Organization of interaction of children with special educational needs (with children with disabilities) in coeducational groups in a preschool educational institution. Speech at the pedagogical council on the topic: Features of interaction with children with special educational software

State budgetary educational institution Neftekamsk correctional boarding school for children with disabilities

Performance

on the pedagogical council on the topic:

"Features of interaction with children with special educational needs"

Prepared by: Yu.V. Sagadieva

2015

Education of children with special needs is one of the main tasks for the country. This is a prerequisite for creating a truly inclusive society, where everyone can feel the ownership and relevance of their actions. We must enable every child, regardless of their needs and other circumstances, to realize their full potential, benefit society and become a full-fledged member of it. (David Blanket) Children whose condition prevents the development of educational programs outside the special conditions of education and upbringing, i.e. These are disabled children, or other children under the age of 18 who are not recognized as disabled children in the prescribed manner, but who have temporary or permanent deviations in physical or mental development and need to create special conditions for education and upbringing. Children with disabilities include: children with musculoskeletal disorders; children with intellectual disabilities; children with hearing impairment, vision, speech underdevelopment; children with autism; children with combined developmental disabilities. Federal state educational standards for children with disabilities are considered as an integral part of federal state standards for general education. This approach is consistent with the UN Declaration on the Rights of the Child and the Constitution of the Russian Federation, which guarantees all children the right to compulsory and free secondary education. A special educational standard should become the basic tool for the implementation of the constitutional rights to education of citizens with disabilities. Currently, Russia uses three approaches to teaching children with special educational needs:

Differentiated education of children with physical and mental developmental disorders in special (correctional) institutions of I-VIII types;

Integrated education of children in special classes (groups) in educational institutions;

Inclusive learning, where children with special educational needs are taught in a classroom with regular children.

Inclusive education involves accepting students with disabilities like any other children in the classroom, including them in the same activities, involving them in collective forms of learning and group problem solving, using a strategy of collective participation - games, joint projects, laboratory, field research, etc. e. Inclusive education expands the personal capabilities of all children, helps to develop humanity, tolerance, and willingness to help peers. Inclusion is not only the physical presence of a disabled child in a mainstream school. This is a change in the school itself, school culture and the system of relations between participants in the educational process, close cooperation of teachers and specialists, the involvement of parents in working with a child.

The general rules of correctional work are:

An individual approach to each student.

Preventing the onset of fatigue using a variety of means (alternating mental and practical activities, presenting material in small doses, using interesting and colorful didactic material and visual aids).

The use of methods that activate the cognitive activity of students, develop their oral and written speech and form the necessary learning skills.

Manifestation of pedagogical tact. Constant encouragement for the slightest success, timely and tactical assistance to each child, the development in him of faith in his own strengths and capabilities.

Effective methods of corrective influence on the emotional and cognitive sphere of children with developmental disabilities are:

game situations;

didactic games;

game trainings that contribute to the development of the ability to communicate with others;

psycho-gymnastics and relaxation, allowing you to relieve muscle spasms and clamps, especially in the face and hands.

The teacher needs:

monitor the progress of students: after each part of the new educational material, check whether the child understood it; put the child at the first desks, as close to the teacher as possible;

support children, develop positive self-esteem in them, making a correct remark if something is done wrong.

For children with disabilities, it is important to learn without coercion, based on interest, success, trust, reflection on what has been learned. When organizing the educational process, one should proceed from the child's capabilities - the task should lie in the zone of moderate difficulty, but be accessible, since at the first stages of correctional work, it is necessary to provide the student with subjective experiences of success against the background of a certain expenditure of effort. In the future, the difficulty of the tasks should be increased in proportion to the increasing capabilities of the child. The main thing that a child should know and feel is that in a huge and not always friendly world there is a small island where he can always feel protected, loved and desired. Every child will definitely become an adult. And tomorrow's victories and successes will depend on the decisions we make today.

Children with special educational needs are children who need special psychological and pedagogical assistance and the organization of special conditions for their upbringing and education. Correctional pedagogy is designed to ensure the socialization of the child, i.e. to contribute to the achievement of the ultimate goal of teaching and upbringing of a child with deviating development - overcoming his social insufficiency, the maximum possible introduction of him into society, the formation of his ability to live independently.

Among the many scientific theories that somehow influenced the formation and development of national special education, a special place is occupied by the provisions formulated by L.S. Vygotsky, who is rightfully considered the founder of modern defectological science. He formulated a number of theories, which were further developed in the works of his followers A.N. Leontyev, V.V. Lebedinsky, T.A. Vlasova and others, which made it possible to create a concept of a modern education and upbringing system for children with various developmental disabilities.

It is possible to highlight the general aspects of the special educational needs of different categories of children with psychophysical developmental disorders.

1. Time of the beginning of education - the need for the coincidence of the beginning of special purposeful education with the moment of determining the violation in the development of the child. (So, if a child's hearing or vision impairment is detected at the end of the first month of his life, then special training should begin immediately. It is extremely dangerous when, after the detection of a primary developmental disorder, all efforts of adults are directed solely to an attempt to treat the child, rehabilitation by means of medicine .)

2. The content of education - the need to introduce special sections of education that are not present in the content of education for a normally developing child. (For example, classes on the development of auditory-visual and visual perception of speech in deaf, hearing impaired and late-deaf children, sections on social orientation for blind, deaf-blind and mentally retarded children, sections on the formation of mechanisms for the conscious regulation of their own behavior and interaction with people around and etc.).

