Correctional - psychological assistance to children with disabilities in the conditions of individual training. Psychological support for children with disabilities Provision of psychological assistance to children with disabilities
(From work experience)
When analyzing the starting diagnostics, it is revealed that 25-30% of first-graders show a low level of formation of UUD (universal learning activities). I conditionally call this group of 1st grade students "border guards": they are on the border between the norm and deviation in psycho-physical development. They do not yet have the status of HIA, but they need the help of the school (psychological and pedagogical support) and the support of their parents. And then these children may not need the status of a disabled person. Therefore, immediately after the diagnosis, I hold parent-teacher meetings based on the results of the diagnosis (in general terms, without affecting the personality) and on the projective diagnosis of CRS (kinesthetic family pattern), which the parents interpret under my guidance themselves. This meeting is called "My home - my fortress?". In training work, we are looking for the difference between parental support and coaching or humiliation, intimidation. Having won (I hope) in this way allies in the person of my parents, I start corrective work with the “border guards”: I form correctional groups of 8-10 people. It turns out 2-3 groups. Each group will practice 2 times a week.
When working with these children, I take into account high fatigue and low efficiency, insufficient formation of logical memorization, spatial perception, logical thinking and active attention function; immaturity of the emotional-volitional sphere. The first stage of remedial classes is completed by the end of the 1st half of the year. During this period, some children level out. This is revealed in the intermediate diagnosis of the formation of UUD.
The rest continue their classes at the 2nd stage of remedial classes, at the end of which the results are summed up. Children who have not leveled off at the school PMPK are recommended to undergo an in-depth examination at the Republican PMPK in order to change the educational route. Previously, almost every parallel had a class with remedial education. This made it possible for a systematic approach to psycho-correctional work.
The correctional program consists of 2 blocks:
- correction of the cognitive and emotional-volitional sphere;
- correction of communication skills.
The method of correction of cognitive activity and the emotional-volitional sphere, its principles:
1) The basic principle of correction is mediation. It is expressed in the fact that psycho-correctional exercises do not affect the subject of correction, but its causes. If a child suffers from reading due to impaired attention, then in the classroom we develop the functions of attention, and do not train in reading. In case of violation of writing, we develop imaginative thinking, attention span, spatial orientation, etc. This is the fundamental difference between psychological correction and tutoring: “You can’t force a person with a broken leg to run – you must first heal the leg.”
Therefore, on the eve of remedial classes, it is necessary to diagnose and analyze the causes of violations of educational activities. The most common reasons:
underdevelopment of all forms of figurative thinking, violation of spatial representations (for example, difficulties in right-left automation), unformed mnestic processes (including phonemic memory) and attention functions. Summarizing these reasons, I draw up a program for a specific group of children.
2) The second principle of correction is its implementation in activities other than educational. It touches upon the pre- and post-voluntary stages. This is a game. And the main thing in this game is participation. Thanks to this, the installations are removed: “it is difficult”, “I cannot”, “I am bad”, “I will not succeed”.
3) The impact on certain educational functions is carried out through its components. For example, the correction of a writing disorder consists of the development of:
- voluntary attention (especially its volume and switchability);
- analytical abilities;
- the ability to retain in memory the standard (visual, auditory, motor-kinesthetic);
- automation processes;
- graphic skills, etc.
Proceeding from this, any correction of educational functions should be complex, i.e. touch on as many aspects of cognitive activity as possible. To correct mental functions that indirectly affect the main goal (learning skill), I use psychotechnical games.
The structure of the correctional lesson.
Classes are held 2 times a week for 1.5 months in the first and 1.5 months in the second half of the year. In one lesson, 8-17 psychotechnical games are held, covering an ever higher level of indirect development of school skills and functions. Specially selected, complementary games carry a certain emotional, search-reactive and mental load.
Each game is hidden - problematic and requires the child to independently solve (although he does not realize this). The game, as a rule, with these conditions is played no more than three times in a row. Then it becomes more complex by adding new conditions. At least 60% of benefits are transferred from lesson to lesson. This technique is used to relieve tension while reducing the level of claims. The transfer effect is triggered: “Last time I played easily, so now it will not be difficult.”
Such a structure of classes provides fast, active and volumetric dynamics of UUD (universal educational activities). The main thing is to show the potential: at least once to achieve the maximum possible at the moment. The functional vacuum is filled by the child independently in the process of schoolwork with the support of adults for an individual period for each child: from 3 days to 2 months. The corrective effect may be delayed, but it will certainly be.
Review and direction of psycho-correctional games.
Psychocorrective games well known in psychology are used: Schulte tables, all types of lotto, graphic dictations, Pythagorean tanagrams, "Fly", "houses", split pictures, Head's tests, "Robot", numerous games with a book, pictograms, encryption, etc. d. A prerequisite for any game is the possibility of its variability and complexity.
In the course of classes, the functions of attention, orientation in time, space, hand-eye coordination, right-left - automation, quantitative representations, various types of memory, especially figurative, mental operations: generalization, classification, abstraction are steadily developing.
The success of psychocorrectional work with a child
(from 7 to 11 years old) depends on the whole complex of attitudes, motivation, needs, self-esteem, neuralgic status, leadership - statements. Because classes are held according to the type of correctional-cognitive training, then the psycho-correctional group (more often it is a group of first-graders - "border guards", a correctional class of the 7th type or a group of children with disabilities with a difference in age of 1-2 years) is at the same time a psychotherapeutic group of personal growth. The result of the correction is an improvement in reading technique by 30-70% with an almost verbatim retelling (positive dynamics of mnestic processes), an increase in intellectual performance and the pace of learning activity in all subjects, and an improvement in graphic skills. And most importantly - increase self-esteem and learning motivation.
Psychocorrection of cognitive activity takes 70-80% of correctional classes in elementary school and 30-50% of classes for students in grades 5-8.
Correction of communication skills:
These remedial classes are held in the form of mini-trainings (within a 40-minute lesson). This time is enough to develop communication skills and forms of emotional response due to the small size of the group: in correctional groups and in correctional classes there are 8-12 people.
Types of trainings:
1. Communication trainings for younger students and teenagers using interactive games and group discussions. During these classes, the following components are developed:
- Speech development: the ability to speak accurately, concisely, to the point. wealth of vocabulary.
- Sensitivity to verbal and non-verbal expression, interlocutors - the ability to adequately capture the nuances of experiences, expressed in speech, facial expressions, postures, etc.
