special needs. Children with special educational needs

This article is a practice-oriented guide for subject teachers and class teachers who have a child with special educational needs. It deals with the issues of legal regulation of inclusive education, the practical organization of work with a child, as well as complex issues of interaction between a teacher and other employees of an educational institution and its administration.

The issues of organizing inclusive education within the framework of the existing legal regulation are among the most complex and confusing. Here educational, administrative, budgetary, labor law merge together, giving rise to many contradictions relative to each other. In this article, we will try to explain in simple terms the most difficult issues that a teacher may face in the process of organizing an inclusive environment in an educational institution.

Who are children with SEN, children with disabilities and children with disabilities?

Federal Law No. 273-FZ “On Education in the Russian Federation”, Article 2, Clause 16: “a student with disabilities is an individual who has deficiencies in physical and (or) psychological development, confirmed by the psychological, medical and pedagogical commission and preventing education without creating special conditions.

The concept of "a child with special educational needs" is used in modern scientific research and some legislations of foreign countries as a more modern and accurate analogue of a child with disabilities.

Disability is not always associated with limited health opportunities in the understanding of the Federal Law "On Education". Inclusive education is the education of a child who has special educational needs due to the peculiarities of his health in a general education institution. Not all children with disabilities need special accommodations.

Accordingly, for the purposes of inclusive education in modern Russia, the term child or student with disabilities (a child with disabilities) is important.

What is the basis for creating a special educational environment for a child with disabilities?

The main document that educational institutions should be guided by when working within the framework of inclusion is the conclusion of the psychological, medical and pedagogical commission. It is this document that determines what conditions must be created at the school in order for the child's education to meet federal standards. The conclusion of the psychological-medical-pedagogical commission is obligatory for acceptance by any educational institutions. Creating the necessary working conditions is the duty of any school.

Who is involved in creating and organizing an inclusive environment?

Contrary to popular belief among educators, inclusive education does not simply mean the inclusion of a child with disabilities in a class with a teacher's load of huge additional responsibility. This is a whole range of measures related to the creation of an inclusive environment, in which a large number of specialists participate.

The first group of employees of educational institutions involved in the creation of an inclusive environment are the teaching staff themselves. These include subject teachers, primary school teachers and tutors. Their main task is to organize the actual training sessions, develop materials and work programs.

The second group are support workers. First of all, they are assistants. Their task is to physically help a child with disabilities in overcoming the difficulties of the environment where he studies.

The third group is specialized workers. These are various teachers and doctors who work with specific skills required in the educational process and health characteristics: psychologists, speech therapists, defectologists.

Thus, the creation of an inclusive environment in an educational institution does not imply the transfer of all work to one specific teacher. It is also necessary to include other specialists in the work, who should jointly participate in such a complex process, sharing duties and responsibilities among themselves.

What are the limits of the teacher's responsibility?

The legal basis for the duties of a teacher in the process of organizing inclusive education is the professional standard "Teacher". It assumes the following duties of the teacher:

Development of an adapted general education program (together with a teacher-psychologist)
Development of a work program in the subject, taking into account the individual characteristics of students with disabilities
Adapting classes and extracurricular activities to the needs of a particular child
Selection of special adapted teaching aids for classes
If necessary, the use of special technical means (if any in the educational institution)

Thus, the responsibility of the teacher includes only the adaptation of their usual activities for the purposes of working with a child with disabilities. This includes not only changing the pedagogical methods themselves, but also adjusting tasks for children. Everything else that the school administration usually tries to supplement the standard workload of a teacher does not relate to his immediate duties.

What should a tutor do?

It is the tutor who is the most important guide for a child with disabilities to the world of an inclusive school. It bears the main burden associated with the problematic issues of adaptation of children in regular classes. His immediate responsibilities include:

Identification of individual characteristics, interests, abilities, problems, difficulties of students in the educational process
Development of individual educational routes
Adaptation of the educational process
Designing an open educational environment
Development and selection of methodological tools
Reflection of the educational process by its participants

It is clearly seen that the development of individual educational routes, assistance to teachers in the preparation of classes, participation in the development of specialized methods is the key to the success of inclusion, especially considering that the workload of a tutor can be no more than 6 children per salary rate. He better understands the complexities and problems of those children with disabilities for whose educational process he is responsible.

What is the task of an assistant?

Assistants are auxiliary workers, however, they also bear a great responsibility for the adequate inclusion of children with disabilities in the educational process. They are largely responsible for the functions associated with physical assistance to children. Among other things, their responsibilities include:

Providing technical assistance to a child with disabilities (dressing, undressing, using cutlery, etc.)
Creation of comfortable conditions
Maintenance of rehabilitation facilities
Ensuring student access to infrastructure facilities
Providing first aid, communication with medical professionals and legal representatives in emergency situations
If necessary, the transfer to the student of relevant information about the surrounding reality in an accessible form

As can be seen from the list of duties of an assistant, it is not the responsibility of the teacher to physically ensure the comfortable stay of a child with disabilities in an educational institution. He only has to control and lead the educational process itself. In turn, the assistant will help the child overcome the physical difficulties associated with studying in a regular school.

What is the role of defectologists?

When organizing an inclusive environment, one should not forget about professional specialized work with children. It is conducted by specialists of various profiles: psychologists, speech therapists and defectologists. The latter include, for example, deaf teachers, typhlopedagogues, oligophrenologists, etc. Their responsibilities include:

Early identification of children with disabilities
Development of recommendations for corrective support
Determination of the type of educational program and the option of providing correctional assistance
Planning lessons, individual and group remedial classes
Organization of the educational environment for persons with disabilities
Organization of control over the development of educational programs

The activity of these specialists contributes to the adaptation of children in society, develops their social skills, which may have certain specifics due to their health characteristics. Without these specialists, the progressive effect of inclusive education will be much less noticeable, and the amount of additional effort that is expended by various workers to support the educational process of the child will remain at the same level throughout all the years of education.

What changes in working conditions follow the introduction of inclusive education?

Inclusive education involves a number of changes related to the working conditions of those workers who are involved in creating an environment for children with disabilities. These include reduced working hours: 36 hours - a teacher-psychologist, tutor; 20 hours - teacher-defectologist, teacher-speech therapist; 25 hours - educators caring for children with disabilities; 18 hours - speech therapists of medical organizations and social service organizations.

The organization of inclusive education requires changes in the composition of study groups. In preschool education, the number of students with disabilities in the study group is set to 15 people. A defectologist teacher (deaf teacher, typhlopedagogue) is determined for every 6-12 students with disabilities. Speech therapist teacher - for every 6-12 students with disabilities. Teacher-psychologist - for every 20 students with disabilities. Tutor, assistant (assistant) - for every 1-6 students with disabilities.

It is no secret that inclusive education requires significant additional costs, especially at the time of its creation. This is also due to the retraining and advanced training of employees, the purchase of additional special equipment, and the creation of a comfortable environment. In this regard, in paragraph 1.8 of the Guidelines for determining the standards for budget financing of basic general education programs, it is established that when determining the value of the coefficients, it is recommended to take into account the provision of education to children with disabilities.

Of course, the salary of the employee who works with a child with disabilities should be higher than that of his colleague who works with the ordinary class. Given the modern system of remuneration of the teaching staff, these issues are the responsibility of the educational organization itself, and not of higher state authorities. Through collective bargaining with the employer, teachers can influence the introduction of amendments to the collective agreement or the regulation on remuneration, the provision on incentives. Given the fact that an increased per capita coefficient is allocated for children with disabilities in most regions, there should not be a financial issue for the employer, and he will most likely agree to increase the cost of paying an hour, or to provide additional incentives for teachers involved in organizing an inclusive environment .

What is the algorithm of actions of the teacher, in the class to which the child with disabilities got?

Step 1. If a child with disabilities was brought to your class, then you, as a teacher, can demand that your labor rights be observed and that suitable working conditions be created.

Step 2. Demand from the administration of the educational institution where you work, the conclusion of the psychological, medical and pedagogical commission, according to which the child was recognized as having a disability. Carefully familiarize yourself with his health features and the training conditions that are required.

Step 3. Find out if your class complies with the norms for the number of children in connection with the arrival of a child with disabilities. If there are more than the norm, demand either a reduction in the number of children in the class, or the placement of the child in another class.

Step 4. Find out which specialists will work with a child with disabilities and to what extent. Whether a tutor or assistant is indicated in the PMPK conclusion, and whether it will be provided to the child. If one of these specialists is required, but not provided, seek from the administration of the educational institution to provide the child with such a worker.

Step 5. Find out if your collective agreement contains provisions on remuneration, provisions on stimulating material rewards for working with children with disabilities. If not, then together with other teachers involved in the organization of an inclusive space, demand collective negotiations and changes in the collective agreement and other local regulations.

Step 6. Together with other specialists, a tutor, speech pathologists, think over a methodology for teaching a child with disabilities in an inclusive class. Based on these guidelines, tailor your work program and practice assignments.

Varlamov Yu.E.- Lawyer of MPRO "Teacher".

