Ministry general and professional education

Russian FederationsInstitute corrective pedagogy RAO

Programs

Special (corrective)

educational institutions IV kind

(for visually impaired children) (manger - garden - initial school)

Programs children's garden

Development speeches. Formation elementary mathematical

representations. Familiarization with surrounding the world.

Fine art. Physical upbringing.

Labor education. A game.

Correctional Job in children's garden

Development visual perception. Correction violations speeches.

Development touch and shallow motility. Orientation in

space. socially- household orientation. rhythm.

Therapeutic physical Culture.

Part I - Children's garden

management rehabilitation work and special education

ministries general and professional education

Russian Federations

UDC 376.3-056.26(073.) LBC 74.10+74.3 P-78

Edited by

The lack of special remedial classes, as well as sparing conditions for vision in a mass secondary school, leads to relapses of visual eye pathology when a child with visual impairment enters school. Therefore, it is very important not only to improve the state of vision in the preschool period, but also to consolidate the results obtained during the period of primary school education, when mastering reading and writing should be carried out taking into account the visual capabilities of students.

Based on this, the conceptual foundations for organizing an educational complex (nursery - kindergarten - elementary school) is to provide optimal conditions for the systematic, integrated, continuous education and training of children of early, preschool and primary school age - periods of maturation of the child's visual system.

The main principles of the organization of correctional-pedagogical and educational processes are:

taking into account the general, specific and individual characteristics of the development of children with visual impairment;

complex (clinical-physiological, psychological-pedagogical) approach to diagnostics and correctional assistance to children with visual impairment;

modification of curricula and programs, increasing the duration of training, redistributing educational material and changing the pace of its passage on the basis of the continuity of the school course with preschool, while observing the didactic requirements for matching the content of education to the cognitive abilities of children;

a differentiated approach to children depending on the state of their vision and ways of orientation in the knowledge of the world around them, including the use of special forms and methods of working with

ISBN" 5-93041 Moscow "City1999

children, original textbooks, visual aids, tiflotechniques, as well as reducing the size of classes and groups and methods of individual-subgroup learning;

ensuring the standard of general education in the conditions of continuity of pre-school education, education and treatment of children with visual impairment;

system of work on social adaptation and self-realization of children with visual impairment;

creation of ophthalmo-hygienic conditions in classrooms, group rooms and treatment rooms and a special routine of life, treatment, upbringing and education, taking into account the interests, abilities and needs of the child;

providing optimal conditions for long-term medical, psychological and pedagogical rehabilitation of children with visual impairment from 2 to 10-11 years old.

The variability of programs and means of influence, the adaptive possibilities of educational and educational forms and methods, the integrity and complexity of the general improvement of the child's body create a single and harmonious model of social adaptation and rehabilitation of children with visual impairment.

This model of UVC allows solving the problems of prevention and improvement of the state of vision by creating sparing conditions for a complex of general strengthening and special corrective measures.

To do this, the UVK increases the duration of vacations: during the academic year at least 30 calendar days, and in the summer at least 8 weeks. For first grade students, an additional weekly vacation is established.

In the educational process, a dosed visual load is introduced when teaching children to write and read, watch video information, etc.

An important corrective requirement of the daily routine of children in UVK is the system of motor activity of the child, which provides for overcoming physical inactivity in children with visual impairment, due to the difficulties of their visual-motor orientation, including special classes in physiotherapy, rhythm and orientation in space, physical culture minutes.

Simultaneously with the general educational process, UVK carries out special correctional work aimed at overcoming deviations in the psychophysical development of children with vision pathology. All classes are individually differentiated, depending on the needs of the child. The ultimate goal of the UVK is to stabilize the entire course of the psychophysical development of the child for his successful integration into the general education school and peer society.

PROGRAMS CHILDREN'S SADA

DEVELOPMENT SPEECHES

EXPLANATORY A NOTE

For the development of the speech of children with visual impairment, the assimilation of their native language, the formation of speech, is of particular importance. The development of speech is carried out in all types / activities of children and is a necessary part of the correctional and educational work of a kindergarten for children with visual impairment.

It is necessary to conduct systematic classes on the development of speech in subgroups and individually with each. Carrying out work on the development of speech, the teacher carefully listens to what and how children with visual impairment speak, teaches them to build phrases, consistently express thoughts, use words correctly in meaning.

Due to the lack of sensory experience, they may experience some gap between the objective practical action and its verbal designation. To do this, the program provides for subject-practical classes on the development of speech and visual perception, on teaching the analysis of objects and functional actions with them. The teacher should have a sufficient number of illustrations and other visual materials so that children with visual impairments can better see the image.