- Flexibility of role positions in communication, the ability to dynamically change them in accordance with the behavior of the interlocutors and with the context of the communication situation.
- social observation.
- Social reflection, self-awareness of oneself as a subject of communication.
- Ability to accept and constructively give feedback to interlocutors.
Assertiveness is the ability to confidently defend one's position in conflict situations without turning to either aggression or passive-dependent behavior.
Approximate course content:
1. Why did we sit in a circle. Circle rules. Communication games "swap places", "Simon said", "Cars"
2. Acquaintance. Planned self-presentation. Contact games. "Wrinklers", "Our Tanya"
3. "You and I are of the same blood" - the development of mutual understanding. Games "Features of similarity", "Ping-pong", "Unfinished sentences"
4. We are a team. The development of cohesion, a sense of team. Games "Knot", "One Bundle", "Joint Account", "Airport", "Orchard" and others.
5. Our similarities and differences. Formation of respect for the right to be “other”. Psychogeometric test. Favorite color. The game "Building a circle".
6-7. Cohesion and trust: Formation of a trusting environment, mutual trust, group cohesion, the ability to coordinate joint actions. Ex. "Rock-climber", "Ameba", "Pendulum", "Wax candle", "Soaring figure", etc.
In the course of 7-8 lessons, amazing changes occur in the group: communication rituals change, the nature of emotional response, the general atmosphere in the class team and the attitude towards the teacher, the number of conflicts decreases.
Thus, thanks to systemic psycho-correctional support, in secondary school No. 23 for children with learning difficulties (first-graders - "border guards") and for children with disabilities, conditions for equalization and rehabilitation have been created.
Of the 25-30% of first-graders - "border guards" after remedial classes, most of them (75-80%) level off and successfully master the curriculum. The rest (20-25%) receive the status of HIA and the opportunity to change the educational route (training in a correctional class). These children continue to conduct remedial classes. For 15 years, more than 50 students have been transferred from correctional classes to classes with traditional education.
Correctional - psychological assistance to children with disabilities in the conditions of individual training
annotation
Introduction…………………………………………………………………......3
Chapter 1. Theoretical aspects of the organization of correctional and psychological assistance to children with disabilities in conditions of individual education………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………
Chapter 2
Conclusion………………………………………………………………….19
References………………………………………………………....20
annotation
Currently, there is an increase in the number of children in need of comprehensive assistance among students of a comprehensive school. This determines the need to consolidate the efforts of specialists in various fields. An integrated approach and the search for effective models of cooperation between specialists within the framework of the assistance service for people with disabilities are required. The composition of specialists is determined by the special educational needs of children. As a rule, it includes a teacher, a speech therapist, a psychologist, a social pedagogue, a defectologist.
At the present stage of development of the education system, the tasks of creating conditions for the formation of the personality of each child in accordance with the characteristics of his mental and physical development, capabilities and abilities are put forward to the fore.
One of the most effective methods of education for children with disabilities and children with disabilities and their simultaneous social rehabilitation is individual education.
An important link in the education of such children is the provision of psychological assistance to them. Psychological assistance should be provided in two main areas: support for children with developmental disabilities and support for parents raising children with disabilities
Introduction
The study and analysis of scientific and theoretical, socio-pedagogical, psychological and pedagogical research and pedagogical practice on this issue made it possible to determine the unconditional relevance of the study, which is determined by the entry of the Russian Federation into the world educational space, which requires a rethinking of the existing psychological and pedagogical experience and the development of new ideas and approaches to teaching children with disabilities; a change in the educational paradigm, which implies the acquisition by all students of the real rights of the subjects of the educational process, which ensures their personal development and promotes their socialization; an increase in the number of children unable to cope with general education programs under normal conditions.
The problem of special education is relevant in the work of the Ministry of Education and Science of the Russian Federation, as well as the system of special (correctional) educational institutions. This is due, first of all, to the fact that the number of children with disabilities and children with disabilities is steadily growing.
Currently, there are more than 2 million children with disabilities in Russia (8% of all children), of which about 700 thousand are children with disabilities. In addition to the growth in the number of almost all categories of children with disabilities, there is also a tendency for a qualitative change in the structure of the defect, the complex nature of disorders in each individual child.
The education of children with disabilities and disabled children provides for the creation of a special correctional and developmental environment for them, providing adequate conditions and equal opportunities with normally developing children for education within special educational standards, treatment and rehabilitation, education and training, correction of developmental disorders , social adaptation.
Getting children with disabilities education is one of the main and indispensable conditions for their successful socialization, ensuring their full participation in society, effective self-realization in various types of professional and social activities.
In this regard, ensuring the realization of the right of children with disabilities to education is considered as one of the most important tasks of state policy not only in the field of education, but also in the field of demographic and socio-economic development of the Russian Federation.
The Constitution of the Russian Federation and the Law “On Education” state that children with developmental problems have equal rights to education with everyone. The most important task of modernization is to ensure the availability of quality education, its individualization and differentiation, as well as the creation of conditions for achieving a new modern quality of general education.
The purpose of this work is to study the features of the organization of correctional and psychological assistance to children with disabilities in the context of individual learning.
Chapter 1. Theoretical aspects of the organization of correctional and psychological assistance to children with disabilities in the context of individual learning.
Children with disabilities are children whose health condition prevents the development of educational programs outside the special conditions of education and upbringing.
The group of schoolchildren with disabilities is extremely heterogeneous. This is determined, first of all, by the fact that it includes children with various developmental disorders: hearing, vision, speech, musculoskeletal, intellect disorders, with pronounced disorders of the emotional-volitional sphere, including early childhood autism; with mental retardation and complex developmental disorders.
The range of differences in the development of children with disabilities is extremely large. to : from almost normally developing, experiencing temporary and relatively easily remedied difficulties, to children with irreversible severe damage to the central nervous system. From a child who is able, with special support, to study on an equal footing with normally developing peers, to children who need an individual education program adapted to their abilities. At the same time, such a pronounced range of differences is observed not only in the group of children with disabilities in general, but also within each category of children included in it..
The most important tasks of special education are the prevention of secondary deviations in development, their correction and compensation by means of education. This means the fullest satisfaction of the specific educational needs that have arisen in connection with the violation and, consequently, with the restriction.