The education of children with special needs is one of the main tasks for the country. This is a necessary condition for creating a truly inclusive society, where everyone can feel the involvement and relevance of their actions. We must enable every child, regardless of their needs or other circumstances, to achieve their full potential, contribute to society and become a full member of it. David Blanket.

The organization of teaching children with disabilities in school raises many questions from teachers and parents. How to teach a child if he has health problems or features of mental development that do not allow him to fully learn, pass the educational program without difficulties? Should a child with disabilities go through a regular education program or should there be a special program? Many parents prefer not to take a special child to school, others, on the contrary, believe that a child in a public school is better socialized. Teachers can often be at a loss and for the first time face the situation of teaching a child with disabilities in a regular class.

Who is he, a student with disabilities? Federal Law No. 273, Article 2 “On Education in the Russian Federation” has a clear definition: “A student with disabilities is an individual who has deficiencies in physical and (or) psychological development, confirmed by a psychological, medical and pedagogical commission (i.e. PMPK recommendation) and preventing education without creating special conditions.

The regulatory documents indicate that the right of a child with disabilities to receive education at the place of residence can be realized through the organization of integrated education for them with normally developing peers. However, in our society there are a number of problems associated with the inclusion of a child with a disability in the school space at the place of residence:

the presence of stereotypes and prejudices in the school environment in relation to disability;

lack of information among schoolchildren about disability and about the capabilities of their peers with disabilities;

lack of an accessible environment and technical means of rehabilitation that facilitate the educational process for students with special educational needs;

lack of knowledge, appropriate training and methods for working with a child with special educational needs in the conditions of an educational institution at the place of residence;

the unwillingness of the general public to recognize the right of a child with special educational needs to be educated among their peers without disabilities;

the complete absence or formal nature of an individual rehabilitation program for a child aimed at obtaining a full-fledged education.

Of course, there are many difficulties.

I want to look at this situation from a teacher's point of view. What should a subject teacher do if there is a child (or children) with disabilities in the class? How to carry out the learning process in the classroom?

After all, I have to educate and develop not only children with disabilities, but also children of the “norm”.

According to Federal Law No. 273 “On Education in the Russian Federation”, an adapted educational program is being developed for students with disabilities, which provides for the solution of the main tasks:

· Providing a condition? to exercise the rights of a student with a ZPR to receive free education;
· Quality organization correctional rehabilitation? work;
· Preservation and strengthening of the health of students with mental retardation based on the improvement of the educational process;
· Creation of a favorable psychological and pedagogical climate for the realization of individual abilities? trainee? Xia with ZPR;
· Expansion of material? base and resource support of the school for organizing the education of a child with mental retardation.

My task, as a teacher, is to build the learning process at the lessons of the Russian language and literature in such a way that students with disabilities can study on an equal footing with children of the “norm”, demonstrating the positive effectiveness of educational activities.

The solution of this problem is impossible without studying the special literature, namely: the causes of mental retardation, which are considered in the works of M.S. Pevzner, T.A. I. Kalmykovoi?. Among these reasons, both mild organic brain damage and unfavorable social factors that aggravate the lag are indicated. As the main sources of violation? the following can be named:

- cerebro-organic brain damage of various nature and time;
- hereditary immaturity of the brain;
- diseases of internal organs, various chronic disorders;
- prolonged exposure to unfavorable conditions? environment.

V.V. Lebedinsky distinguishes 4 main forms of mental retardation:

1. Mental retardation of constitutional origin (harmonic? infantilism). Are learning difficulties related to motivational immaturity? spheres and personality as a whole (gaming interests predominate). 2. Mental retardation of somatogenic origin due to chronic infections, allergic conditions, congenital and acquired malformations. Educational motivation is reduced due to unfavorable physical and mental condition.
3. Mental retardation of psychogenic origin, associated with unfavorable conditions of education. In adolescence, with this type of delay, there is most often a reluctance to learn.
4. Is mental retardation of cerebro-organic origin caused by mild? organic? central insufficiency? nervous? systems. This type of ZPR is more common than the other types described above, has more? cost? bone and severity of violation? how emotional-volitional? spheres, and cognitive? activities. Learning motivation is significantly reduced.

ZI Kalmykova believes that the children have? with a delay? mental development, the following manifestations are observed:

- Difficulties in mastering the elementary? literacy ?, the account is combined with a relatively well developed? speech;
- the ability to memorize poems and fairy tales;
- developed cognitive activity.

Speech observations? children's activities? with a delay? mental development have shown that they experience significant difficulties in constructing a statement?: do not give a detailed answer to an adult's question, cannot retell even small ones? text, describe an object or picture.

Because of insufficient? semantic formation? sides of speech are:

- insufficient understanding of instructions?, training tasks?;
- difficulties in mastering educational concepts - terms;
- difficulties in forming and formulating one's own thoughts? during the learning process? work;
- insufficient development of communications? speech. Children's statements? with a delay? mental development is not targeted.

Based on the above, it becomes necessary to prepare for a lesson in an inclusive class as a kind of design. The main elements of design, as a type of activity, are: building a technological process - modeling educational and cognitive? activities of students in mastering the content of education; planning how to manage this process. The design is implemented in the preparation of the educational process as a whole and each lesson separately. Design? component includes the teacher's ability to correlate the study of material with the actual needs of children, the ability to design promising? a plan for studying the material, the ability to plan one's own pedagogical activity, the teacher's skills associated with modeling the activities of students in the lesson. The design product is a project of the future educational process.

Anyone? the lesson will be productive both for the teacher and for the students, if it takes into account: assessment and necessary correction of the psychological state? during the whole lesson (emotional - joy, annoyance, etc.; psychophysical - cheerfulness, fatigue, excitement, etc.; intellectual - doubt, concentration, etc.); maintaining a high level of motivation throughout the lesson using the technique of shifting the motive to the goal; organization of a dialogue that allows you to identify personal? the meaning of studying the topic of the lesson; identifying the subjective experience of students according to the proposed? topic; submission of new material, taking into account the psychological and pedagogical? class characteristics; using different sensory channels when explaining new material; application of didactic material; rejection of frontal work as the main forms of the lesson and the widespread use of various options for individual ?, couples? or group? work to develop communication skills? students (paying great attention at the first stages to the distribution of roles? and functions? in groups and pairs, laying the moral and technological basis for communicative skills?); mandatory assessment and correction of the process and the result of training? activities of each student during the lesson; widespread use of self-assessment and mutual assessment; conducting lesson reflection with children (what they learned, what they liked, what they would like to change, etc.) and much more.

Following the general rules and methods of organizing educational work of student-centered learning in the classroom, the teacher of an inclusive class should remember and take into account the subtleties of including a child with certain cognitive characteristics in the work? activity, behavior, communication. Often like this? the student cannot fully keep up with the pace of the whole class, performs tasks at a level accessible to him, but below the level of mastering the content of the topic, the subject by his classmates. Teacher creating? scenarios? lesson, must remember and understand the following:

1. When organizing individual work in a lesson - completing a task on a card, an individual task in a notebook - it is necessary to take into account the desire of a child with disabilities to “be like everyone else”, to complete the task together with classmates. If the teacher gives a card to only one student, a situation is created of artificially separating him from general educational work. A child with disabilities will feel more confident if he gets the opportunity to answer at the blackboard, to participate in frontal work.

For example, cards with individual independent tasks, in addition to a child with disabilities, are received by several more “weak” students. At the same time, the content and form of the task will correspond to the level of mastering the material by each student.

Shaping positively? educational? Motivation contributes to the performance of individual tasks? by choice, when the child himself determines its complexity and volume.

The teacher in educational activities should also use didactic techniques for adapting and modifying educational material for a child with disabilities. For example, “step-by-step” presentation of the material, breaking a complex task into several simple ones; the presence of a task execution sample. The help of an adult should be dosed.