2. Creation of special methods and means of teaching - the need to build "workarounds", use specific teaching aids, in more differentiated, "step-by-step" teaching than is usually required by teaching a normally developing child. (For example, the use of fingerprinting and sign speech in teaching the deaf, braille in the teaching of the blind, much earlier than normal, teaching deaf children to read and write, etc .;

3. In a special organization of training - the need for high-quality individualization of training, in a special spatial and temporal and semantic organization of the educational environment (For example, children with autism need a special structuring of the educational space, making it easier for them to understand the meaning of what is happening, giving them the opportunity to predict the course of events and plan your behavior).

4. In determining the boundaries of the educational space - the need for the maximum expansion of the educational space outside the educational institution.

5. In the duration of education - the need to prolong the learning process and go beyond school age.

6. In determining the circle of people involved in education and their interaction - the need for the coordinated participation of qualified specialists of different profiles (special psychologists and teachers, social workers, doctors of different specialties, neuro- and psychophysiologists, etc.), in the inclusion of parents of a problem child in the process of his rehabilitation by means of education and their special training by specialists.

Thus, knowledge and consideration of the principles of teaching, based on the most important methodological approaches to the development of the psyche in health and disease, will allow the correctional teacher to determine the main directions of corrective action and predict the result of their socialization and adaptation.

25 The main provisions of the historical-genetic and sociocultural approach of N.N. Malofeev, explaining the formation, design and development of the special education system. Factors influencing the development of national systems of special education in all historical periods.

Malofeev's approach allows us to get away from the traditional comparison of foreign and domestic systems of special education according to the chronological principle, to compare systems at the content level, to identify the historical, genetic and socio-cultural foundations of modern innovative processes.

The analysis of literary sources made it possible to identify "critical points" in the chronology of historical events - turning points in the attitude of Western European states to persons with developmental disabilities and to construct a meaningful periodization of this process from the 19th century to the present day.

1. From aggression and intolerance to the awareness of the need for help. The conditional boundary of the period in Western Europe is the first precedent of state care for the disabled - the opening of the first shelter for the blind in Bavaria in 1198. In Russia, the precedents for the emergence of the first monastic shelters date back to 1706-1715. and are associated with the reforms of Peter.

2. From the awareness of the need to care for persons with developmental disabilities to the awareness of the possibility of training at least some of them. The conditional boundary of the period in Western Europe can be considered the rethinking of the civil rights of persons with sensory impairments in France and the first precedents of the opening of special schools in Paris: for the deaf and dumb (1770) and for the blind (1784). In Russia, the precedents for the opening of the first special schools (in St. Petersburg: for the deaf - 1806 and for the blind - 1807) are associated with the acquaintance of Emperor Alexander I with Western experience and the invitation of the French typhlopedagogue Valentin Gayui to work in Russia.

3. From the awareness of the possibility to the awareness of the expediency of teaching three categories of children: hearing impairments, visual impairments, mentally retarded. The conditional boundary of the period in Western Europe can be considered the last quarter of the 19th century - the time of the adoption in Western European countries of the Laws on compulsory universal primary education and on their basis - the Laws on the education of deaf, blind and mentally retarded children. This is the time of the creation of a parallel educational system - a system of special education for three categories of children. In Russia, the formation of a parallel educational system with the same three types of special schools falls on the Soviet period - 1927-1935. and is connected with the Law on universal education.

4. From the awareness of the need to educate certain categories of abnormal children to a differentiated system of special education. It occurs in Western Europe from the beginning of the 20th century. until the end of the 70s. and is characterized there by the development of the legal framework for special education, the structural improvement of national systems (in some Western European countries, up to 20 types of special schools were created). By the end of the 70s. special education in Western Europe covers from 5 to 15% of school-age children. In Russia, the development and differentiation of the system, its structural improvement, the transition from 3 to 8 types of special schools and 15 types of special education is carried out in the 50s - 90s. However, no more than 3% of school-age children were covered by special education on the territory of the USSR, and special educational institutions and defectological personnel were extremely unevenly distributed throughout the country.

For Western Europe, 70s. can be considered a conditional lower boundary of the fourth period of evolution. In a situation of rapid economic growth, the development of democracy and liberal-democratic sentiments, the old paradigm "full majority" - "inferior minority" is replaced by a new one - "a single community, including people with various problems." With this understanding, the isolation of minorities becomes unacceptable, which is recorded in the legislation, these are the UN Declarations "On the Rights of Mentally Retarded Persons" (1971), "On the Rights of Persons with Disabilities" (1975). In this context, special schools and boarding schools are recognized as segregated institutions, and the system of special education isolated from the mass is discriminatory. Having declared itself a democratic state, the Russian Federation in 1991 ratified the UN Conventions "On the Rights of the Child", "On the Rights of Persons with Disabilities", "On the Rights of Mentally Retarded Persons."

5. From isolation to integration. The integration of persons with disabilities into society is in Western Europe the leading trend of this period of evolution, based on their complete civil equality, a new philosophy of society, and respect for differences between people. The development of social integration of disabled people gives rise to the idea of integration in education. The period is characterized in Western European countries by perestroika in the 80s - 90s. organizational foundations of special education, a reduction in the number of special schools and a sharp increase in the number of special classes in general education schools, the restructuring of the relationship between mass and special education.