It should be remembered that the limitation of opportunities is not only a quantitative factor (i.e. a person simply hears or sees worse, is limited in movement, etc., this is an integral, systemic change in the personality as a whole, this is a “different” child, “different” person, not like everyone else, who needs completely different than usual conditions of education.To do this, he needs not only to master general educational programs in a special way, but also to form and develop skills of his own life competence (social adaptation): skills of orientation in space and time, self-service and social orientation, various forms of communication, the skills of conscious regulation of one's own behavior in society, physical and social mobility; to compensate for the lack of knowledge about the world around, associated with limited opportunities; to develop the need-motivational, emotional-volitional spheres; to form and develop the ability to to the most independent life in society yours, incl. through professional self-determination, social and labor adaptation, active and optimistic life position. Education and upbringing are organically interconnected and complementary in a special educational process taking place in special educational conditions..
Correctional assistance to students with disabilities is a deeply individual and specific process, the volume, quality and final results of which are determined by the nature of the deviation (deviations) in development, the safety of analyzers, functions and body systems. The time of occurrence and the severity of the violation, the socio-cultural and ethno-cultural conditions of the life of the child and his family; the desire and ability of the family to participate in the process of special education, the opportunities and readiness of the surrounding society, the education system to fulfill all the requirements and create all conditions for special education, as well as the level of professional competence of teachers and psychologists working with the child and his family.
The standard of special education in relation to each category of persons with disabilities reflects the requirements for general education, correctional and developmental work, preventive and health-improving work, as well as labor and initial vocational training.
We will dwell in detail on correctional and psychological assistance to children with disabilities.
For successful psychological support of students with disabilities, the school has appropriate specialists: defectologists, speech therapists, special psychologists. They work in close cooperation with the teaching staff, carrying out diagnostic activities, psycho-corrective measures, maintaining a protective regime in an educational institution, participating in vocational counseling.
The specificity of working with children with disabilities lies in the fact that specialists deal with students who have not only cognitive impairments, but also personality changes in general.
The main areas of correctional and psychological assistance to children with disabilities include:
1. Diagnostic direction.
Diagnostic work is an integral part of a comprehensive study of the child by specialists.
The main task of this direction is to predict possible difficulties in the education and development of each child, to determine the causes and mechanisms of problems that have already arisen.
study of the personal affairs of students (psychological and pedagogical characteristics, conclusions about the neuropsychic state of the student)
visiting the family (establishing contact with the child's parents, studying the child's living conditions, individual characteristics and positive aspects of the child)
supervision of the child during and after school hours
study of the products of the child's activity (notebooks, drawings, crafts, etc.)
use of standardized methods for quantitative and qualitative data processing.
A necessary condition for the survey is the observance of the principles of correctional pedagogy and special psychology: complexity, integrity, comprehensiveness, consistency, dynamism.
On the At the first stage, we carry out the primary diagnosis of students, which includes determining the level of the actual and “zone of proximal development” of the child, the causes and mechanisms of learning difficulties, identifying children in need of special corrective assistance.
In the learning process, a dynamic study of students is carried out, tracking the dynamics of the child's development, determining the compliance of the selected forms, techniques, methods of teaching and educating the level of development of the student.
At the end of the quarters, specialists carry out stage-by-stage diagnostics, which involves stating the effectiveness and determining the effectiveness of the corrective impact on the development of the educational, cognitive, emotional and volitional spheres of the child.
Current diagnostics is also carried out - this is an examination of students at the request of parents, teachers, specialists of the school council (as needed).
2. Corrective direction.
The correctional direction is working, one of the most important, it is a system of corrective influence on educational and cognitive activity, the personal sphere of a child with disabilities in the dynamics of the educational process.
The main areas of correctional developmental developmental work include:
sensory and sensorimotor development;
formation of space-time relations;
mental development (motivational component, operational and regulatory components);
normalization of the leading activity of age;
the formation of versatile ideas about objects and phenomena of the surrounding reality, the enrichment of the dictionary, the development of coherent speech;
Indicative forms and methods of work can be as follows:
individual and group remedial classes, conversations;
socio-psychological training of interpersonal communication;
simulation, career guidance and business games, educational discussions;
involvement of children in creative associations of interest;
involvement of parents in work with children.
There is no single, uniquely successful method, method or form of work with students and their parents. It all depends on the specific situation, which cannot be passed by, and sometimes it should be specially created.
3. Analytical direction.
The analytical direction includes the analysis of the process of corrective influence on the development of the student and the assessment of its effectiveness, ensuring the interaction of specialists.
The need for this area of work is due to the need for an integrated approach to the problems of the child, which involves:
system analysis of personal and cognitive development of the child;
creation of complex individual correctional and developmental programs aimed at the interconnected development and correction of various aspects of the student's personal and cognitive development;
providing specialized support for the education and upbringing of students;
prevention of overload of students;
interaction of specialists within the framework of the school PMPK.
4. Consultative, educational and preventive direction.
Advisory-educational and preventive activities are carried out to assist parents, teachers and administration on the issues of education and upbringing of children with disabilities.
Direction tasks:
prevention of secondary, tertiary disorders in the development of the child;
prevention of overload of students, the choice of an adequate mode of work and rest for the psychophysical development of the student at school and at home;
increasing the professional competence of teachers and expanding knowledge in the education of children with developmental disabilities;
providing professional assistance to parents and families of students in matters of education, in solving emerging problems;
the choice of strategies for family relationships, taking into account the age and individual characteristics of the child, the structure of the violation of his development;
preparation and involvement of teachers and parents in solving correctional and educational problems, the implementation of individual comprehensive correction and development programs.
5. Organizational and methodological direction.
This area of activity of the teacher includes preparation and participation in consultations, methodological associations, pedagogical councils, documentation.
Consequently, psychological work with children with disabilities actively involves specialists in all areas of the educational process. The activity is organized in the conditions of interdisciplinary interaction of specialists, complex individual programs for the correction and development of students are developed and implemented.
Individualization of the education of children with disabilities is an important task of modernizing education. An individual form of education is ideal for those children who are unable to attend classes in a regular school on a stable schedule due to poor health. Individual training can be carried out both at home (with a medical certificate confirming health problems), and at school, and in special centers.
An individual educational program is a document that is a material expression of a child’s individual educational route, and contains a set of training courses, sections of the program, forms and methods of their development, which allow creating conditions for the maximum realization of the special educational needs of a child with disabilities in the learning process and upbringing.