2. The inclusion of a child with learning and behavioral difficulties in pair work should occur gradually. At first, children can work in pairs with him, showing a clearly positive attitude, ready to help and support. It's not necessarily the best students, chiefs? the sign here is loyalty. However, it is important to remember here that one must be very careful in using one student to support another. Anyone?, even the most? kind? the child quickly gets tired of the constant burden of responsibility. Therefore, as the “special” child develops skills? in the field of interaction, the formation of an activity algorithm when working in pairs, the teacher changes its composition. So the whole class gradually gains experience of interacting with a special student. At first, the teacher notes and approves not so much the result itself, but rather consistency, cohesion, ability to cooperate, etc. After that, work in pairs can be organized according to other principles.
3. Is the inclusion of a child with disabilities in group work also gradual? and sequential? character. The main criterion for the effectiveness of the group? work in a lesson in an inclusive class becomes not a focus on success “who is bigger and better”, but a focus on consistency, mutual assistance, support, joint decision-making?, development of compromise solutions? out of the situation? etc. The same criteria become leading not only in the classroom, but also in extra-curricular, school-wide events, gradually leading to a change in the way of life in the school community. At first, when organizing work in groups, can work with the distribution of functions be used? -- when each? does the child contribute? contribution to the common result, completing their task, while a child with learning difficulties can be offered auxiliary materials (for example, if you need to compose a text, the child uses pre-prepared phrases that need to be distributed, or a pre-prepared plan. Organization of work in a group with role distribution? also involves full involvement of the child on the basis of understanding his capabilities? (for example, he can select the necessary? visual? material - pictures, diagrams illustrating? the content of the task), or, conversely, select ready-made sentences for the picture, lining them up in text. As a rule, productive is such work in which students take on the function of a teacher for one or a group of other children? At the same time, the child, playing the role of a student, in the process of joint oi? work with a peer assimilates the necessary? educational? material and gain experience of overcoming difficulties?. While working on overcoming other people's difficulties? helps you understand your own. In tacos? situations benefit both students.
4. If possible, when organizing a group? work in the classroom, the position of the teacher himself and his assistants is very important - the tutor (whose role is the parent), the teacher-defectologist, the teacher-psychologist. When preparing for a lesson, a teacher's assistant can help develop tactics for organizing interaction between children, prepare the necessary? distributing? and auxiliaries? material. Is it very important for a teacher and a tutor when children complete group assignments? in the lesson, join the work of groups, check whether everything is going as it should, prevent conflict situations. The teacher-defectologist (teacher-psychologist, special psychologist) in group correctional and developmental classes also forms the skills of working in a group in a child with disabilities, can help the teacher adapt the content of the educational material on the topic, organize advanced study of the educational material.
5. V.I. Oleshkevich identifies two types of organization for the inclusion of children? with disorders of psychophysical development in interaction: “Inclusion of special children? interaction can be direct purposeful (immediate) and indirect (involuntary). The participation of schoolchildren with disabilities, along with the norm, in various exhibitions of drawings, collages and handicraft competitions is an example of their indirect inclusion in the educational environment. Decorating the walls of the classroom and school with the work of special students shows everything? school (indirectly) their success in other activities. Turning on kids? in school life almost always takes place, for example, involving them as fans in ongoing sports and cultural events. Playing the role of fans contributes to the formation of experience in emotional and evaluative relationships, forms the ability to express ownership of the school, and contributes to the development of patriotic feelings. Including them on an equal footing with everyone else in the composition of the group of participants is artistic? amateur performance is fraught with huge? success potential. Is it unique? a reserve for the acquisition by a special child of invaluable experience of interaction and communication, the experience of self-knowledge and self-awareness, the experience of reflection and demonstration.

In conclusion, I note that the interaction of students with different educational opportunities and need-motivational? spheroi? does not occur on its own. Interaction must be taught throughout the entire period of cooperative learning, and this work should begin as soon as special students appear in the class.

Provide alternative textbooks similar in content but easier to read (for correctional schools).

Provide, if possible, an audio recording of the text of the textbook so that the child can listen to the tape and follow the text.

Reading material should be comfortable for the child.

The teacher can highlight individual parts of the text with a marker to familiarize the child with the content.

It is possible to use cards for taking notes on key topics.

Reading texts should not contain incomprehensible words and phrases, metaphors.

The text with illustrations is desirable.

Before reading the text, introduce the child to the next task that he will perform.

Divide the text into small semantic parts.

Only the main idea should be recorded in the test.

When completing tasks on the text, the student should be able to use the content.

Questions and tasks on the text should be specific, clear, for the understanding of factual information.

Texts of textbooks are adapted by a defectologist, a subject teacher, a computer together.

Planning for the classroom

Simplify tasks for a child with disabilities, focusing on the main ideas.

Replace written tasks with alternative ones. For example, a child dictates answers to a tape recorder.

Offer tasks to choose from in terms of content, form of implementation.

Prescribe individual goals and objectives for children with disabilities.

Provide for the student to complete tasks on the computer.

Reduce student workload.

Provide work in pairs, in groups.

Change rules that infringe on the rights of the child.

Offer clear algorithms for work.

Use iconic symbols to guide the child in completing tasks, planning actions.

Provide during the lesson a change in the activities of students, the alternation of active work with rest.

The child should be able to leave the classroom and be in a "quiet zone" if he is under stress.

Mandatory use of visual aids.

There should be no objects in the classroom and on the child's desk that can distract him from work.

Instead of essays and presentations, offer to write down the answers to the questions prescribed by the teacher.

The task written on the board should be duplicated in the printout for the child.

Avoid giving assignments for rewriting.

Learn how to use a calculator and use it in math lessons.

Group similar tasks together.

Task formulation

The task must be formulated both orally and in writing.

The task should be short, specific, one verb.

Ask the child to repeat the task.

The task can be formulated in several stages.

When formulating tasks, show the final product (finished text, solution of a mathematical problem ...)

When formulating the task, stand next to the child.

Give the child the opportunity to finish the task they have begun.

Grade. Try to celebrate the good behavior of the child, not the bad.

Do not pay attention to not very serious violations of discipline.

Be prepared for the fact that the child's behavior may be associated with medication.

Come up with some kind of “special” word, after pronouncing which the child will understand that he is not acting properly.

Use an interim assessment to reflect progress.

Allow the child to rewrite the work to get a better mark (in the future, take into account the mark for the redone work).

Use the pass-fail scoring system when it comes to assessing a child's growth and development.

child limited opportunity school

Literature

Alekhina S.V. Inclusive education for children with disabilities // Modern educational technologies in working with children with disabilities: monograph under the general. ed N.V. Laletin; Sib. Feder. un-t, Krasnoyar. state ped. un-t im. V.P. Astafieva [i dr.]. Krasnoyarsk, 2013. S. 71 - 95.

V.V. Lebedinsky. Disorders of mental development in children: Textbook. Moscow: Moscow University Press, 1985.

IN AND. Oleshkevich "Factors of Success in Collaborative Learning" - Minsk: "Four Quarters", 2007.

V.M. Dyukov, L.A. Boi?dik, I.N. Semenov/: Theoretical and methodological foundations of inclusive education.

V. Svobodin. Inclusive education is the hottest topic for the country http://www.dislife.ru/flow/theme/9364/

Delayed children? mental development / Ed. T. A. Vlasovoi?, V. I. Lubovsky, N.A. Tsypinoi?. - M., 1984.

L.S. Vygotsky?. Sobr. cit.: In 6 vols. - M., 1983. - T. 5.- M., 1993.

N. Semago, M. Semenovich. Integration spontaneous and thoughtful. "School psychologist" No. 23, 2005.

HE. Ertanova, M.M. Gordon. Inclusive Education: Methodology, Practice, Technologies. Moscow 2011, pp.: 11 - 17, 36, 37.

Development and implementation individually? educational? programs for kids? with disabilities in primary? school - Moscow: 2012.

Special educational needs is a term that has recently appeared in modern society. Abroad, he entered into mass use earlier. The emergence and spread of the concept of special educational needs (SEN) suggests that society is gradually maturing and is trying in every possible way to help children whose life opportunities are limited, as well as those who, by the will of circumstances, find themselves in a difficult life situation. Society begins to help such children adapt to life.

A child with special educational needs is no longer the one who has anomalies and developmental disorders. Society is moving away from dividing children into “normal” and “abnormal”, since there are very ghostly boundaries between these concepts. Even with the most ordinary abilities, a child may experience a developmental delay if he is not given due attention from parents and society.

The essence of the concept of children with SEN

Special educational needs is a concept that should gradually replace such terms as "abnormal development", "developmental disorders", "deviations in development" from mass use. It does not determine the normality of the child, but focuses on the fact that he is not very different from the rest of society, but has the need to create special conditions for his education. This will make his life more comfortable and as close as possible to that which ordinary people lead. In particular, the education of such children should be carried out with the help of specific means.

Note that "children with special educational needs" is not only a name for those who suffer from mental and physical disabilities, but also for those who do not have them. For example, when the need for special education arises under the influence of any socio-cultural factors.

Term borrowing

Special educational needs is a concept that was first used in a London report in 1978, which also focused on the difficulties of educating children with disabilities. Gradually, it began to be used more and more. Currently, this term has become part of the educational system in European countries. It is also widely distributed in the US and Canada.

In Russia, the concept appeared later, but it cannot be argued that its meaning is just a copy of the Western term.

Groups of children with SEN

The contingent of children with SEN, modern science divides into three groups:

with characteristic disabilities for health reasons;
faced with learning difficulties;
living in adverse conditions.

That is, in modern defectology, the term has the following meaning: special educational needs are the conditions for the development of a child who needs detours in order to achieve those tasks of cultural development that, under normal conditions, are performed in standard ways that are rooted in modern culture.

Categories of children with special mental and physical development

Each child with SOP has its own characteristics. On this basis, children can be divided into the following groups:

which are characterized by hearing impairment (complete or partial lack of hearing);
with problematic vision (complete or partial lack of vision);
with intellectual anomalies (those who have;
who have a speech impediment;
having problems with the musculoskeletal system;
with a complex structure of disorders (deaf-blind, etc.);
autistics;
children with emotional and volitional disorders.

PLO common to different categories of children

Specialists distinguish PEP, which are common to children, despite the difference in their problems. These include needs such as:

The education of children with special educational needs should begin as soon as disturbances in normal development have been identified. This will allow you not to waste time and achieve maximum results.
The use of specific means for the implementation of training.
Special sections that are not present in the standard school curriculum should be introduced into the curriculum.
Differentiation and individualization of education.
Opportunity to maximize the educational process outside the institution.
Extension of the learning process after graduation. Enabling young people to go to university.
Participation of qualified specialists (doctors, psychologists, etc.) in the education of a child with problems, involvement of parents in the educational process.