In the evolution of the attitude of society and the state towards persons with developmental disabilities on the scale of historical time, Russia lags significantly behind the countries of Western Europe. At present, it is possible to conditionally determine the place of Russia on this evolutionary scale at the transition from the fourth to the fifth period. This is due to the fact that the formation and design of the national system of assistance to children with developmental disabilities was interrupted by two revolutions that led to a radical reorganization of the state and society.

The development of national systems of special education in all historical periods is associated with:

the socio-economic structure of the country,

value orientations of the state and society,

state policy in relation to children with developmental disabilities,

legislation in the field of education in general,

the level of development of defectological science as an integrative field of knowledge at the intersection of medicine, psychology and pedagogy,

the world historical and pedagogical process.

A child with special educational needs? this is a child in need of changes in his developing environment (toys, teaching aids, premises, teaching and educational methods) in order to support his development. ? The need for change is due to the capabilities, health status, language and / or cultural limitations, personality traits of a child with special needs. A child with communication problems? Does not acquire diverse and flexible ways of adapting to the world and interacting with the people around him. ? The world becomes frightening and dangerous for him. ? As a result, he leaves contact with the environment and people. ? Due to a special mental organization, the child is looking for behavioral cliches available to him. Communication? The most important factor in the formation of personality, one of the main types of human activity, aimed at knowing and evaluating oneself through interaction with other people. ? As L.S. Vygotsky, the development of the human psyche occurs only in joint activities and communication. How can you help your child solve this problem? ? First of all, you need to understand what is the main reason for the difficulties in communicating with peers, which prevents the child from communicating. ? Depending on this reason, psychological and pedagogical assistance to the child is built. What are the main groups of communication difficulties? The child does not know how to communicate, play and interaction skills are at a low level. ? The child does not want to communicate for the reason that in any communication and interaction it is necessary to control himself, which is given to him with great difficulty. ? Unwillingness to communicate with peers due to the individual characteristics of the child (to a greater extent, the child is characterized by inner feelings: the child does not share his problems). ? Difficulties in communicating with peers may be associated with the predominance of selfish motives in behavior in a child. Working with a child with communication problems? The first task is to change the image of an adult in the eyes of a child, to remove a negative attitude towards an adult as a person who "constantly interferes and demands something." ? We must behave in such a way that the child wants to come to us again. ? When organizing, establishing contact, in no case should you begin interaction with a child with those types of activities to which he has formed a negative attitude. ? When contact with him is established, when he begins to trust us, we very carefully, unobtrusively introduce him into the learning situation, choosing the most interesting activities for him. Making contact? You need to be very empathetic and attentive to see how comfortable and calm the child is. ? When interacting with a child in training sessions, one should take into account the pace and rhythm of activity characteristic of this particular child. ? Establishing contact, we try not to be an active party, not to disturb the course of events natural for a child. Working with a child (from work experience%? Purpose: finding an approach to the child.? Tasks: to study the characteristics of the child;? To organize special conditions for learning;? To establish contact for communication. through a loved one (mother).? Result: no results. The child is silent.? Observing the child:? The child does not like to be addressed by his name.? Does not like when his things are touched.? School supplies should lie on the desk like this , as he put it.? Keeps aloof. Does not communicate with anyone.? Does not go to communication, is silent in the classroom.? Result: the child does not admit strangers to him. Collecting information about the child. Conversation with parents. Conversation with the previous teacher. . Conversation by the teacher of the preschool group.? Result: the child is attached to the mother and communicates at home mainly only with her, with strangers and changes in his usual conditions, he is silent. Creating conditions for the child? Landing at a separate desk.? Uv Increasing the distance of the desk from others. ? Conversation with classmates. ? Selection of teaching methods and techniques. Training methods and techniques? Purpose: So that the child is not afraid to make bodily contact and gets used to new people. ? Game: didactic games "Show on the doll", "Come and show", "What's in the bag?" ? Finger games. ? Working with pictures: "Find the same on the table", "Find a pair" "Lotto", etc.? Purpose: to interest the child and there is no forced contact. ? The use of computer technology in the classroom: presentations, viewing fragments of cartoons, paintings, drawings. Control of acquired knowledge through written assignments? Cards with letters or text, numbers. ? Game "Catch the letter", "Catcher of numbers" Working on establishing contact? Creation of sudden situations:? Accidental sitting down at his desk. ? Sudden random requests for something from school supplies or something to submit. ? Creation of natural situations for him, when he does not sit tense through games, interesting stories and fairy tales, watching fragments of cartoons. ? The child spoke six months later. ? (The child was diagnosed with a speech disorder, which also affected communication. The child cannot pronounce a word, replaces sounds, rearranges sounds, vocabulary is poor, answers in monosyllables.)? He began to play with other children. ? If she asks well, she gives school supplies to other children. ? But he doesn't like to be in the spotlight yet.

Compiled by:

Filipova Elena Vladimirovna, educator of the first category of MBDOU - compensatory kindergarten No. 49 in Yekaterinburg.

1. Introduction

“Don't limit yourself. Many people limit themselves to what they think they can do. You are able to get where your mind can go. Remember what you believe in, what you can achieve. "
Mary Kay Ash

The birth of a child is a real happiness for the family - it has increased by one person, and yesterday's boyfriend and girlfriend are today proudly called parents. It is quite natural for every parent to want to see their baby healthy. It only happens that the supposed happiness is overshadowed by some rather unpleasant disease. As a result, doctors announce their opinion: disability.