The individualization of education is aimed at overcoming the discrepancy between the process of teaching a child with a psychophysical disorder according to educational programs of a certain level of education and the child's real capabilities based on the structure of his disorder, cognitive needs and capabilities. These programs acquire particular relevance in the process of correctional and pedagogical assistance to children with severe and complex developmental disorders.
The development of the child's personality, his abilities, interests is a continuous process. In order to predict, guide, lead a child to success, you need to know and understand it. The knowledge of each student, his personality, needs, creativity is one of the activities of the psychological service.
One of the activities of educational institutions for children with disabilities is the organization of correctional and psychological assistance.
Corrective psychological assistance is an activity aimed at correcting the features of psychological development that do not correspond to the optimal model, with the help of special means of psychological influence; and also - activities aimed at developing the necessary psychological qualities in a person to increase his socialization and adaptation to changing living conditions.
Chapter 2
For the education of children with disabilities in the Jewish Autonomous Region, the State Budgetary Institution of the Jewish Autonomous Region was established - the regional state autonomous educational institution "Education Center" Steps ", formed in accordance with the Civil Code of the Russian Federation, the Federal Law "On Autonomous Institutions" and the decree of the government of the Jewish Autonomous area on December 14, 2010.
The purpose of the activities of the Institution is: to create conditions for the education of children with disabilities, including disabled children, who, for health reasons therapeutic and prophylactic institution health care recommended homeschooling, correction of developmental disorders and social adaptation based on special pedagogical approaches.
The educational process at the Center is organized for 75 children who are recommended to study at home according to the main general educational programs of general education and distance learning is not contraindicated.
The training covers children with disabilities with intact intelligence, hearing, vision, musculoskeletal, emotional and volitional disorders, with somatic and oncological diseases.
Education of children is carried out in accordance with individual educational programs, which are developed taking into account individual educational needs, the capabilities of students, as well as taking into account the nature of the course of the disease.
The Education Center provides children with disabilities with a real opportunity for effective self-realization in various types of social activities, allows them to gain invaluable personal experience in knowing the surrounding reality, communication, live a full emotional childhood, expands the boundaries of the world accessible to them.
On the basis of the Center, the correctional work of the psychological service is organized, which is aimed at psychological and pedagogical support for the development of children with disabilities.
The purpose of the service is to provide psychological and pedagogical support to students at all stages of age development, to maintain and improve health, to increase the adaptive capabilities of pupils and the psychological culture of all participants in the educational process throughout the entire period of study.
The main areas of correctional and psychological assistance at the Center include:
selection of correctional programs/methods, methods and teaching methods that are optimal for the development of a child with disabilities in accordance with his special educational needs;
organization and conduct by specialists of individual and group correctional and developmental classes necessary to overcome developmental disorders and learning difficulties;
systemic impact on the educational and cognitive activity of the child in the dynamics of the educational process, aimed at the formation of universal educational activities and the correction of deviations in development;
correction and development of higher mental functions;
the development of the emotional-volitional and personal spheres of the child and the psycho-correction of his behavior.
The service includes the following specialists: teachers-defectologists, teachers-speech therapists, pedagogues-psychologists and a social pedagogue. Service specialists carry out their activities only on the basis of requests from participants in the educational process. Carrying out any types of diagnostic corrective measures with students is not allowed without the written consent of the parents (legal representatives).
The interaction of service participants is carried out on the basis of an integrated approach to solving potential or actual problems of students, which implies close interaction between service specialists, their mutual understanding and complementarity.
The specialists of the Service carry out their activities only on the basis of the requests of the participants in the educational process. Carrying out any types of diagnostic and corrective measures with students is not allowed without the written consent of the parents.
In the process of implementing the psychodiagnostic direction, employees of the psychological service solve the following specific tasks:
carry out, if necessary, a psychological examination of the child in order to determine the course of his mental development, the compliance of development with the age standard;
conduct a study of the characteristics of children, their interests, abilities, inclinations with the aim of an individual approach in the process of educational work, assistance in professional and personal self-determination;
conduct diagnostics of children's communication with adults and peers, identify the psychological causes of communication disorders;
together with specialists of the relevant profile, they carry out differential diagnostics of various deviations in mental development.
Correctional and developmental work involves an active influence on the process of shaping the personality and individuality of the child. Its tasks are determined by the orientation of the psychological service to ensure that the development of the child meets age standards, to help the teaching staff in the individualization of the education and upbringing of children, the development of their abilities, inclinations, and the formation of personality. A special place in this direction is occupied by work to overcome deviations in development, violations in the teaching and behavior of children.
Plans and programs of correctional and developmental work are developed taking into account the age and individual characteristics of the child, determined in the course of psychodiagnostics, and are strictly individual, specific.
In the course of psycho-correctional work, the defectologist develops and implements programs aimed at developing both individual aspects of mental development and the personality as a whole, taking into account the tasks of the child's development at each age stage.
Specialists develop correction programs aimed at eliminating deviations in the mental development of the child. Developmental and psycho-correctional work is carried out in individual and group forms, outside school hours, in special classes, in the process of counseling parents.
As part of the advisory direction, employees of the psychological service advise the administration of the educational institution, teachers, and parents. They conduct individual and group counseling of children on the problems of learning, development, life and professional self-determination, relationships with adults and peers, self-education, etc.
Specialists contribute to the improvement of the psychological culture of teachers and parents by providing individual and group consultations, participation in teachers' councils, methodological associations, school-wide and classroom parent meetings, and lecturing. As consultants, they take part in the planning of educational activities, on the organization of self-government.
Employees of the service maintain documentation, the content and forms of which are fixed by the relevant regulatory acts of various levels. In order to improve the quality of interaction between specialists, employees of the service have equal rights of access to the working documentation of the service, if at the same time the observance of the principle of mandatory data confidentiality is guaranteed. The documentation includes: a work plan, a conclusion based on the results of a psychodiagnostic study, a consultation log, a log of group forms of work, a map of psychological and pedagogical assistance to a child, an individual work program for each student, a program of correctional and developmental classes.
One of the directions of my professional activity is drawing up a long-term plan of my work. The activity plan includes the tasks of the defectologist teacher for the current academic year, as well as areas of work and deadlines for their implementation by quarters.
Tasks:
timely identification of children with difficulties during the period of adaptation, diagnosis and correction of interpersonal relationships, determination of the zone of proximal development;
organization of individual lessons with students, parents and teachers;
maintaining contact with the parents of students, establishing joint work on psychological and pedagogical problems that arise in the course of the educational process;
creation of a favorable psychological climate for students with disabilities, parents and teachers.