General shortcomings that are observed in the development of children with SEN

Students with special educational needs have common characteristic shortcomings. These include:

Lack of knowledge about the environment, narrow outlook.
Problems with gross and fine motor skills.
Retardation in the development of speech.
Difficulty in arbitrarily adjusting behavior.
Lack of communication skills.
Problems with
Pessimism.
Inability to behave in society and control their own behavior.
Low or too high self-esteem.
Uncertainty in their abilities.
Complete or partial dependence on others.

Actions aimed at overcoming common shortcomings of children with SEN

Working with children with special educational needs is aimed at using specific methods to eliminate these common shortcomings. To do this, some changes are made to the standard general education subjects of the school curriculum. For example, the introduction of propaedeutic courses, that is, introductory, concise, facilitating the understanding of the child. This method helps to restore the missing segments of knowledge about the environment. Additional items can be introduced to help improve general and fine motor skills: physiotherapy exercises, creative circles, modeling. In addition, all kinds of trainings can be carried out to help children with SEN to realize themselves as full-fledged members of society, increase self-esteem and gain confidence in themselves and their abilities.

Specific deficiencies characteristic of the development of children with SEN

Work with children with special educational needs, in addition to solving common problems, should also include solving issues that arise as a result of their specific deficiencies. This is an important aspect of educational work. Specific deficiencies include those due to damage to the nervous system. For example, problems with hearing and vision.

The methodology for teaching children with special educational needs takes these shortcomings into account when developing programs and plans. In the curriculum, specialists include specific subjects that are not included in the regular school system. So, children with vision problems are additionally taught orientation in space, and in the presence of hearing impairment they help to develop residual hearing. The program for their education also includes lessons on the formation of oral speech.

Tasks of teaching children with SEN

The organization of the educational system in such a way as to maximize the desire of children to explore the world, to form their practical knowledge and skills, to broaden their horizons.
children with special educational needs in order to identify and develop the abilities and inclinations of students.
Stimulation to independent actions and making their own decisions.
Formation and activation of students' cognitive activity.
Laying the foundations of the scientific worldview.
Ensuring the comprehensive development of a self-sufficient personality that could adapt to the existing society.

Learning Functions

Individual education of children with special educational needs is designed to perform the following functions:

Developing. This function assumes that the learning process is aimed at developing a full-fledged personality, which is facilitated by the acquisition of relevant knowledge, skills and abilities by children.
Educational. An equally important function. The education of children with special educational needs contributes to the formation of their basic knowledge, which will be the basis of the information fund. There is also an objective need to develop practical skills in them that will help them in the future and greatly simplify their lives.
Educational. The function is aimed at the formation of a comprehensive and harmonious development of the individual. For this purpose, students are taught literature, art, history, physical culture.
Correctional. This function involves the impact on children through special methods and techniques that stimulate cognitive abilities.

The structure of the correctional pedagogical process

The development of children with special educational needs includes the following components:

Diagnostic and monitoring. The work on diagnostics is one of the most important in teaching children with SEN. She plays a leading role in the correctional process. It is an indicator of the effectiveness of all activities for the development of children with SEN. It involves researching the characteristics and needs of each student who needs help. Based on this, a program is developed, group or individual. Also of great importance is the study of the dynamics with which a child develops in the process of studying in a special school according to a special program, and an assessment of the effectiveness of the educational plan.
Physical culture and health. Since the majority of children with SEN have physical disabilities, this component of the development process of students is extremely important. It includes physiotherapy exercises for children, which helps them learn to control their body in space, work out the clarity of movements, and bring some actions to automatism.

Educational. This component contributes to the formation of comprehensively developed personalities. As a result, children with SEN, who until recently could not normally exist in the world, become harmoniously developed. In addition, in the learning process, much attention is paid to the process of educating full-fledged members of modern society.
Correction-developing. This component is aimed at the development of a full-fledged personality. It is based on the organized activities of children with SEN, aimed at obtaining the knowledge necessary for a full life, assimilation of historical experience. That is, the learning process should be based in such a way as to maximize the desire for knowledge of students. This will help them catch up with their peers who do not have developmental disabilities.
Socio-pedagogical. It is this component that completes the formation of a full-fledged personality, ready for independent existence in modern society.

The need for individual education of a child with SEN

For children with OOP, two collective and individual can be used. Their effectiveness depends on each individual case. Collective education takes place in special schools, where special conditions are created for such children. When communicating with peers, a child with developmental problems begins to develop actively and in some cases achieves greater results than some absolutely healthy children. At the same time, an individual form of education is necessary for a child in the following situations:

It is characterized by the presence of multiple developmental disorders. For example, in the case of a severe form of mental retardation or when teaching children with simultaneous hearing and visual impairments.
When a child has specific developmental abnormalities.
Age features. Individual training at an early age gives a good result.
When teaching a child at home.

However, in fact, it is extremely undesirable for children with POP, as this leads to the formation of a closed and insecure personality. In the future, this entails problems in communicating with peers and other people. With collective learning, communication skills are revealed in most children. The result is the formation of full-fledged members of society.

Thus, the appearance of the term "special educational needs" speaks of the maturation of our society. Since this concept translates a child with disabilities and developmental anomalies into the category of normal, full-fledged personalities. Teaching children with SEN is aimed at expanding their horizons and forming their own opinions, teaching the skills and abilities that they need to lead a normal and fulfilling life in modern society.

In fact, special educational needs are those needs that are different from those offered to all children in mainstream schools. The wider the opportunities to satisfy them, the higher the chance of the child to receive the maximum level of development and the support he needs at a difficult stage of growing up.

The quality of the education system for children with SEN is determined by an individual approach to each student, since each “special” child is characterized by the presence of his own problem, which prevents him from leading a full life. And often this problem can be solved, albeit not completely.

The main goal of teaching children with SEN is to introduce previously isolated individuals into society, as well as to achieve the maximum level of education and development for each child who is included in this category, to activate his desire to learn about the world around him. It is extremely important to form and develop full-fledged personalities from them, who will become an integral part of the new society.

Special Educational Needs - these are the needs in the conditions necessary for the optimal implementation of the cognitive, energy and emotional-volitional capabilities of a child with disabilities in the learning process.

There are several components of special educational needs:

1) Cognitive components - possession of mental operations, the ability to capture and store the perceived information, the volume of the dictionary, knowledge and ideas about the world around;

2) Energy: mental activity and performance;

3) Emotional-volitional - the orientation of the child's activity, cognitive motivation, the ability to concentrate and hold attention.

It must be remembered that special educational needs - are not uniform and permanent, - manifest themselves to varying degrees with each type of violation, - varying degrees of its severity;

And in many ways, special educational needs determine the possible conditions for learning: in conditions of inclusive education, in groups of compensatory or combined orientation, in classes for children with disabilities; remotely, etc.

PLO, common to different categories of children.

Specialists distinguish PEP, which are common to children, despite the difference in their problems. These include needs such as:

1) The education of children with special educational needs should begin as soon as disturbances in normal development have been identified. This will allow you not to waste time and achieve maximum results.

2) The use of specific means for the implementation of training.

3) Special sections that are not present in the standard school curriculum should be introduced into the curriculum.

4) Differentiation and individualization of education.

5) Opportunity to maximize the process of education outside the institution. Extension of the learning process after graduation. Enabling young people to go to university.

6) Participation of qualified specialists (doctors, psychologists, etc.) in the education of a child with problems, involvement of parents in the educational process.

Specific deficiencies characteristic of the development of children with SEN

The need for individual education of a child with SEN

For children with SEN, two forms of organization of education can be used: collective and individual. Their effectiveness depends on each individual case. Collective education takes place in special schools, where special conditions are created for such children. When communicating with peers, a child with developmental problems begins to develop actively and in some cases achieves greater results than some absolutely healthy children. At the same time, an individual form of education is necessary for a child in the following situations:

1) It is characterized by the presence of multiple developmental disorders. For example, in the case of a severe form of mental retardation or when teaching children with simultaneous hearing and visual impairments.

2) When a child has specific developmental abnormalities.

3) Age features. Individual training at an early age gives a good result.

4) When teaching a child at home.

However, in fact, individual learning for children with SEN is highly undesirable, as this leads to the formation of a closed and insecure personality. In the future, this entails problems in communicating with peers and other people. With collective learning, communication skills are revealed in most children. The result is the formation of full-fledged members of society.

Pochetnensky educational complex "school-lyceum"

Krasnoperekopsky District Council

Autonomous Republic of Crimea

CHILD WITH SPECIAL

Prepared

primary school teacher

Filipchuk E.V.

p. Honorary, 2014

CHILD WITH SPECIAL

EDUCATIONAL NEEDS

(Information material to help teachers)

The concept of "children with special educational needs" covers all students whose educational problems go beyond the boundaries of the generally accepted norm. The generally accepted term "children with special educational needs" emphasizes the need to provide additional support in the education of children who have certain developmental characteristics.