For the development of speech, it is of great importance that children have real ideas about the world around them. Therefore, the use of visual aids is carried out taking into account the originality of visual perception. Objects, phenomena, illustrations, toys, according to which the visually impaired make a verbal description, should be visually accessible to children. Images in pictures should not be overloaded with objects. For a visually impaired child, the speech of the teacher should serve as an example and be figurative, expressive and emotionally colored. The teacher builds the selection of literary material taking into account the knowledge of children and their intellectual capabilities.

PROGRAM1 -year of study

DEVELOPMENT OF PHONEMATIC HEARING AND

Work on the correct pronunciation of vowel sounds, their differentiation. Pronunciation of consonants, hard and soft (m, b, p, t, d, n, k, g, x, f, c, l. s, c).

To form in children the ability to distinguish sounds in a word, pronounce phonemes, words according to the model of a teacher (drawn out mu-mu, la-la-la, na-na) with the release of sound in words (cat, mouth, etc.).

Learn to imitate the sounds of various objects and animals (tuk-tuk - a hammer; meow-meow - a cat; oink-oink - a piglet, etc.).

Perform various actions with objects according to verbal instructions: “Roll the ball”, “Hang the ring”, “Throw the ring”, “Find a toy (doll, car, ball, etc.)”.

Isolation of sound with a clear pronunciation of the word. Education of intonation instinct, diction, rate of speech.

To teach the ability to clearly pronounce simple phrases using the intonation of a whole sentence, as well as the ability to regulate the pace of speech in a coherent statement.

Teaching children proper verbal learning: how to say hello. say goodbye, ask, thank, ask.

VOCABULARY WORK

Accumulation and enrichment of the vocabulary based on the expansion of knowledge of ideas from the life around the child.

To teach children to distinguish objects by essential features, to name them correctly, answering the questions “What is this?”, “Who is this?”, to highlight signs and qualities (what?), As well as actions associated with the movements of toys, animals, humans (what business - em ?, what can be done with it?).

Games:“What kind of object?”, “Tell me what”, “Who can do what?”, “Who will say more words about an apple, what is it?”

Teach children to see the beginning and end of the action. Picture game: What comes first, what comes next? Formation of understanding and the use of generalizing concepts (toys, clothes, dishes). Distinguishing words with opposite meanings based on visual (big - small, tall- short).

FORMATION OF GRAMMATICALLY CORRECT SPEECH

Learning to change words by case, coordinating nouns and adjectives in gender and number (little horse, long tail). Activating the use of spatial prepositions (in, on, behind, under, over) leading to the use of case forms. Teaching different ways of word formation (names of animals, names of utensils, etc.: hare-hare-hare, sugar bowl, bread box).

Work on the formation of onomatopoeic signals (sparrow: chirp-chirp - chirps; duckling: quack-quack - quacks).

Games:“Add a word”, “Who is doing what?”, “Who will name the actions more?”, “What do they do on musical instruments?”, “Who gives a voice?”

To teach children to compose a phrase of 2-3 or more words, using games with toys, actions with objects, a description of the picture.

Exercise children in naming an object and its features, leading to its description. To learn to answer the questions of the teacher, without repeating the structure of the question after him. Lead the child to repeat after the teacher reading fairy tales, poems.

Use dramatization games to teach sequential storytelling.

Develop the ability to build different types of sentences: simple and complex, using pictures.

DEVELOPMENT OF CONNECTED SPEECH

The development of coherent speech is carried out in the interrelation of different speech tasks (education of the sound culture of speech, the formation of the grammatical structure of speech, vocabulary work).

To teach children to retell a literary text, the ability to reproduce the text of a familiar fairy tale or a short story, first on the questions of the teacher, and then together with him.

Teach children to answer questions on the content of the picture in question.

To teach children to build a joint statement consisting of three sentences (“The bunny went (where?). There he met (who?). They began (what to do?)”).

It is important to take into account the different speech level of children. Of particular importance here is the individual work of the teacher with each child.

Children with a high level of speech development can be offered short schemes (“It has come ... Guys ... They have become ...”).

READING And NARRATING CHILDREN

To teach children to understand the meaning of poems, fairy tales: sincerity, lyricism (I. Surikov "Winter": E. Trutneva "Christmas Tree"), humor (N. Saxonskaya "Where is my finger?"; "Grow up, braid." ka-kotok", "Ruffs-babies" - folk songs and nursery rhymes), joy ("Grass-ant"), game character ("Sun-bucket"), solemnity, elation (Y. Akim "Our Planet"), admiring (E. Serova "Bell", "Dandelion", A. Prokofiev "Early Spring").

Maintain the sequence of the plot in the process of retelling familiar fairy tales, convey the character of the characters (“Wolf and goats”, “Hare, fox and rooster”).

Emotionally convey the character of the dialogue of characters, figurative words and expressions. Reproduce the author's words, expressions in the process of retelling (K. Ushinsky "Bishka", E. Charushin "Like a horse rolled animals"; "Mitten" - a fairy tale, translated by E. Blaginina).