One of the areas is correctional and pedagogical work, which includes an initial examination of students, diagnosing the health and social and personal development of students, enrolling students in defectological classes, drawing up an individual work plan based on the results of the diagnosis, building correctional and developmental programs in accordance with the structure violations in the development of children, conducting remedial classes with students in accordance with the developed programs of individual and group defectological classes, acquaintance and study of documentation.
Organizational work means: paperwork, scheduling, formation of defectological groups, drawing up plans for corrective work with groups of students, work programs, individual work plans.
Work with teachers is also carried out: acquaintance of curators with the results of a defectological examination; consultations on request and on predetermined current topics.
Working with parents includes conducting individual conversations about the results of a defectological examination (on request), consultations and participation in parent meetings.
Based on the results of the primary diagnosis of schoolchildren and the compilation of groups of children who need defectological assistance, I develop and implement programs of individual correctional and developmental classes.
The program necessarily displays goals and objectives, an explanatory note, a schedule for organizing the correctional and developmental process, and calendar-thematic planning.
Calendar - thematic planning most often contains not only the lexical topic of the lesson, but also a column where the directions of correctional work, the tasks of each lesson and the types of tasks used in it are indicated.
Thus, purposefully organized psychological assistance to children with disabilities in the conditions of special education is aimed at psychological support of the child, which can be considered as a complex technology of psychological support and assistance to the child, parents and teachers in solving the problems of development, education, upbringing, socialization.
Conclusion
An analysis of theoretical sources on this issue led to the conclusion that correctional and psychological assistance to children with disabilities is a systematic, purposeful work, which includes specialists of various profiles, its organization is a complex process. Individual education of schoolchildren should be directly accompanied by psychological service specialists so that the development of children with disabilities is not limited to communication with a teacher or parents. The ability to adequately respond to life situations, express one's emotions, thoughts, feelings is one of the rules for successful socialization and adaptation of such children in society, which, of course, cannot be successful without timely corrective psychological assistance.
An experimental study of the organization of correctional psychological assistance made it possible to draw conclusions about the importance, purposefulness, complexity and complexity of the work of psychological assistance to children with disabilities.
Practical psychological and pedagogical support for the process of education and upbringing of students with disabilities is currently one of the dynamically developing areas of practical psychology. The specialists of the psychological service of the school are in constant creative search, and every year they adjust the directions and components of the work, taking into account the modernization of education, bringing them closer to the standards and social expectations that are set by society. The most important thing that teachers and psychologists included in the psychological service system should understand is that their activities are focused on achieving student learning achievements, on developing learning motivation and success in mastering knowledge. Without this, all other results become concomitant, and do not determine the achievement of the main goal - the quality education of the child.
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Markovskaya I.M. Experience in conducting training of interaction between parents and children // Journal of a practical psychologist. - 1998. - No. 2. - P.67-78.
Ryzhenko I.V., Kardanova M.S. Peculiarities of parents' response to the presence of a disabled child in the family. Probabilistic ways of psychological assistance // World of Psychology. - 2003. - No. 3. - P. 242-246.
Smirnova E.R. The family of an atypical child. - Saratov: Publishing House of the Volga Branch of the Russian Educational Center, 1996. - 225 p.
Smirnova E.R. Tolerance as a principle of attitude towards children with disabilities // Bulletin of psychosocial and correctional and rehabilitation work. - 1997. - No. 2. - P.51-56.
Special psychology: textbook. / Ed. IN AND. Lubovsky. - M .: "Academy", 2003. - 464 p.
Tkacheva V.V. Psychocorrectional work with mothers raising children with developmental disabilities. - M.: "GNOMID", 2000. - 64 p.
Charova O.B., Savina E.A. Peculiarities of maternal attitude towards a child with intellectual underdevelopment // Defectology. - 1999. - No. 5. - P. 34-39.
The work of a psychologist with children with disabilities
Dear colleagues. Immediately I apologize for the use of incorrect words such as: disabled and disabled children. Currently, the problem of psychological support for children with disabilities is the subject of research by specialists in many branches of scientific knowledge. Psychologists, philosophers, sociologists, teachers, social psychologists, etc. consider various aspects of this process, explore the mechanisms, stages and stages, factors of psychological support.
However, the problems of psychological support for disabled people in general, and children with disabilities in particular, in the domestic literature are still not the subject of a special study. Although the problem of psychological support for children, adolescents and adults with mental and physical developmental disorders is very relevant both in theoretical and practical terms.
Disability in children means a significant limitation of life, it contributes to social maladaptation, which is caused by developmental disorders, difficulties in self-care, communication, learning, mastering professional skills in the future. The development of social experience by children with disabilities, their inclusion in the existing system of social relations requires certain additional measures, funds and efforts from the society (these can be special programs, special rehabilitation centers, special educational institutions, etc.).
The issue of psychological support for children with developmental disabilities is one of the main and most important in the history of special education, since the system of psychological support must be subject to the main requirement - correction, weakening of developmental defects in children with disabilities, as well as the development of the personality of children with disabilities generally.
Education is an inalienable human right. However, not all children with disabilities, regardless of the forms of its manifestation, have the opportunity to study in general education schools. Almost all schools are completely inaccessible to people with disabilities who have difficulty in moving: they are not equipped with the necessary ramps or elevators. Ordinary schools, as a rule, do not have conditions for teaching children with hearing, vision, speech ...
In addition, children with disabilities often face a negative attitude towards themselves: they are most often viewed as sick children who need constant special attention and, most importantly, are unable to study at school. They can receive education in specialized schools or boarding schools, or study at home. This practice is by far the most common in our country, but this approach is now outdated.
Children with disabilities are children too. Like all children, they need interaction with their peers in order to develop. They, like other children, have their own interests, hobbies, dreams of “becoming someone when you grow up”, finding a profession and getting a decent job. And all these dreams can be in vain just because, say, a child in a wheelchair or crutches cannot get to school because it is not equipped with a ramp. Nevertheless, it is possible to create conditions for the education of children with disabilities, regardless of the forms of its manifestation (blindness, deafness, cardiovascular diseases, developmental delay, etc.).