The definition given by the French scientist G. Lefranco can be accepted as logical and justified: “Special needs is a term that is used in relation to persons whose social, physical or emotional characteristics require special attention and services, an opportunity is provided to expand their potential.”

When we talk about inclusive education, we mean, first of all, the special educational needs of children with disabilities in psychophysical development.

Inclusive education - this is a system of educational services, which is based on the principle of ensuring the fundamental right of children to education and the right to study at the place of residence, which provides for education in the conditions of a general educational institution.

Children with special needs of psychophysical development are divided into the following categories:

Hearing impaired (deaf, deaf, hearing impaired);

Visually impaired (blind, blind, with reduced vision);

With intellectual disabilities (mentally retarded, with mental retardation);

With speech disorders;

With disorders of the musculoskeletal system;

With a complex structure of disorders (mentally retarded, blind or deaf, deaf-blind, etc.);

With emotional-volitional disorders and children with autism.

Children with disabilities have, like all other children, certain rights, including the right to receive a quality education.

The purpose of this manual is to inform teachers about the nature of various psychophysical disorders, to give specific recommendations for teaching such children.

1.Speech disorders

Speech disorders include:

Dyslalia (violations of sound speech);

Rhinolalia (violations of sound speech and voice timbre associated with a congenital defect in the formation of the articulatory apparatus);

Dysarthria (violations of sound speech and the melodic-intational side of speech, due to insufficient innervation of the muscles of the articulatory apparatus);

Stuttering;

Alalia (absence or underdevelopment of speech in children, due to organic local damage to the brain);

Aphasia (complete or partial loss of speech due to organic local lesions of the brain);

General underdevelopment of speech;

Violation of writing (dysgraphia) and reading (dyslexia).

Most of these violations are eliminated in preschool and primary school age. At the same time, there are cases when these violations have not been overcome in the middle and senior grades.

Students with speech disorders have functional or organic deviations in the state of the central nervous system. They often complain of headaches, nausea, dizziness. Many children have balance disorders, coordination of movements, non-differentiation of the movement of the fingers and articulatory movements. During training, they are quickly depleted, tired. They are characterized by irritability, excitability, emotional instability. They retain instability of attention and memory, a low level of control over their own activities, impaired cognitive activity, and low mental capacity for work.

A special group among children with speech disorders are children with reading and writing disorders.

Difficulties in reading text (dyslexia) are characterized as the inability to perceive printed or handwritten text and transform it into words.

With dyslexia during reading, the following types of errors are observed: the replacement and mixing of sounds, letter-by-letter reading, rearrangement, etc.

Assistance to such children should be comprehensive and carried out by a group of specialists: a neurologist, a speech therapist, a psychologist, and a teacher. The effectiveness of the work is largely determined by the timeliness of the application of measures and the choice of the optimal method and pace of training.

Violation of writing skills - dysgraphia - distortion or replacement of letters, distortion of the sound-component structure of the word, violation of the elite spelling of words, agramatism. The classification of dysgraphia is based on the unformedness of certain operations of the writing process:

Articulatory-acoustic dysgraphia is manifested in substitutions, omissions of letters, which correspond to omissions and substitutions in oral speech;

Dysgraphia based on a violation of phonemic recognition is manifested in the replacement of letters corresponding to phonemically close sounds, although in oral speech the sounds are pronounced correctly; (the work to eliminate these two types of disorders is aimed at the development of phonemic perception: the clarification of each sound that is replaced, the development of articulatory and auditory images of sounds);

Dysgraphia based on a violation of speech analysis and synthesis, which manifests itself in the distortion of the sound-letter structure of the word, the division of sentences into words;

Grammatical dysgraphia is associated with underdevelopment of the grammatical structure of speech (morphological and syntactic generalizations);

The work to eliminate these two types of violations is aimed at clarifying the structure of the sentence, developing the functions of inflection, the ability to analyze the composition of the word according to morphological features.

Optical dysgraphia is associated with underdevelopment of visual analysis and synthesis and spatial representations, which are manifested in substitutions and distortions of letters when writing; mirror writing also belongs to optical dysgraphia;

The work is aimed at the development of visual perceptions, the expansion and presentation of visual memory, the formation of spatial representations and the development of visual analysis and synthesis.

Stuttering- one of the most complex and long-term speech disorders. Doctors characterize it as a neurosis (discoordination of contraction of the muscles of the speech apparatus). Pedagogical interpretation: this is a violation of the tempo, rhythm, fluency of speech of a convulsive nature. Psychological definition: this is a speech disorder with a predominant impairment of its communicative function. A speech spasm interrupts the speech flow with stops of a different nature. Convulsions occur only during the production of speech. Stuttering is neurotic and neurosis-like.

When stuttering, a speech therapist, a neuropathologist, a psychotherapist, a psychologist, and a teacher work with a child. Only a team that includes these specialists can expertly develop measures to overcome stuttering.

A speech therapist can prescribe security therapy - a silence mode, and a doctor can prescribe the entire complex of treatment, which is recommended for neurotic conditions in children. Regardless of the forms of stuttering, all children, in parallel with speech therapy, need classes in logorhythmics, medication and physiotherapy.

When you notice that there is a student in your class who has similar difficulties, consult with the teachers who taught the child in previous years.

Contact a psychologist and speech therapist, talk to your parents. use all the instructions and recommendations of specialists.

The composition of the team you organize determines the correct diagnosis, corrective care strategy and the choice of the necessary measures for the successful education of the child in your class.

Ask the student about the difficulties he feels during the perception, processing, application of information (new material). Determine what information the student does not perceive.

Suggest other ways (if the student cannot read, explain orally, if he does not perceive by ear, submit in writing).

Find out about the possibility of using special computer programs (for example, converting printed text into audio reproduction), other technical methods, depending on the characteristics of the learning of a particular student.

2. Children with mental retardation

Mental retardation can be due to a variety of reasons.

In particular, these are: hereditary predisposition, impaired functioning of the brain during fetal development, sexual complications, chronic and long-term diseases at an early age, inadequate upbringing conditions, etc.

Depending on these factors, various forms of delay are distinguished.

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

- psychogenic origin - due to inappropriate conditions of upbringing (excessive guardianship or insufficient care for the child). Development is delayed due to the restriction of the complex of irritations, information that comes from the environment.

- Cerebro-organic origin - persistent and complex, due to lesions of the child's brain due to pathological influences (mainly in the second half of pregnancy). It is characterized by a decrease in learning ability even at a low level of mental development. and manifests itself in the difficulties of mastering the educational material, the lack of cognitive interest and motivation for learning.

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

A student who has such difficulties requires a thorough psychological and pedagogical study to determine the optimal and effective teaching methods. Working with the parents of such children is of the utmost importance, as their understanding of the nature of the difficulties and appropriate support in the family circle contribute to overcoming the difficulties in learning.

Focus on the strengths of the student and build on them as you learn. At the same time, be prepared that you will have to gradually fill in the gaps in the knowledge, skills and abilities of the student.

Present the content of the educational material in small parts using a multi-sensory approach (auditory, visual, manipulative). Repeat and reinforce what you have learned as much as possible.

Engage the student, maintain positive motivation. learning.

Try to slow down the pace of learning, taking into account the mental endurance and mental capacity of the student. Be patient if the student needs to be explained or shown repeatedly. Find the best option for interacting with him (explain the new material before the lesson, give a written thesis plan, an algorithm of actions, etc. in class).

Divide the task into separate small parts. If necessary, make a written algorithm for the phased completion of the task. Give verbal instructions one at a time until the student can hold several in memory at the same time.

Practice applying the knowledge acquired by the student.

Review the assignment step by step with the student.

Diversify learning activities, however, ensure a smooth transition from one activity to another.

Assignments should be appropriate to the abilities of the students and exclude feelings of persistent failure.

Give students enough time to complete the task and practice new skills, at the same time, doing one task too long can tire them out.

Do not shift overcoming learning problems solely on the parents. Help them to recognize the smallest successes of the student and consolidate them. Students with learning difficulties do not require authoritarian approaches in family relationships, but a balanced, good-natured attitude towards the child.

Overcoming learning difficulties is the result of long and painstaking joint work of teachers, psychologists, parents and even therapists.

3.Children with visual impairments

Today in Ukraine, visual impairments occupy the first place among other disorders. This group includes the blind (about 10%) and visually impaired (people with reduced vision). Persons who have no visual sensations at all or those who have only partial light perception (visual acuity up to 0.004) are considered blind. Visually impaired - those who have a significant reduction in vision (in the range from 0.05 to 0.2 when using corrective glasses).

The main reason for the decrease in visual acuity are congenital diseases or eye anomalies (70% of cases). The factors that caused eye anomalies are extremely diverse. Among the endogenous (internal) factors are heredity, hormonal disorders in the mother and fetus, Rh incompatibility, the age of the parents, metabolic disorders, etc. Endogenous (external) factors include various intoxications, infectious and viral diseases, etc.

Among the common disorders of the organs of vision are microphthalmos, anophthalmos, cataracts, glaucoma, optic nerve atrophy, retinal degeneration, astigmatism, myopia, hyperopia, etc.