The main thing is to understand that this has nothing to do with the verdict. To overcome the further path, which will not be easy at all, it is necessary to come to terms with the circumstances and not blame anyone for what happened. We must not forget that you are now parents whose state of mind is passed on to the child. Therefore, in order to avoid unnecessary stress in the baby, it is necessary to feed him with positive thoughts.

2. Children with special needs

“No one is immune in life from illness. Do not laugh at the crippled, sick people, because in their place ... you can easily find yourself. "
Inva-Life. ru

Children with disabilities are children with various mental or physical deviations that cause general developmental disorders that do not allow children to lead a full life. The following definitions of such children can be synonyms for this concept: "Children with problems" , "Children with special needs" , "Atypical children" , "Children with learning difficulties" , "Abnormal children" , "Exceptional children" ... The presence of a defect (disadvantage) does not predetermine the wrong, from the point of view of society, development. Thus, children with disabilities can be considered children with impaired psychophysical development, in need of special (correctional) training and education.

According to the classification proposed by V.A. Lapshin and B.P. Puzanov, the main categories of abnormal children include:

Hearing impaired children (deaf, hard of hearing, late deaf);
Children with visual impairments (blind, visually impaired);
Children with speech impairments (speech pathologists);
Children with musculoskeletal disorders;
Children with mental retardation;
Children with mental retardation;
Children with impaired behavior and communication;
Children with complex disorders of psychophysical development, with so-called complex defects (deaf-blind, deaf or blind children with mental retardation).

Depending on the nature of the violation, some defects can be completely overcome in the process of development, education and upbringing of a child, for example, in children of the third and sixth groups), others can only be smoothed out, and some can only be compensated. The complexity and nature of the violation of the normal development of a child determine the peculiarities of the formation of the necessary knowledge, abilities and skills, as well as various forms of pedagogical work with him. One child with developmental disabilities can only master basic general educational knowledge (read syllables and write in simple sentences), the other is relatively unlimited in its capabilities (for example, a child with mental retardation or hearing impairment)... The structure of the defect also affects the practical activities of children. Evaluation of certain manifestations of a kind of atypical development is a necessary basis for the development of a system of special education and upbringing based on the positive capabilities of children. The source of adaptation of children with disabilities to the environment is preserved psychophysical functions. The functions of the disturbed analyzer are replaced by the intensive use of the functional potential of the preserved systems. Thus, four factors will influence the development of a child with disabilities.

View (type of) violations.

The extent and quality of the primary defect. Secondary deviations, depending on the degree of violation, can be pronounced, weakly expressed and almost imperceptible. The severity of the deviation determines the originality of the atypical development. There is a direct dependence of the quantitative and qualitative originality of secondary developmental disorders of an atypical child on the degree and quality of the primary defect.

Term (time) the occurrence of a primary defect. The earlier the pathological effect takes place and, as a result, damage to speech, sensory or mental systems, the more pronounced the deviations of psychophysical development will be;

Conditions of the surrounding socio-cultural and psychological-pedagogical environment. The success of the development of an abnormal child largely depends on timely diagnosis and early onset. (from the first months of life) correctional and rehabilitation work with him.

3. Peculiarities of education and upbringing of children with needs in the Russian Federation

“Impossible - this is just a loud word behind which little people are hiding, it is easier for them to live in their familiar world than to find the strength to change it. Impossible is not a fact. This is just an opinion. Impossible is not a sentence. It's a challenge. Impossible is a chance to test yourself. Impossible is not forever. Impossible is POSSIBLE. "

Mark Victor Nansen

Currently, in the education system of Russia, as well as in other countries of the world, integration takes the leading positions in teaching children with developmental problems. Currently, the world is attentive to children with disabilities. (OVZ), which is reflected in the ratification in 2012 by the Russian Federation of the UN Convention (2006), and in the first Decrees of the President of the Russian Federation V.V. Putin (No. 597 and No. 599)... Currently, a concept is being implemented, according to which a person with disabilities is not required to be "Ready" in order to study in kindergarten or school, and much attention is paid to adapting the environment to his capabilities, the development of abilities that may be in demand where he lives, studies. The group of schoolchildren with disabilities is very diverse and numerous. The most important direction in working with such children is an individual approach, taking into account the specifics of the development of the psyche and health of each child.

It is important to develop psychological guidelines for children with mental retardation. The teacher, in working with children, use methods of cooperation and a personality-oriented approach, as well as educational games and tasks.
The teacher and educator take into account the age characteristics of children to remember the zone of near and proximal development. In the classroom and in extracurricular activities, actively use methods and techniques for the formation of universal educational actions among pupils. These are regulatory UUD, these include skills - the ability to act according to a plan, overcoming impulsivity, involuntariness, assess the correctness of the action performed and make adjustments to the result. Also, an important role in the development of personality is played by communicative UUD, these include the ability to establish friendly relations with peers.
The teacher to carry out work on the development of cognitive (cognitive UUD) and creative abilities in schoolchildren, as well as in the formation of adequate self-esteem and learning motivation. Using exercises of a developing nature.
The teacher and educator carry out a special, individual assessment of the answers of students with disabilities: the use of tasks with which they will cope.