Another important aspect in the implementation of work with children with disabilities and children with disabilities is to ensure psychological support. It should be noted that when interacting with children with disabilities, an educational psychologist often has to deal with a different range of disorders. Children with abnormal development are more limited in research opportunities, and painful experiences associated with frequent and long stays in the hospital cause a negative attitude towards the world around them. "Special" pupils, regardless of the type and complexity of the defect, are often characterized by difficulties in the motivational and emotional-volitional spheres.
Thus, psychological assistance for such addressees is of the nature rehabilitation based on the principles of systemic and student-centered approaches. Building and planning their own activities, the educational psychologist uses as a form individual lessons(directly for a consultation conversation), and work in mixed groups, where, along with abnormal children, children of normal development fully participate.
The issue of organizing and providing the educational process for children with disabilities and children with disabilities is largely related to the material, technical, program and methodological base of the institution. environment space for persons with disabilities, should be distinguished by increased comfort and accessibility to all objects of the educational fund. The lack of the necessary program and methodological material aimed at solving the problems of teaching and developing children, regardless of the type of defect or the degree of its complexity, narrows the possibilities of an educational institution (both basic and additional types) to use their potential.
Another important aspect is the increased fatigue of children with developmental problems, which increases the amount of time for them to pass the thematic sections of the program implemented in the children's association, and also determines the degree of assimilation of the material covered. To ensure effective pedagogical and psychological cooperation, the teacher needs to use additional incentives and means of pedagogical influence, which sometimes gives rise to internal contradictions due to the lack of specialized training.
Thus, the second task in organizing the educational process for children with disabilities is provision of highly qualified personnel, increasing the level of their professional competence when working with "abnormal" pupils, introducing highly specialized specialists into the staff - a special teacher, defectologist, medical worker.
Many of the children with disabilities from birth have a long experience of emotional trauma. They have a variety of severity emotional disorders associated with the experience of fear, anxiety, physical pain, which negatively affects their behavior. Such a state can last for years and makes the life of the child so difficult that it significantly limits the possibilities of communication, reduces the activity of activity, and pathologically affects the formation of personality.
Therefore, for the teacher-psychologist of the school, the determining factor in working with such children should be the restoration of emotional contact and the establishment of trusting relationships. The child should become a full-fledged subject, an accomplice of certain events. Recommendations to be taken into account when constructing relationships with such a child.
create an atmosphere of trusting communication so that the child can freely express any problems and feel involved in the events happening to him;
be able to listen carefully and analyze the child's story about the events of his life;
respond sensitively to the slightest changes in behavior, do not underestimate or exaggerate the danger associated with emerging changes;
own various rehabilitation technologies;
to form a socio-psychological environment with the least restrictions, using the whole range of compensatory conditions.
Rehabilitation is social in nature, since its implementation takes place in specific social conditions and is aimed at achieving the social level of activity of the individual. With regard to a disabled child, his social activity can be quite fully expressed in creative activity. Creativity is fertile ground for self-realization, independence, activity, self-confidence, adequate self-esteem of a sick child.
It should be noted that the use of art as a rehabilitation method is most accessible to a social pedagogue, since special medical knowledge is not required. Consequently, a social teacher of a correctional school can also use art therapy in rehabilitation activities.
The term “art therapy”, as defined by E. I. Kholostova, is the methods and technologies for the rehabilitation of persons with disabilities by means of art and artistic activity.
The main types of art therapy are:
Music therapy.
Doll therapy.
fairy tale therapy
Folklore.
Hippotherapy is a complex multifunctional method of rehabilitation, which is horseback riding lessons for disabled people according to special methods that differ depending on the client’s disease and the tasks for which it is used.
Here are some tips for working with parents:
Along with the already used questionnaire, you can use a social passport, which will help the specialist to learn more fully about the family of a disabled child, family relationships, the social status of parents and much other information (Appendix)
“Open Days” – presence in the classroom, joint work on mastering any necessary skills in the lessons with speech therapists.
Parent messages and reports - they contribute to literacy in the field of both correctional pedagogy and psychology; awaken interest and desire to work with their children at home.
You can also suggest using the so-called thematic questionnaires and projective drawings in your work. Since the social educator works together with the psychologist, it is he who must process and provide the results. And according to the results of the study, the social pedagogue builds his work with parents, in particular with his mother.
For closer interaction between parents, children, teachers, social pedagogue and other specialists, it is necessary to organize concerts: “Hello, we are looking for talents!”, where everyone could participate.
Carrying out work with parents should be considered as the most important element in the comprehensive rehabilitation of children with developmental disabilities, because only when interacting with the family, a social educator can help a disabled child.
It is especially important to note that the implementation of the proposed recommendations will be effective if the teacher-psychologist builds his work in conjunction with the social pedagogue, physicians, speech therapists and other school specialists.
The purpose of psychological and pedagogical support of the family is to help children with disabilities find their place in life, become not only an object of attention, but also take an active life position, forming and strengthening certain healthy life skills.
The main methods for achieving the goal of the process of psychological and pedagogical support
families raising children with disabilities:
Psychological support for parents in acquiring the knowledge, skills and abilities necessary for organizing the healthy life of their child;
Counseling parents and other family members about the process of the psychophysical development of the child and convincing them of the correctness of the actions of escort specialists who help in the formation of tolerance, responsibility, confidence, the ability to integrate and socialize in children
10 GENERAL RULES OF ETIQUETTE
When you talk to a person with a disability, speak directly to the person, not to the chaperone, parent, or sign language interpreter.
When meeting, it is quite natural to shake hands with a person with a disability - even those who have difficulty moving their arms, or who use a prosthesis, may well shake hands - right or left, which is quite acceptable.
When you meet a person who has poor or no vision, be sure to identify yourself and everyone who is with you. If you have a general conversation in a group, do not forget to explain who you are currently addressing and identify yourself.
When offering help, wait for it to be accepted, and then ask what and how to do. If you do not understand, do not be shy - ask again.
Treat children with disabilities by their first names, and treat teenagers as adults.
Leaning or hanging from someone's wheelchair is the same as leaning or hanging from its owner. A wheelchair is part of the untouchable space of the person who uses it, including the child. This needs to be explained to the children.
When talking to someone who is having difficulty communicating, listen carefully. Be patient, wait for him to finish the sentence himself. Do not correct or negotiate for him. Feel free to ask again if you do not understand the interlocutor
When you are talking to a person using a wheelchair or crutches, try to position yourself so that your eyes are at the same level. It will be easier for you to talk, and your interlocutor will not need to throw back his head.