Eye disease leads to complex impairments of visual function - sharpness decreases, the field of vision narrows, spatial vision is disturbed.

Due to an incomplete or distorted environment, the representations of such children are completely depleted, fragmented, and the information received is poorly remembered. Children feel difficulties during reading, writing, practical work; quickly get tired, which leads to a decrease in mental and physical capacity for work. That is why they require dosed eye strain and guard mode during the organization of the educational process.

Due to the fact that during the course of education the vision of students can change (ophthalmological recommendations change accordingly), coordinated work of teachers, a school doctor, an ophthalmologist and parents is necessary, which should keep the allowable physical and visual loads of the student under control.

When organizing the educational process for such students, the teacher must take into account ophthalmic data on the degree of vision loss, the nature of the disease, the features of its course and the prognosis for the future (possibility of deterioration or improvement). With this in mind, the teacher should be familiar with the recommendations of the ophthalmologist on the use of conventional and special correction measures (glasses, contact lenses, etc.), as well as additional methods that improve vision (enlarged lenses, projectors, typhoid devices, audio recordings, special computer programs that transform written text in sound, etc.). The teacher should know to which of the students the glasses are intended for permanent use, and to whom for work only at a long or close distance, and to monitor the children's compliance with a certain regimen.

Every 10-15 minutes, the student should take a break for 1-2 minutes, doing special exercises.

Illumination of the workplace should be at least 75-100 cd / sq.m.

Remove all obstacles on the way to the student's workplace.

In visual aids, it is advisable to increase the font.

When writing on the chalkboard, try to arrange the material in such a way that it does not merge into a continuous line for the student. Find out which color the student sees best.

Allow students to move closer to the board or visual aid to better see what is being written.

Voice what you write.

Strive to duplicate everything you write on the board with handouts.

Pay attention to the quality of the handout: it should be matte, not glossy paper, the font should be large and contrasting.

Students with visual impairments need more time to complete tasks, read texts. Do not overload the student with reading large texts during independent processing of the material, it is better to explain it again orally, make sure that he understands everything.

For subjects such as literature, history, geography, audio libraries of literary works and other educational materials can be used, which the teacher can use for individual lessons with visually impaired students.

It is advisable to review the requirements for written work. Sometimes a visually impaired student needs to write using a stencil in order to correctly position the text on the page and adhere to the lines.

Frequently check the student's understanding of the material that is given in the lesson.

Watch the student's posture, at the same time, do not limit him when he brings the text very close to his eyes.

The child may not see your facial expression well and not understand that you are addressing him. It is better to approach him, and touching him, address him by name.

Do not make unnecessary movements and do not obscure the light source, do not use non-verbal methods of communication (head nodding, hand movements, etc.).

4. Hearing impaired children

The term "hearing impairment" is often used to describe a wide range of hearing loss disorders, including deafness.

Among the causes of hearing loss are the following: sexual trauma, infectious diseases, otitis, inflammation, the effects of the use of appropriate medications.

Deafness is defined as the absolute absence of hearing or its significant decrease, due to which the perception and recognition of oral speech is impossible.

Compared to the deaf, children with hearing loss (hard of hearing) have a hearing that, with the help of audio amplifying equipment, makes it possible to perceive the speech of others and speak independently. Children who have hearing loss from 15 to 75 dB are considered hard of hearing, above 90 dB are considered deaf (according to the pedagogical classification).

Hearing loss is partially compensated by hearing aids and cochlear implants. Under normal learning conditions, children with hearing impairment form speech communication and develop speech hearing, which gives them the opportunity to successfully study in general education schools, receive higher and professional education.

At the same time, it is necessary to take into account certain characteristics of students with hearing impairments. Some hearing impaired people can hear, but perceive individual sounds in fragments, especially the initial and final sounds in words. In this case, it is necessary to speak more loudly and clearly, choosing the volume accepted by the student. In other cases, it is necessary to lower the pitch of the voice, since the student is not able to hear high frequencies by ear. In any case, the teacher should familiarize himself with the student's medical record, consult with the school physician, otolaryngologist, deaf teacher, speech therapist, parents, teachers with whom the student studied in previous years. Consult with specialists regarding the possibilities of the student's individual hearing aid, special tasks for the development of speech breathing.

Learn how to test your hearing aid.

Familiarize yourself with special technical tools that guide the effectiveness of the educational process. It is advisable that the educational institution has acquired the necessary equipment.

The student should sit close enough to have a good view of the teacher, classmates and visual aids. He must clearly see the articulation apparatus of all the participants in the lesson.

Use as much visibility as possible.

Make sure that the student receives the information in full. Sound information must be reinforced and duplicated by visual perception of text, tables, reference diagrams, etc.

When starting a conversation, check the student's attention: say his name or touch him with your hand. When addressing and talking with a student, look at him so that he can see all your movements (articulation, facial expression, gestures).

Before you start explaining new material, work instructions, make sure the student is looking at you and listening.

Do not cover your face with your hands, do not speak, turning away from the student. If necessary, make a note on the board, and then, turning to face the class, repeat what was written and comment.

Speak loudly enough, at a normal pace, without getting carried away by articulation, lip movement.

Make sure the student understands from time to time. But at the same time, do not ask him tactless questions about it .. If the student asks for something to be repeated, try to rephrase the information using short, simple sentences.

If you do not understand the student's speech, ask him to repeat again, or write what he wanted to answer.

If you are explaining complex material that contains terms, formulas, dates, last names, geographical names, it is advisable to give it to the student in writing. Use handouts that better convey the content of the lesson.

Make sure all the words in the text are understandable. Simplify text as much as possible.

Initiate student verbal communication. Do not interrupt him, give him the opportunity to express his thought.

5. Children with a violation of the musculoskeletal system

Such disorders occur in 5-7% of children and may be congenital or acquired. Among the disorders of the musculoskeletal system are:

Diseases of the nervous system: cerebral palsy; poliomyelitis;

Congenital pathologies of the musculoskeletal system: congenital dislocation of the tops, torticollis, pincer leg and other deformities of the feet; anomalies in the development of the spine (scoliosis); underdevelopment and defects of the limbs: anomalies in the development of the fingers; atrogriposis (since the birth of a cripple);

Acquired diseases and lesions of the musculoskeletal system: injuries of the spinal cord and limbs; polyarthritis; skeletal diseases (tuberculosis, osteomyelitis); systemic diseases of the skeleton (chondrodystrophy, rickets).

In all these children, the leading disorder is underdevelopment, impairment or loss of motor functions. The dominant among them is cerebral palsy (about 90%).

To adapt the social environment, it is necessary to prepare teachers and students of the school, class to perceive a child with such disabilities as an ordinary student.

Children with cerebral palsy (CP)

Cerebral palsy occurs due to damage to the fetal brain during the prenatal period or during childbirth. Among the factors that lead to cerebral palsy are bone insufficiency, birth traumatic brain injury, intoxication during pregnancy, infectious diseases, etc. The frequency of cerebral palsy in the population is 1.7 cases per 1000 children.

Characteristic for cerebral palsy are motor disorders (paralysis, incomplete paralysis), inability to control and coordinate movements, weakness of movements, disorders of general and fine motor skills, spatial orientation, speech, hearing and vision, depending on which parts of the brain were damaged, unstable emotional tone. These states can be aggravated by excitement, unexpected appeal to the child, overwork, the desire to perform certain purposeful actions. The more severe the brain damage, the more pronounced cerebral palsy. However, cerebral palsy does not progress over time.

Depending on the severity of the lesion, such children can move independently, in wheelchairs, with the help of walkers. At the same time, many of them can study in a general education school, provided that a barrier-free environment is created for them, provided with a special device (a device for writing, splints that help to better control hand movements; a workplace that makes it possible to maintain an appropriate body position).

Typically, children with cerebral palsy may require different types of help. Special education and services may include physical therapy, occupational therapy, and speech therapy.

Physical therapy helps to develop muscles, learn to walk better, sit and maintain balance.

Occupation Therapy helps develop motor functions (dressing, eating, writing, performing daily activities).

Speech therapy services help develop communication skills, correct impaired speech (which is associated with weak muscles of the tongue and larynx).

In addition to therapeutic services and special equipment, children with cerebral palsy may need assistive technology. In particular:

Communication devices(from the simplest to the more complex). Communication boards, for example with pictures, symbols, letters or words. The student can communicate by pointing a finger or eyes at pictures, symbols. There are also more sophisticated communication devices that use voice synthesizers to help you "talk" to others.

Computer technologies (from simple electronic devices to complex computer programs that work from simple adapted keys).

Find out more about cerebral palsy, the organizations that help you and the sources you can get useful information from.

Sometimes the sight of a student with cerebral palsy gives the feeling that he will not be able to study like others. Pay attention to the individual child and learn directly about their special needs and abilities.

Consult with other teachers who have taught the child in previous years about organizing a learning environment specifically for that student. Parents know best about the needs of their child. They can tell a lot about the special needs and abilities of the student. By inviting a physiotherapist, speech therapist and other specialists to your team, you can develop the best approaches in relation to a particular student, in terms of his individual and physical capabilities.