For the educator and teacher, create a favorable psychological microclimate in the classroom. Focus on organizing the child's success in educational activities, by relying on his positive, strong qualities.

It should be developed according to the principle from creativity to action, as well as to give instructions in educational work, to be involved in various activities, for example, dramatization, dancing, artistic creation. Children should be involved in research projects, creative pursuits, and sports events. In the process of such work, children learn to understand the meaning and predict the consequences of their own emotional behavior. They realize the importance of an emotional atmosphere of kindness, joy, cooperation.

4. Problems of children with needs

"The basic rule is not to let people or circumstances break you."
Maria Sklodowska-Curie

The future of any country is decided at the school desk. One of the main problems that arose in our society at the turn of the century is the problem of moral and spiritual burnout of the younger generation. Increasingly, we are faced with the facts of substitution of values and concepts among young people. It is remarkable that the main goal of education at school is kind: the development of a highly moral, harmonious, physically developed and spiritually healthy personality, capable of creativity and self-determination. The topic of moral education of children with disabilities is extremely relevant. In the conditions of the formation of a new education system focused on entering the world educational space, there is an active process of searching for educational models that will preserve the moral, cultural and historical traditions of national education and upbringing, formed both in the pre-revolutionary and in the Soviet, and its modern periods. development. In the messages of the President of the Russian Federation D.A. Medvedev draws attention to the dominant role of education: "Education is first of all!" ... The definition of the upbringing process is very multifaceted, the process itself is very complicated even when it comes to healthy children. Of course, it turns out to be especially difficult when children with developmental disabilities are brought up, and there are more than 10 thousand such children in our region. All factors that determine the moral formation and development of the student's personality, I.S. Maryenko divides into three groups: natural (biological), social and pedagogical. In interaction with the environment and purposeful influences, the student socializes, acquires the necessary experience of moral behavior. The moral formation of the personality is influenced by many social conditions and biological factors, but the decisive role in this process is played by pedagogical, as the most controlled, aimed at developing a certain kind of relationship.

One of the tasks of upbringing is to properly organize the child's activities. Moral qualities are formed in activities, and the emerging relationships can affect the change in goals and motives of activities, which in turn affects the assimilation of moral norms and values of organizations. Human activity also acts as a criterion for his moral development. The development of a child's moral consciousness occurs through the perception and awareness of the content of influences that come from parents and teachers around people through the processing of these influences in connection with the moral experience of the individual, his views and value orientations. In the mind of the child, external influence acquires individual significance, thus, forms a subjective attitude towards him. In this regard, the motives of behavior, decision-making and the child's moral choice of his own actions are formed. The orientation of school education and the actual actions of children may be inadequate, but the meaning of education is to achieve compliance between the requirements of proper behavior and internal readiness for this.

A necessary link in the process of moral education is moral education, the purpose of which is to inform the child of a body of knowledge about the moral principles and norms of society, which he must master. Awareness and experience of moral principles and norms is directly related to the awareness of patterns of moral behavior and contributes to the formation of moral assessments and actions.

Raising unusual children "Requires" the use of special technologies, methods in the work of a teacher. The difficulty of the problem of moral education of children with disabilities is determined by:

insufficient research on the topic of moral education of children with disabilities, since there are no special programs in a given direction (specifically for children with disabilities);
children studying at ISCED are distinguished by a wide variety of profound impairments in psychophysiological development. In a child, due to the past diseases, the normal development of the processes of perception, the processes of memorization and reproduction is disrupted, especially in their active arbitrary forms: the processes of abstraction and generalization are significantly disrupted in their development, i.e. what is characterized by verbal-logical thinking. Many students are characterized by the presence of serious disturbances in the field of excitability, imbalance in behavior. The abnormal functioning of these processes does not allow the child to assimilate a complex system of knowledge about the world;

3) families of children with disabilities often belong to the categories of low-income, disadvantaged. Unfortunately, the number of families with alcohol and substance abuse is not decreasing. There is a low educational status of parents and, as a result, a low percentage of employed parents. All these circumstances indicate the extremely low pedagogical potential of families. Children living in such families, from childhood, imprinted negative life experiences in their emotional memory, saw life with "Back door" ... For the formation of the personality of this contingent of children, it is necessary to make pedagogical adjustments to the conditions of life, everyday life, the content and forms of educational work;

4) spontaneous education ("Street" , not purposeful, more often immoral) children with disabilities can have a serious negative impact on personality formation, exacerbating health problems, turning them into "Socially dangerous" population group. Based on the analysis of philosophical and psychological-pedagogical literature and the results of practical activities, it can be concluded that the role of moral education of children with disabilities is great, since it contributes to the prevention of offenses; allows you to shape the spiritual world (value orientations) and the moral qualities of such a child, allowing him to organically fit into society; reveals creative potential, expanding the possibilities of professional choice; forms diligence in work, promotes vocational guidance, helps to reduce the number of unemployed, fosters industriousness (voluntary attitude to work and honesty), forms in the child's mind the concept of labor as a universal human value; allows you to reduce the number of dysfunctional families; allows you to solve the problem of social infantilism. Scientists in the field of pedagogy have revealed that in different age periods there are different opportunities for moral education. A child, a teenager and a young man, have different attitudes towards different means of education. Knowledge and consideration of what a person has achieved in a particular period of life helps to project his further growth in education. The moral development of the child takes a leading place in the formation of a comprehensively developed personality.