To get the attention of a person who is hard of hearing, wave or pat them on the shoulder. Look him straight in the eyes and speak clearly, although be aware that not all people who are hard of hearing can read lips. When talking to those who can read lips, position yourself so that the light falls on you and you can be clearly seen, try not to interfere with anything and nothing obscures you.
Don't be embarrassed if you accidentally said "See you" or "Did you hear about this...?" someone who can't really see or hear.
During the course they use interactive working methods which allow children to better understand and feel each situation for themselves, to express their thoughts and ideas on various issues.
They tell the children:
What are the characteristics of people with disabilities?
- what adaptations and conditions allow them to lead an independent life,
– how and where they can study,
– where and by whom they can work,
- what kinds of sports and creativity can be engaged in,
– there is also a lot of talk about co-education of children with disabilities and children without disabilities.
An important role is played by it is young people with disabilities who conduct such classes, so the children in the classroom have the opportunity to form their attitude towards the disabled, communicating with them directly. Also, the guys can ask questions that interest them, and in most cases they begin to understand that disability does not mean that they have a completely different person in front of them: the only thing that distinguishes a disabled person is either appearance, or manner of communication, or an unusual method of movement. Thus, during the classes, the guys gradually come to the conclusion that disabled people are the same people as everyone else: they do the same things that all people do, only sometimes in different ways.
The most important thing is that children draw their own conclusions and feel the novelty of the discovery, which helps to better consolidate the material covered. It is this form of communication (an interactive form of conducting classes) that helps to break stereotypes and create more or less comfortable conditions for communication. During the lessons, visual material is often used - videos, Braille books, photographs - which allows children to better understand and assimilate new knowledge.
Sources:
1. The school is open to everyone. Manual for teachers of secondary schools working with children with disabilities, Moscow, 2003
2. www.yandex.ru
3. http://perspektiva-inva.ru/
Teacher psychologist MOAU "Secondary School No. 69"
Rafikova Valentina Gennadievna
Appendix
THEMATIC QUESTIONNAIRES
1. My life path
My successes: My failures:
_______________________ _______________________
2. My fulcrum in life
What helps me: What hinders me:
_______________________ _______________________
_______________________ _______________________
_______________________ _______________________
3. Assessment of human qualities
Like it. Do not like.
______________________ _______________________
______________________ _______________________
______________________ _______________________
4. What I like and dislike about my child
Like. I do not like.
______________________ _______________________
______________________ _______________________
______________________ _______________________
5. What is my attitude towards my child
What gives me discomfort in my child:
- appearance;
- intellectual abilities;
- behavior;
- motor awkwardness;
- inability to walk.
Do I think that I have a kind, loving child:
- I don't know;
How does my child show love for me:
- caresses;
- kisses, hugs;
- says that he loves;
- he likes it when I caress him;
- does something that I like.
When I get irritated by something in my child, I:
- I can hit;
- I suppress my anger, but I myself feel bad;
When I suppress my anger caused by something in my child, I experience:
- relieve irritation
the desire to pounce on him and do everything in his own way;
- weakness, depression;
feeling of own defenselessness;
- want to cry
desire to leave it for a while;
- the need to be alone.
How do I get my child to love me.
______________________________________________________
Tkacheva V.V. Psychocorrectional work with mothers raising children with developmental disabilities. Workshop on the formation of adequate relationships. - M .: Publishing house "Shom - Press", 1999. - p. 62.
Alena Pushkareva
The work of a teacher-psychologist with children with disabilities.
WORK OF THE TEACHER - PSYCHOLOGIST WITH CHILDREN
The specificity of the development of children with disabilities lies in the negative impact on the child's personality of a traumatic situation associated with physical helplessness, isolation, frequent hospitalization and, as a result, difficult social adaptation. This is manifested in most children in increased irritability, anxiety, self-doubt, depression, and the presence of fears. The foregoing indicates the need for psychological support and rehabilitation of children with disabilities and children with disabilities (health limitations) .
Program rehabilitation is a clear plan, a scheme of joint actions of parents and specialists that contribute to the development of the child's abilities, his recovery, social adaptation, and this plan necessarily provides for measures regarding other family members.
All areas of correctional and educational work are interconnected and interpenetrating, and the tasks of remedial education are solved in a complex way in all the forms of its organization used.
The program is designed taking into account:
The nature of the leading activity;
Structures and severity of the violation;
Leading motives and needs of the child;
Goals of preschool education.
The volume of educational material is calculated in accordance with age-related physiological standards, which helps to avoid overwork and maladaptation. In the proposed system work the optimal combination of individual and joint activities of children, a balanced alternation of specially organized classes and unregulated activities.
In the correctional group, several classes are held in week:
1. Individual lessons speech therapist - 2 lessons.
2. Individual lesson teacher-psychologist - 1 lesson.
3. Group lesson teacher-psychologist - 1 lesson.
Particular attention is paid to the balance of classes and free time for children. Children receive possibility play and relax in a specially organized subject-spatial developing environment. Between individual and subgroup classes there are breaks lasting from 5 to 10 minutes. During this time, the teacher monitors children, provides them with the necessary assistance, becomes a partner in games.
Target programs:
Creation of a system of integrated psychological and medical pedagogical accompanying children with handicapped health in the development of basic educational programs, correction of shortcomings, social adaptation.
Tasks programs:
Identify the special educational needs of children with disabilities;
To carry out individually oriented psychological and medical pedagogical assistance to children with disabilities health, taking into account the characteristics of psychophysical development and individual children's opportunities;
Provide the possibility of mastering the main program for children with disabilities pre-school education at a level accessible to them and their integration in an educational institution.
Providing advice and guidance to parents of children with handicapped health on medical, social, legal and other issues.
Implementation programs carried out on the basis principles:
1. The principle of humanism - faith in child's opportunities.
2. The principle of a systematic approach - involves understanding a person as an integral system.
3. The principle of continuity guarantees the child and his parents the continuity of assistance until the problem is completely resolved.
4. The principle of reality involves, first of all, taking into account real child's abilities and situations.
5. The principle of the activity approach involves the support of the correctional and developmental work to the leading type of activity characteristic of age.
6. The principle of an individually differentiated approach involves changes in the forms and methods of correctional and developmental work depending on the individual characteristics of the child, goals work, positions and the possibilities of specialists.