The path of the student to his workplace should be unhindered (convenient opening of doors, wide enough passages between desks, etc.). Think about how he will reach the classroom, move within the boundaries of the school, use the toilet, etc. Most likely, the educational institution will have to make appropriate architectural changes (ramp, special handrails, fixtures in the toilet, etc.).

It may be necessary that someone from the staff or students is always ready to help a student with cerebral palsy (hold the doors until the wheelchair comes in, while descending the stairs or overcoming rapids). Such assistants should be instructed by a specialist (orthopedist, physiotherapist, exercise therapy instructor).

Learn to use assistive technology. Find experts inside and outside the school to help you. Assistive technologies can make your student independent (special writing attachments, additional computer equipment, etc.).

With the help of specialists or parents, equip the student's workplace, taking into account his physical condition and the characteristics of the development of learning skills.

Consult with a physical therapist regarding the student's exercise regimen, required breaks and exercise. Remind the student of this and make sure that he does not overwork.

Sometimes children with cerebral palsy may experience hearing loss on a high-frequency tone, while remaining on a low one. Strive to speak in low tones, make sure that the student can hear the sounds t, k, s, e, f, sh well.

It is necessary to reduce the requirements for the written work of the student. It may be convenient for him to use special devices, a computer or other technical means.

Make sure that the necessary materials, teaching aids, visual aids are within the reach of the student.

Do not surround the student with immeasurable guardianship. Help when you know for sure that he cannot master something, or when he asks for help.

The student needs more time to complete the task. Adapt the exercises accordingly, develop tasks in the form of tests, etc.

6. Children with hyperactivity and attention deficit

One of the most common disorders, characteristic according to various sources, is 3-5 - 8-15% of children and 4-5% of adults. The reasons for this condition are still being studied. Among the factors that cause it, we can distinguish hereditary and somatic disorders. Somatic (from Greek - melo, bodily) in medical practice is used to determine the phenomena that are associated with the body, in contrast to the phenomena of a mental nature. The disease in this sense is divided into somatic and mental. Such children have a complex of clinical, physiological and biochemical changes, sometimes certain minimal brain dysfunctions (a combined group of different pathological conditions that manifest themselves in combined disorders of perception, motor skills, attention). At the same time, this condition may have a number of other disorders: neurosis, mental retardation, autism. Attention deficit hyperactivity disorder is sometimes difficult to dissociate from normal development with physical activity characteristic of a certain age, from the characteristics of the temperament of individual children. Usually this condition is observed more often in boys.

Among the characteristic features of attention deficit hyperactivity disorder are excessive activity, impaired attention, impulsiveness in social behavior, problems in relationships with others, behavioral disorders, learning difficulties, low academic success, low self-esteem, etc.

If a child is not provided with psychological and pedagogical assistance in a timely manner, in adolescence this condition can develop into antisocial behavior.

A teacher who has noticed the features of attention deficit hyperactivity disorder should involve specialists in the team: a psychologist, a neuropathologist, a therapist, and parents. In some cases, medication may be needed. In daily work and communication with the student, all team members must adhere to the developed joint strategy of behavior. Family psychological trainings will be useful, which will reduce the level of stress in the family, reduce the likelihood of conflicts in social interaction with the child, and develop parents' skills of positive communication with him.

It is advisable to put the child at the first desk, he will be less distracted.

The lesson schedule should take into account the limited ability of the student to focus on the perception of the material.

Activities in the lesson should be structured for the student in the form of a map of clearly formulated actions, an algorithm for completing the task.

Instructions should be short and clear, repeated several times.

It is difficult for the student to concentrate, because he needs to be pushed several times to complete, to control this process until it is completed, to adapt tasks so that the student has time to work at the pace of the whole class.

Demand completion of the task and check it.

Find various opportunities for the student to speak in front of the class (for example, how he did the assignment, what he did while on duty, how he prepared creative work, etc.).

The educational material should be made as visual as possible so that it retains attention and is as informative as possible.

Praise the child, use feedback, emotionally react to small achievements, increase his self-esteem, status in the team.

It is necessary to constantly interest the student, point out shortcomings less often, find correct ways to point out mistakes.

It is necessary to develop positive motivation in learning.

Rely on the strengths of the student, celebrate his special successes, especially in activities in which he shows interest.

In case of inadequate manifestations or actions of the student, adhere to the tactics of behavior chosen by the team of specialists.

Communicate and cooperate with the student's parents as closely and often as possible.

7. Children with early childhood autism (non-contact children)

The child's limited companionship can be the result of various reasons: fear, fearfulness, emotional disturbances (depression), minor needs for communication.

Characteristic features of little contact children:

1) inability to organize a joint game and establish friendly relations with peers;

2) lack of sensitivity to people, indifference to manifestations of love, physical contact;

3) negative reactions to greetings;

4) lack of face-to-face contact and mimic response;

5) increased level of anxiety from contact with other people;

A number of features of children with early childhood autism syndrome:

Fixed or "blind" gaze;

Dislikes physical contact, avoids hugs;

Inadequate reaction to the new;

Lack of contact with peers (does not communicate, attempts to run away);

Likes sound toys and those that move;

Aggression towards animals, children, auto-aggression;

Delayed chewing skills, self-service;

Refusal to communicate, echolalia, talking about yourself in the third person;

Helping the child: classes with a psychologist, providing attention and love, a sense of security, attracting to touching, mimic reactions, independence, music, poetry, folding puzzles.

Correctional work in autism.

Correctional work with autists is roughly divided into two stages.

First stage : "Establishment of emotional contact, overcoming negativism in communication with adults, neutralization of fears."

Adults should remember the 5 "nos":

Do not speak loudly;

Do not make sudden movements;

Do not look directly into the child's gala;

Do not address the child directly;

Do not be overly active and intrusive.

To establish contact, it is necessary to find an approach that meets the capabilities of the child, to cause him to interact with an adult. Contacts and communication are based on the support of elementary, age-inappropriate, effective manifestations and stereotypical actions of the child through the game. To organize the initial stages of communication, an adult must calmly and with concentration do something, for example, draw something, put together a mosaic, etc. Requirements at the beginning should be minimal. Success can be considered that the child does not depart from the adult, passively follows the actions of the adult. If the child does not complete the task, his attention should be switched to lighter ones, you should not press, bring the child to a negative reaction. After completing the task, you need to rejoice at success together. To cheer up, games with emotional manifestations are organized: music, light, water, soap bubbles. The emotional discomfort of the child is reduced by constantly monitoring. One of the indicators of such a state is motor skills, voice power, strengthening of stereotyped movements.

Fears are alleviated by special games that emphasize the safety of the situation.

It is necessary to choose the right games, books, poems, discarding those that can emotionally traumatize the child.

Second phase: "Overcoming the difficulties of purposeful activity of the child."

Teaching special norms of behavior, development of abilities.

Purposeful activity is very important for children with autism. They quickly get tired, distracted, even from interesting activities. This is prevented by frequent changes in activities and taking into account the wishes and readiness of the child to interact with the teacher. The content side of classes with a child is an activity that he loves, which maintains a state of acceptable sensory sensations, i.e. the best interests of the child must be taken into account.

At the beginning of work with a child, his stereotypes are actively played out.

During training, an adult is behind the child, imperceptibly helps, creates a sense of independence in performing actions.

It is necessary to dose the praise so as not to develop dependence on the hint. An inadequate reaction in a child indicates overwork or misunderstanding of the task.

A child with autism has a specific need to maintain consistency in the environment, to follow routine. It is necessary to use the mode, schedule, pictures, drawings, alternate work and rest.

Specific techniques should be used for social adaptation. An adult should not only interest the child, but understand the inner world, take the position of understanding reality.

First of all, the emotional sphere is corrected. Emotional processes are normally that sphere of mental existence that charges and regulates all other functions: memory, attention, thinking, etc. Unfortunately, autistic children with great effort form higher feelings: sympathy, empathy. They do not form the correct emotional response in various situations.

Based on the results of the examination of the child, an individual correction card is drawn up.

Establish positive emotional contact.

Child stereotypes are used.

To teach the child the language of feelings, to fix attention on the emotional state of people and animals.

To teach behavioral ethics on an emotional basis, to analyze the world of emotions. In the future, the development of creative abilities and ideas allows the child to adequately perceive literary tales.

Teachers should not use the traumatized words "you were scared ...", "it did not work out ...". The task of the teacher is to prevent the growth of negativism, to overcome the communication barrier.

One of the areas of work is the social adaptation of children, the formation of self-service skills.

8. Mental infantilism

Psychic infantilism is a form of psychological immaturity of a child, which leads, with improper upbringing, to a delay in age-related socialization and the behavior of the child, as not meeting the age requirements for him.

Contributes to infantilism: hypoxia, infections, intoxication during pregnancy, constitutional-genetic, endocrine-hormonal factors, asphyxia during childbirth, severe infectious diseases in the first months of life. Also egocentric and anxious-vulnerable parenting.

The first variant of mental infantilism - true or simple - is based on a delay in the development of the frontal lobes of the brain, due to the above factors.