When working on the problems of the moral upbringing of schoolchildren with disabilities, it is necessary to take into account their age and psychological characteristics:

Addiction to play. In the context of play relationships, the child voluntarily exercises, mastering normative behavior. Play, more than anywhere else, requires a child to be able to follow the rules. Their children notice the violation with particular acuteness and uncompromisingly express their condemnation to the violator. If the child does not obey the opinion of the majority, then he will have to listen to many unpleasant words, and maybe leave the game. So the child learns to reckon with others, receives lessons in justice, honesty, truthfulness. The game requires from its participants the ability to act by the rules. "What a child is like in a game, this is in many ways he will be in work when he grows up." - said A.S. Makarenko.
Inability to engage in monotonous activities for a long time. According to psychologists, children 6-7 years of age cannot keep their attention on one object for more than 7-10 minutes. Further, children begin to be distracted, to switch their attention to other objects, therefore, a frequent change of activities during classes is necessary.
Lack of clarity of moral concepts due to little experience. Taking into account the age of children, the norms of moral behavior can be divided into 3 levels: A child under 5 years old learns a primitive level of rules of behavior based on the prohibition or denial of something. For example: "Do not talk loud" , "Do not interrupt conversations" , "Don't touch someone else's thing" , "Don't throw the trash" etc. If the baby has been taught to fulfill these elementary norms, then those around him consider this baby to be a well-bred child. It makes no sense to talk about the second level of moral education if the first is not mastered. But such a contradiction is observed among adolescents: they want to please the people around them, but are not trained in elementary behavior. Level 3 (by the age of 14-15) the principle is being mastered: "Help the people around you!"
There may be a tension between knowing how to do it and applying it in practice. (this applies to etiquette, good manners, communication).

Knowledge of moral norms and rules of behavior does not always correspond to the actual actions of the child. This happens especially often in situations where there is a discrepancy between ethical norms and the child's personal desires.

5) Uneven use of polite communication with adults and peers (at home and at home, at school and on the street).

How are we going to overcome these features? Let's turn to the experience of great teachers. V. A. Sukhomlinsky said: “In practical work on moral education, our teaching staff sees, first of all, the formation of universal norms of morality. At a young age, when the soul is very susceptible to emotional influences, we reveal to children the universal human norms of morality, teach them the alphabet of morality:

You live among people. Do not forget that your every action, your every desire is reflected in the people around you. Know that there is a boundary between what you want and what you can. Check your actions with a question to yourself: are you doing evil, inconvenience to people? Do everything so that people around you feel good about you.
You enjoy the benefits created by other people. People make you the happiness of childhood. Pay them good for it.
All the blessings and joys of life are created by labor. You cannot live honestly without labor.
Be kind and sensitive to people. Help the weak and defenseless. Help a friend in need. Do not harm people. Respect and honor your mother and father - they gave you life, they educate you, they want you to become an honest citizen, a person with a kind heart and a pure soul.
Be partial to evil. Fight against evil, deception, injustice. Be irreconcilable to the one who seeks to live at the expense of other people, harms other people, steals from society.

This is the alphabet of moral culture, mastering which children comprehend the essence of good and evil, honor and dishonor, justice and injustice. "

Among the main tasks that modern society poses for public education, there is an urgent task of educating an active, conscious, creative personality.

The educational process is built in such a way that it provides for situations in which the child is faced with the need for independent moral choice. Moral situations for children of all ages should in no way be presented or looked like teaching, or controlling, otherwise their educational value may be negated.

The result of moral education is manifested in the attitude of children towards their duties, towards the activity itself, towards other people.

5. Pedagogical solutions for working with children with disabilities in the Russian Federation

"It is important that people do not feel disabled ... These are people whom fate has sent difficult trials ... Only compassion is not enough, it is necessary to develop opportunities."

L.I. Shvetsova

Every year more and more children come to municipal educational institutions who have deviations from the conditional age norm; these are not only frequently ill children, but also children with logoneuroses, dysgraphia, dyslexia, increased excitability, impaired concentration and retention of attention, poor memory, increased fatigue, as well as with much more serious problems (CRA, autism, epilepsy, cerebral palsy)... They need specialized help, an individual program, and a special treatment.

It is more and more realized that psychophysical disorders do not deny the human essence, the ability to feel, experience, acquire social experience. The understanding has come that each child needs to create favorable conditions for development, taking into account his individual educational needs and abilities.

According to "Dictionary of the Russian language" to accompany means to follow alongside, together with someone as a companion or guide.

The purpose of psychological support: the creation of an integrated system of psychological and pedagogical conditions conducive to the successful adaptation, rehabilitation and personal growth of children in society.

Tasks of psychological and pedagogical support:

prevention of developmental problems of the child;
help (assistance) a child in solving urgent problems of development, learning, socialization: learning difficulties, problems with choosing an educational and professional route, violations of the emotional-volitional sphere, problems of relationships with peers, teachers, parents;
psychological support of educational programs;
development of psychological and pedagogical competence (psychological culture) students, parents, teachers.

The most important area of psychological and pedagogical support for the development of students is the preservation and strengthening of children's health.

The solution of problems of psychological and pedagogical support of a child cannot be limited to the area of direct interaction of a psychologist with a child, but requires the organization of work with teachers and parents as participants in the educational process.