7. The principle of the advisory nature of the provision of assistance ensures the observance of the rights of parents of children with disabilities guaranteed by law. handicapped health choose the form of receiving children education, educational institutions, protect the legitimate rights and interests of children.
STAGES OF IMPLEMENTATION PROGRAMS
The stage of collecting and analyzing information The result of this stage is the assessment of the contingent of students to take into account the characteristics of the development of children, determine the specifics and their educational needs; assessment of the educational environment in order to meet the requirements programmatically- methodological support, material, technical and personnel base of the institution.
Stage of planning, organization, coordination Result work is an organized educational process that has a correctional and developmental orientation and a process of special psychological and pedagogical accompanying children with handicapped health under the created conditions of education, upbringing, development, socialization of the considered category of children.
The stage of diagnosing the correctional-developing educational environment The result is a statement of the conformity of the created conditions and the selected correctional-developing and educational programs the educational needs of the child.
Stage of regulation and adjustment The result is the introduction of the necessary changes in the educational process and the process of accompanying children with disabilities, adjustment of conditions and forms of training, methods and techniques work.
AT program the following sections:
cognitive development
Socio-emotional development
Speech development
motor development
DIRECTIONS OF CORRECTION AND DEVELOPMENT ACTIVITIES
1. Diagnostic Job ensures timely identification of children with disabilities, conducting a comprehensive examination of them and preparing recommendations for providing them with psychological and medical pedagogical assistance in an educational setting.
2. Correction-developing Job provides timely specialized assistance in mastering the content of education and correction of shortcomings in the physical and mental development of children with handicapped health in a general education institution; contributes to the formation of integrative qualities of pupils (personal, regulatory, cognitive, communicative).
3. Advisory Job ensures the continuity of special support for children with handicapped health and their families on the implementation of differentiated psychological pedagogical learning conditions, education, correction, development and socialization of students.
4. Outreach Job aimed at improving professional competence teachers, working with disabled children; interaction with the child's family and social partners.
Information and educational work involves:
Various forms of educational activities (lectures, conversations, information stands, printed materials aimed at explaining to the participants in the educational process issues related to the peculiarities of upbringing and education and psychological pedagogical accompanying children with disabilities;
Conducting presentations for teachers and parents to explain the individual typological characteristics of various categories of children with disabilities.
5. Health-improving and preventive Job is aimed at creating conditions for maintaining the health promotion of children with disabilities; provision of medical pedagogical support for the development of the child.
Involves the implementation of therapeutic and preventive measures; monitoring the observance of sanitary and hygienic standards, daily routine, nutrition of children.
6. Working with parents
Feature of this programs is an active involvement in parents' work, which contributes to the improvement of their psychological pedagogical competence.
IMPLEMENTATION MECHANISM PROGRAMS
One of the main mechanisms for implementing corrective work is the optimally built interaction of specialists of an educational institution, which provides systematic support for children with disabilities.
The organizational and managerial form of support is psychological and medical pedagogical consultation of the institution (PMPK, which solves the problem of interaction between specialists. The support service includes specialists: speech therapist, educational psychologist, honey. employee.
In accordance with established practice, a child with developmental disabilities undergoes the PMPK procedure, where specialists develop an individual educational route for him, determine the conditions necessary for successful adaptation and development, including the areas of psychological and pedagogical support, which, in accordance with the Law on the Education of Persons with Disabilities, become mandatory in preschool educational institutions;
As another mechanism for implementing corrective work social partnership should be designated, which involves the professional interaction of an educational institution with external resources: cooperation with the media, the district clinic, with public associations of the disabled, with the parent community.
REQUIREMENTS FOR IMPLEMENTATION CONDITIONS PROGRAMS
In the process of implementing correctional and developmental activities, it is necessary to comply with certain conditions:
1. Psychological pedagogical support.
2. Programmatically- methodological support.
3. Staffing
4. Logistics - technical support
5. Information support
RESULTS OF THE IMPLEMENTATION OF THE CORRECTION PROGRAMS
The result of the corrective work is the achievement by a child with a disability of the planned results of mastering the basic educational programs and overcoming developmental disabilities.
Planned results of the corrective work are evaluated through a monitoring system that makes it possible to identify the dynamics of the achievements of a child with mental or physical development disorders and the level of mastering the educational standard of primary general education by them.
Special conditions:
Best course price ever!
- Guaranteed gifts for every student
- Installment payment
- Possibility to finish the course ahead of schedule. The price of training does not change!
- The learning process is accompanied by a highly qualified teacher.
- The ability to return 13% of the tuition fee by submitting documents to the Federal Tax Service.
The introduction and implementation of the Federal State Educational Standard for children with disabilities in educational institutions once again focused on the psychological and pedagogical support of all participants in the educational process, paying special attention to "special" students.The text of the Federal Educational Standards for Children with Disabilities clearly traces the idea that inclusive education is, first of all, the features of the educational process, which is built taking into account the psychophysical capabilities of a student with disabilities. Thus, educational institutions should organize effective psychological and pedagogical support for a child with disabilities, the purpose of which is to create a system of psychological and pedagogical conditions that contribute to the successful adaptation, rehabilitation and personal growth of children in society.Modern education is developing rapidly, making new demands on all participants in the educational process. In order to comply with this development, a teacher-psychologist of an educational institution must constantly improve his professional competence, including paying special attention to the issues of accompanying children with disabilities.
How will the training take place?
The distance course takes place on the virtual educational platform of My University http://moi-uni.ru/, which provides for the organization of remote support for teachers and students. The course material is structured according to a modular principle, i.e. each section of the program is a holistic, logically complete thematic module. To enter the portal, each course participant is provided with a login and password.
Issued documents:
Upon graduation You will receive an official confirmation of the successful completion of the course - a certificate of professional development of ANO DPO "Innovative Educational Center for Advanced Studies and Retraining" My University "with an indication of the scope of the course - 144 hours.
1. It is necessary to choose a convenient start date for you (before the "Sign up for a course" button)
2. Click on the "Sign up for a course" button and register a "Personal account"
3. Make payment for tuition.
4. Fill in the "Personal data" section in the "personal account" (indicating the exact postal address with a postal code and upload a diploma of education).
5. After filling in the "Personal data" section, you will be enrolled in a remote advanced training course (you will receive a notification of enrollment in the course by e-mail).If you have any questions about the design of the "Personal data" section, please write to the email address [email protected]