As a result, the child retards the formation of the concept of the norm of behavior and communication, the development of the concepts of “impossible” and “necessary”, a sense of distance in relations with adults, a delay in the maturation of the ability to correctly assess situations, provide for the development of actions, threats.

Children with a simple form of mental infantilism in their behavior are assessed as younger than their true age by 1-2 years.

Psychic infantilism is not a general mental retardation. If it is present, children carry out phrasal speech in the usual period and even earlier, ask questions in full accordance with age norms, learn reading and counting in a timely manner, and are mentally active. They often express original thoughts and perceive nature freshly. Parents and educators are confused by their spontaneity, inconsistency of behavior with age and inability to adapt to reality. It’s not that they are not able to think about their actions, they most likely just don’t think about them. The liveliness of an infantile child is not disinhibition, but an overflowing emotionality, their carelessness is not the result of mental retardation, but the naivety of a child who does not imagine that he can be offended. They are kind and do not wish evil. Their manner of freely addressing adults is not a kind of rudeness or impudence, but a kind of puppy joy of life and that reckless liveliness when there is no idea of what is possible and what is not. Mentally infantile children naively offer an adult to run or play with them, not realizing that adults are not up to it. In everything they go from themselves, their perception of life. Therefore, they show gaiety, if they cry, then not for long and do not remember evil. Adults often admire the spontaneity of the child until the reality of school adaptation pushes parents to consult a psychiatrist.

Peers approach such children as equals, but communication does not work, because. they obviously look younger in communication. Children are not very independent. they can’t do anything, because what requires effort, others have done for them. Having felt the realities of life, such a child is at first surprised, and then greatly embarrassed - even to the point of manifestations of hysterical neurosis.

Improper upbringing complicates the infantilism of the volitional factor in children. The volitional component is embedded in temperament, but this side, like the others, has not been developed.

The second variant of mental infantilism is general psychophysical immaturity of the infantile type.

The reasons are the same as in the first option. However, in the second variant, immaturity also concerns physical development. These children are miniature, weak, fragile. Children develop in a timely manner in motor, psychoverbal development, they timely learn all the skills and abilities, drawing, counting, reading. Children often have musical inclinations, but their higher orientational functions are delayed in maturation. Time passes, and the child is not ready to communicate with peers and is extremely dependent. The condition of the child causes anxiety in parents, he often gets sick, in contrast to the children of the first variant of mental infantilism.

Anxious upbringing "protects" the child and reinforces infantilism in him. Proper upbringing can save a child from infantilism. At the age of 6-8, the dosing of higher mental functions takes place and the qualities of masculinity are added. After the completion of puberty, the child differs from the same-year-olds in small stature and diminutiveness with physical strength and normal health. A child who is mentally infantile according to the second type is not urged on in development. The child will follow peers with a delay of approximately 1 year. And then gradually leveled off with peers. All that is needed is patience, love and wisdom of parents.

The third variant of mental infantilism.

A child is born mentally and physically healthy, but by protecting him from reality, parents delay his socialization by the self-centered or anxious nature of education. Often such cases occur in those parents who dreamed of a child, were waiting for him. They admire and amuse themselves with him, detaining him at the age of 2-3 years.

This type of infantilism is entirely due to improper upbringing, when a healthy child was made immature and the development of the frontal functions of the brain was artificially delayed. Infantilism in this case is cultivated by hyper-custody, from peers and life is fenced off.

A child with congenital mental infantilism or acquired in the first months of life is treated by a psychoneurologist. Treatment should contribute to the maturation of higher neuropsychic functions. According to the indications of the child, the endocrinologist also advises.

The main thing in overcoming mental infantilism is proper education. Efforts are directed primarily to the socialization of the child.

Educators, parents exercise the influence of a non-child by the methods of play, working out the necessary for successful adaptation in kindergarten.

If an infantile child under 7 years old is not ready for school, then it is better to detain him for another 1 year and send him to a school with a formed position of a student.

9. Children with Down syndrome

Features of the development of children with Down syndrome.

Currently, there is no doubt that children with Down syndrome go through the same stages as ordinary children. The general principles of education are developed on the basis of modern ideas about the development of children, taking into account the specific characteristics inherent in children with Down syndrome. These include:

1. Slow formation of concepts and development of skills:

Decrease in the rate of perception and slow response formation;

The need for a large number of repetitions to master the material;

Low level of generalization of the material;

The loss of those skills that are not in demand enough.

2. Low ability to operate with several concepts at the same time, what are the reasons for:

Difficulties that a child has when he needs to combine new information with already studied material;

Difficulty transferring learned skills from one situation to another. Replacing adaptive, flexible behavior with patterns, i.e. the same type, memorized repeatedly repeated actions;

Difficulties in performing tasks that require operating with several features of an object, or performing a chain of actions.

3. The uneven development of the child in various areas (motor, speech, socio-emotional) and the close relationship of cognitive development with the development of other areas.

4. A feature of subject-practical thinking is the need to use several analyzers simultaneously to create a holistic image (vision, hearing, tactile sensitivity, proprioception). The best results are obtained by visual-corporeal analysis, i.e. the best explanation for the child is the action that he performs, imitating an adult or with him.

5. Violation of sensory perception, which is associated with reduced sensitivity and frequent visual and hearing impairments.

6. Children with Down Syndrome have different starting levels, and the pace of their development can also vary significantly.

10. Children with minimal brain dysfunction (MMD)

According to Russian scientists, 35-40% of children have deviations in the functioning of the central nervous system (these are mostly deviations in the functioning of the brain that are acquired in utero). Refer to functional disorders that disappear as the brain matures. Often associated with mental retardation, psychopathy, at the beginning of schooling.

Functional deviations in the work of the central nervous system in physicians are not considered a severe defect; in 1-2 years, they are removed from the dispensary if the parents do not show excitement. From primary schooling, this process has been like an avalanche. Often children in severe cases are referred to a psychiatrist, psychologist or defectologist. Correction of chronic cases is very difficult.

Characteristics:

neuroses;

stuttering;

Deviant behavior;

antisocial manifestations.

Distinguishes from normal children with MMD:

Rapid fatigue, reduced mental performance;

Opportunities for arbitrary regulation of behavior (make a plan, stick to a promise) are sharply reduced;

The dependence of mental activity on social activity (one - motor disinhibition, in a crowded environment - disorganization of activity);

Reducing the amount of RAM;

Visual-motor coordination is not formed (errors when writing when writing off, strikethrough);

Change of working and relaxation rhythms in the work of the brain (a state of overwork, working rhythms of 5-10 minutes, relaxation - 3-5 minutes, the child does not perceive information; (there are literate and illiterate texts, take a pen and not remember; say rudeness and not remember) Similar to erased epileptic seizures, but the difference is that the child continues his activities.

Characteristic disadvantages: attention, RAM, increased fatigue.

Recommendations: after the second lesson, spend an hour of relaxation: walks, breakfast, then work capacity resumes. Group forms of work that do not require silence and discipline, psychotherapy and game teaching methods.

hyperdynamic syndrome.

At the heart of hyperdynamic and hypodynamic syndromes are microorganic disorders of the brain that occur as a result of intrauterine oxygen starvation, microbirth injuries lead to minimal cerebral dysfunction (MMD). There are no gross organic disorders, but there are many micro-disturbances of the cortex and subcortical structures of the brain.

Main features:

Instability of attention;

Motor disinhibition, which manifests itself in the first months of a child's life, when it is difficult to hold the baby in his arms. The hyperdynamic child moves like mercury. The hands of such a child are in constant work: something is wrinkled, twirled, cut off, chipped off.

The peak manifestation of the hyperdynamic syndrome is 6-7 years and, under favorable conditions of education, decreases by the age of 14-15. Under the wrong conditions of upbringing, it manifests itself in the fate of an adult.

Often hyperdynamic children become leaders in groups of difficult teenagers, they ignore learning.

hypodynamic syndrome.

With MMD, it is observed in every fourth child. During a microbirth injury, the subcortical structures of the brain are disturbed, the child is frozen, inactive and lethargic.

The muscles of the body are weakened, poor coordination contributes to the accumulation of excess weight, which leads to the isolation of the child in the team. Such children resemble the mentally retarded and only the mother knows that the child is intelligent.

Poor school performance embarrasses a child because it embarrasses his mother. Often children tend to sit on the last desk, to be invisible, avoid physical education lessons, peers give them nicknames. The child is lethargic not only physically, but also emotionally and mentally.

Help: to be interested in something, to treat kindly; develop physical activity, diet.

Often there is diartria, dysgraphia - poor handwriting, omissions of vowels, mirror writing. The help of a neuropathologist and a psychiatrist is necessary. It is recommended to study in sanatorium schools and facilitated the training regimen.

Portal for the student. Self-training

The essence of the concept of children with SEN

Term borrowing

Groups of children with SEN

Categories of children with special mental and physical development

PLO common to different categories of children

General shortcomings that are observed in the development of children with SEN

Specific deficiencies characteristic of the development of children with SEN

Tasks of teaching children with SEN

Learning Functions

The structure of the correctional pedagogical process

The need for individual education of a child with SEN

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