Special work should be carried out with the parents of this category of children to provide them with the necessary knowledge about the characteristics of the child, the optimal forms of interaction, and teaching effective methods of assistance.

Children with disabilities need to develop social competence, communication skills with others.

Overcoming social isolation, expanding the possibilities of voluntary interaction with peers is an essential condition for positive changes in the development of such children, improving their learning abilities.

"The discouraged dies ahead of time"
Omar Khayyam

The child's development is directly influenced by the type of disorder, the severity of its manifestation, the time when the defect manifested itself, the surrounding conditions, the social and pedagogical environment of life. Working with children with disabilities requires hard work. After all, such a child needs to be given much more attention than without a developmental disorder. For each variant of developmental defects, its own training program is selected. But in general, their main aspects are the same.

The basic principles of teaching children with disabilities are listed below:

Motivation - it is necessary to arouse the child's interest in the world around him and the educational process.
Development - it is important to create a unified process of cooperation and joint activities.
Building interaction, helping to adapt to the conditions of the surrounding world.

The principle of psychological safety.

At the initial stage of education, it is important to arouse interest, willingness and ability to cooperate with the teacher, the ability to complete assignments. And the goal of teaching in secondary school will already be the formation of a moral, ideological and civic position, as well as - to identify creative abilities. As a result of teaching children with disabilities, violations of one of the analyzers are replaced by the stronger and more sensitive work of others.

It is worth noting the importance of family upbringing of children with disabilities, because most of the baby's life is spent with relatives. Purposeful actions of parents can significantly affect his life. After all, if they know exactly what they want to achieve, then they can count on success. In the family, there is a process of becoming a child as a part of society, the formation of social values, communication skills. It must be remembered that conflict situations and any manifestations of aggression will lead to the opposite result and have a very negative effect on the already fragile psyche of the baby. Thus, the family plays a major role in the development of personality.

Literature

Amonashvili Sh.A. Hurry up, children, we will learn to fly. Ed. House of Shalva Amonashvili. The laboratory is humane. Ped. MGPU. - M., 2005- 329 p.
Andreeva L.V. Pedagogical conditions for the implementation of the integration of children with developmental problems in a general education school. Materials of the international seminar. Integrated learning: problems and perspectives. - SPb., 1996-144 p.
Bolotov V.A. On the integrated education and training of children with developmental disabilities in preschool educational institutions. Method. Letter from the Ministry of Education of the Russian Federation. M., 2002 .-- 12 p.
Zhulina E.V. Fundamentals of Social Rehabilitation. Sphere shopping center. M., 2005 - 187 p.
Kalimov E.A. Fundamentals of Psychology: Textbook for universities. M., 1997 - 234 p.
Konovalova M.P. Social and cultural rehabilitation of children with disabilities in the process of information and library services. Moscow State University of Culture and Arts Bulletin M.P. Konovalov. M., 2003 - 103-107
Kodzhaspirova, G.M. Dictionary of Pedagogy. ICC "Mart" M., 2005 - 448 p.
Lyapidievskaya G.V. On the creation in Russia of a network of rehabilitation centers for children and adolescents with disabilities. Bulletin of psycho-social and correctional-rehabilitation work. M., 1997 - 42 - 48 p.
Malofeeva T., Vasin S. Disabled people in Russia, no. M., M., 80 - 105 p.
Mastyukova, E.M. Curative pedagogy (early and preschool age)... VLADOS, M., 1997 - 304 p.
R.V. Ovcharova Reference book of the social educator. Sphere shopping center. M., 2002 - 480 p.
Romanov M.R. Rehabilitation of the disabled. Vagrius. M., 2000 - 175 p.
I.V. Strakhov Psychological foundations of pedagogical tact. Saratov, 1972 - 344 p.

(with disabled children)

in groups of joint learning in a preschool educational institution

Today, one of the pressing problems is the implementation of an inclusive approach in the upbringing and education of children with disabilities (hereinafter HH), as well as with children with special educational needs (children with disabilities) in a preschool educational institution.

Inclusive education - the process of creating an optimal educational space focused on finding new ways to meet the educational needs of each participant in the process.

Currently, the so-called spontaneous inclusion of children with developmental disabilities into the environment of healthy peers often occurs. Children with special educational needs are in general education institutions regardless of mental and speech development, from the structure of the defect, from psychophysical capabilities. This is due to the lack of correctional preschool educational institutions, and with the unwillingness of parents to bring up their children in a compensatory institution, and with a number of other socio-economic, psychological and pedagogical reasons.

Finding children with special educational needs in the same room and at the same time with normally developing peers helps to reduce the distance between these categories of preschoolers. However, the ability to join an ordinary group of children characterizes not only the capabilities of children with disabilities, but also the quality of the work of the preschool institution, the availability of adequate conditions for the development of pupils with special educational needs. Therefore, for a full-fledged functional and social inclusion, a special organization of subject interaction, interpersonal contacts and communication, equal partnership, and the removal of social distance are needed.

At the moment, there are 2 disabled children in our group, the status of a child with disabilities (disabled child) has been assigned to children on the basis of the conclusion of the Central Medical and Social Development Center of the Kurgan Region and on the basis of a certificate from the Bureau of Medical and Social Expertise - this is a child with a musculoskeletal system disorder and a child with visual impairment.

