final) examination (assessment of the child’s condition after the end of the cycle of developmental and correctional work and comprehensive support) and a decision on the child’s further educational route.

Main result of activities“small” council is to develop a strategy and tactics for accompanying a child with disabilities and the inclusive educational environment as a whole in the context of individualizing the child’s educational route in a given institution, as well as the transition from the principle of work “the more specialists, the better” + "all at once" to the principle “the right specialist at the right time.”

The stages of activity of the council of educational institutions can be presented in the form of the following diagram:

Fig.3.3

In accordance with the dynamics of the child’s development and learning, the requests of teachers and / or parents, “small” councils are planned or unscheduled.

The “small” council works in close collaboration with specialists from the district resource center and the district PMPK. If necessary, joint meetings or other events are held to resolve “hot” issues of inclusive practice in a particular educational institution.

Test for final certification (credit) for the course “Inclusive Education”

1. Select the correct answer: Joint education and upbringing of children with disabilities with their normally developing peers implies:

inclusion B) interaction,

individualization.

2. Select the correct answer: Inclusion is:

A) form of cooperation;

B) a special case of integration;

B) behavior style.

3. Select the correct answer: There are two types of integration:

internal and external,

B) passive and creative,

educational and social.

4. Select the correct answer: Inclusion, that is, “inclusive education”, which includes

a child with disabilities in the same educational environment with normally developing peers is:

A) group integration,

B) educational integration,

B) communication.

5. Select the correct answer: Social integration must be ensured:

A) to all children without exception with developmental disabilities,

B) only for children with developmental disorders at primary school age,

B) children studying only in special institutions.

6. Select the correct answer: For the first time, the theoretical basis for integrated learning was a

works of a domestic scientist:

A.N. Leontyev, B) S.L. Rubinstein,

L.S. Vygotsky.

7. Select the correct answer: The first country in the field of introducing inclusive education into pedagogical practice was:

Great Britain, B) Russia,

France.

8. Choose the correct answer: In the 70s. XX century in Western countries and Eastern Europe, the first pretense, closure of correctional institutions is observed, due to:

A) absence of children with disabilities,

B) transfer of children with disabilities to kindergartens and general schools,

B) teaching children with disabilities at home.

9. Select the correct answer: In Russia, the first experimental experience of joint education for children with developmental disabilities appears in:

60s XX century, B) 90sXX .,

70s XX century..

10. Select the correct answer: In Russia, the first experimental experiment in joint education of children with normal and developmental disabilities involved preschool children with disabilities:

visual analyzer,

B) intelligence,

auditory analyzer.

11. Select the correct answer: In the conditions of “inclusive education”, a child with disabilities is faced with the need to master the state language. educational standard on par with normally developing children therefore:

A) inclusion cannot be widespread,

B) inclusion must be widespread,

12. Select the correct answer: In accordance with the principles of the domestic concept of integrated education, it can be argued that inclusive education is most suitable for:

children with musculoskeletal disorders,

B) children with intellectual disabilities,

children with disabilities, with whom correctional and pedagogical work began early.

13. Select the correct answer: Which of the following principles does not apply to the principles of domestic (inclusive) education:

A) integration through early correction;

B) integration through mandatory correctional assistance for each integrated child;

B) integration through reasonable selection of children for integrated education;

D) diagnostic information should be presented visually, in the form of graphs and drawings.

13. Select the correct answer: building between educational institutions of different levels, types and interactions, which ensures the choice and predictability of the individual educational route of a child with disabilities, builds a complementary system of psychological and pedagogical
support for the education of a child and his family is called:

inclusive educational vertical,

B) inclusive educational horizon,

inclusive educational parallel.

G)

14. Select the correct answer: At the second stage of the inclusive vertical, the upbringing and socialization of the child
disabilities are carried out within the framework of:

comprehensive secondary school,

B ) preschool institutions,

families.

15. Select the correct answer: The final level of the inclusive vertical is the stage:

A)career guidance for school leavers with disabilities health in the field of emerging professional interests and choices,

B) support with comprehensive psychological and pedagogical diagnostics and correctional assistance for adaptation among healthy peers,

B) early integration of children with developmental disabilities into preschool institutions.

16. Select the correct answer: Creating a system of polysubject interaction involves creating:

A) inclusive horizontal,

B) inclusive vertical.

17. Select the correct answer: The initial level of the inclusive vertical becomes the period:

A) youth,

B) early childhood,

B) primary school age.

18. Select the correct answer: The continuous vertical of inclusive education is implemented subject to the following conditions: a child who finds himself in an integrative environment at an early age should not be deprived of the company of ordinary peers at any stage of his growing up. Select condition name:

complexity continuity,

B) walking distance,

unity, goals.

19. Select the correct answer: Determine what condition of the continuous vertical of inclusive education we are talking about: all inclusive institutions should be open to cooperation and exchange of experience, both within their vertical and in terms of species diversity; information about child development at each educational stage
vertical will be recorded in his individual map (“development map”).

A) continuity,

B) professional competence,

B) walking distance.

20. Select the correct answer: The approach that assumes that disabled students communicate with peers on holidays and in various leisure programs is called:

expanding access to education;

B) integration;

mainstreaming;

21. Select the correct answer: According to the concept of the Federal State Educational Standard, which of the components is considered in the structure of education of students with disabilities as the accumulation of potential opportunities for their active implementation! present and future.

A) component of “life competence”,

B) “academic” component.

22. Select the correct answer: In the Federal State Educational Standard it is highlighted educational areas:

B) 4

23. Select the correct answer: Determine which of the educational areas of the Federal State Educational Standard we are talking about: knowledge about a person in society and the practice of understanding what is happening with the child himself and other people, interaction with close and distant social surroundings:

A) natural science,

B) art,

IN)