For the successful development of children with various educational needs, the following special conditions are created at the stage of preschool childhood for these children:

1. Creation of psychological and pedagogical support.

In a preschool institution, a psychological, medical and pedagogical council operates, the purpose of which is -is to provide diagnostic and correctional, psychological, medical and pedagogical support for pupils with developmental disabilities, disabilities, special needs, based on the real capabilities of the educational institution and in accordance with special educational needs, age and individual characteristics, the state of the somatic and nervous mental health of pupils.The organization of complex correctional and pedagogical support of children with special educational needs involves the participation of each specialist, namely, the head, deputy head, speech therapist, educators, teacher-psychologist, music director, physical education instructor, nurse.

During the stay of children with special educational needs in a preschool educational institution, we:

we include them in all classes, regardless of the defect, in the future we will develop for each of them an individual correctional and developmental program;

we create for pupils an atmosphere of benevolence, psychological safety, non-judgmental acceptance of the child, understanding of his situation;

correctly and humanely assess the dynamics of the advancement of children;

when assessing the dynamics of progress of children with special educational needs, we do not compare them with other children, but we carry out an analysis with the previous level of development;

We build a pedagogical forecast on the basis of pedagogical optimism, striving to find in each child the preserved psychomotor functions, the positive aspects of his personality and development, which can be relied upon in pedagogical work.

We adhere to the basic principles of the methodological approach to the upbringing and education of children with special educational needs:

we create special conditions to ensure the motivational side of the activity;

we carry out the communicative orientation of training;

we individualize training;

we comprehensively develop productive activities in children: modeling, drawing, manual labor, applications, etc.;

we create conditions for the active participation of parents (legal representatives) in the upbringing and education of children.

2. Creation of a regulatory and software and methodological support.

For disabled children, adapted educational programs of preschool education are developed taking into account the individual characteristics of pupils: age, structure of impairment, level of psychophysical development.

At the beginning of each academic year, a comprehensive examination of the pupils' data is carried out by specialists and educators. In accordance with medical diagnoses, develop individual development routes for each child, determine the educational load.

As for our pupils with special educational needs, according to the recommendations of the Central Medical and Psychological Commission, a speech therapist is involved with a child with musculoskeletal disorders.

3. Creation of a subject-spatial developmental environment.

For the success of inclusive education, it is necessary to create a subject-developing environment adequate to the child's capabilities, that is, a system of conditions that ensure the full development of all types of children's activities, correction of deviations of higher mental functions and the formation of the child's personality (cultural landscapes, physical education and recreation facilities, subject-play , children's library, game library, musical and theatrical environment, etc. (E.A. Ekzhanova, E.A. Strebeleva).

One of the important conditions for organizing the process of upbringing and teaching children with special educational needs in a general developmental kindergarten is equipping it with special equipment.

We pay great attention to the development of visual-motor orientation in space, which helps to consolidate and develop in a child with visual impairment ideas about the world around him, to accumulate life experience.

The object-spatial environment for a given child should be saturated with various sensory stimuli, conditions for his motor activity should be created: the center of sensory development, clockwork, sounding toys made of different materials, tablets with different tactile surfaces.

We arrange special visibility:

demonstration material at least 20cm in size, handout material from 3 to 5cm;

pay special attention to the logical sequence of tasks; these are didactic games on the topics studied, crosswords, puzzles, logical chains, algorithms;

We select the material for assignments by size (the tomato should not be larger than the cabbage, the car is larger than the house);

we try to frame subject and plot pictures;

there are stands that allow you to view the object in an upright position;

we carry out the boarding of the child for educational activities taking into account the recommendation of an ophthalmologist;

we observe the dosed regime of visual loads and a special lighting regime;

compulsory visual gymnastics with high visual load during frontal exercises (simulator schemes for visual gymnastics);

individual illumination of the child's workplace in the afternoon (table lamps in art centers, book corners, etc.)

When interacting with a child with musculoskeletal disorders we take into account its psychological characteristics: low rate and insufficient productivity of activity; insufficient criticality, adequacy, including in behavior; Difficulty understanding long, fast, complex instructions, the need to repeat them; difficulty transferring modes of action; obvious uneven development of the components of cognitive activity; the need for a large amount of adult learning assistance.

In a group for this child the following conditions are created:

free little cut space;

miniflanelegraph with a selection of cards, models by topic;

various lacing;

Montessori framework;

small items for counting, laying out patterns, bulkheads;

dry pools, exercise equipment, motor toys, collapsible toys;

the workplace should have comfortable lighting, a minimum number of objects in the child's field of vision, special devices for fixing objects on the table surface, etc. objects and objects.

4. Interaction between kindergarten and family - this is a necessary condition for the full development of children with special educational needs. It is important to preserve the unity and consistency of all requirements for the child in the family and kindergarten.

We try to help parents understand the nature of the child's deviations. We carry out continuous communication with parents through consultations, workshops, parent meetings, individual notebooks for recommendations and other forms of work. Parents receive information about what knowledge, abilities and skills need to be consolidated in the child, get acquainted with various play techniques that are aimed at his all-round development.

In conclusion, I would like to note that L.S. Vygotsky wrote: "From a psychological point of view, it is extremely important not to confine such children to special groups, and possibly to practice their communication with other children more widely." A prerequisite is not an orientation towards the features of the existing disorder in the child, but compensation for the development of a secondary defect.