To educate the emotional susceptibility of works of art, to distinguish between the genre of a fairy tale and a story (“A Chanterelle with a Rolling Rope” in the processing of I. Karnaukhova; Y. Taits “Obediant Rain”), to distinguish between a poetic and prose text (S. Marshak “The Mustachioed Striped”; In Suteev "Who said meow?"; fairy tales "Puff", "Goby - a tar barrel").

2- th year learning

EDUCATION OF SOUND CULTURE OF SPEECH

Form the correct pronunciation (s, s, z, z, c, u, zhh, w, l, l, p, p); develop phonetic perception, vocal apparatus, speech breathing, the ability to use a moderate rate of speech, intonation means of expression.

Clarify terms: sound, word, sentence. Distinguish words. similar and different in sound. To form the concept that sounds and words are pronounced in a certain sequence. Teach children that the sounds in the word are different. To teach children to recognize words that lack one or another sound, to select certain toys or objects that have a certain sound in their name. It is necessary to exercise children in the correct pronunciation of all the sounds of their native language. Improve the pronunciation of words according to the norms of the literary language. Learn to speak slowly - pyas, loud enough, without tension; learn to regulate the power of the voice. Develop intonation expressiveness of speech.

Dictionary enrichment. Expand and activate the vocabulary of children with the names of objects, their parts, qualities (shape, color, size, material, weight, etc.), actions and their qualities; learn to use the word in the correct grammatical form.

When comparing and describing objects with contrasting features, teach children to use words with the opposite meaning.
(high - low, small - large, etc.). It is necessary to cultivate sensitivity to the semantic nuances of the word (tall -- high-rise, large- huge, doll- doll, wolf- wolf, eat - eat, dress- put on etc.).

The teacher must ensure that the children meaningfully use words new to them in speech; to teach to understand the meaning of figurative expressions in riddles, poems, fairy tales.

VOCABULARY WORK

Correct understanding of words and their use, further expansion of the active vocabulary.

Work on the active dictionary of children (names of objects, their qualities, properties, actions). Clarify general concepts (toys, clothes, furniture, vegetables, dishes). Learn to choose words close and opposite in meaning (sweet - bitter, boys - girls). Continue to introduce polysemantic words (paw, pen), using visualization (drawings, illustrations, objects). Introduce the origin of some words (why a mushroom is called a boletus, a flower is a snowdrop). Correlate words by meaning, explain them, give an interpretation of words and phrases in games: “Who (what) can be light, heavy, kind, cheerful?”, “How to say differently?”, “Why do they call me that?”, "Continue the chain of words."

In the middle group, the circle of grammatical phenomena expands. Training continues on the formation of the genitive forms of the singular and plural nouns (no hats, mittens, trousers); correct agreement of nouns and adjectives in gender, number and case; an orientation towards the ending of words develops when they agree in gender (kind boy, cheerful girl).

Teaching the formation of verb forms in the imperative mood (stop, take off, jump). Formation of aspect pairs of verbs (got up- gets up, washed - washes).

Exercises in the correct understanding and use of prepositions of spatial meaning (in, under. between, about).

UPBRINGING SOUND CULTURES SPEECHES

Learn to use different types of sentences (simple, complex), build them with the help of a teacher, and then independently.

Learn to grammatically change the words used in everyday life, form some difficult forms: the genitive plural of nouns (socks, boots, mittens), imperative mood of verbs (draw, sing, jump) verb forms to want.

Exercise in the correct agreement of words, in understanding the use of prepositions.

Learn to form the names of the cubs of some animals in the singular and plural, the names of dishes. Draw the attention of children to different ways of forming words (sugar bowl, bread box).

DEVELOPMENT CONNECTED SPEECHES

Teach children coherently, consistently tell short tales, stories with the help of a teacher.

To learn to talk coherently and vividly about events, facts, impressions from one's own experience, without deviating from the topic set by the educator. In stories about what was seen on excursions, learn to use the exact names of objects, their parts, qualities, actions; indicate the place and time of the events. Before the tour, you need to tell the children in general terms about what will be shown; in a preliminary conversation, find out what ideas the children have about the upcoming object of observation. Explain to the children the goals and objectives of observations, inform them that they will need to talk about their observations after the tour.

Compose small stories from the picture from personal experience, first on the questions of the educator, and then on your own. These types of storytelling involve learning different types of statements (description, narration) and lead to the compilation of reasoning.

To form oral speech skills (composing a story together - the beginning, middle, end, i.e., the compositional structure of a coherent statement).

First, the idea is fixed that the story can be started in different ways (“Once”, “Once”, “It was summer”

An adult, giving the beginnings of a story, invites the child to fill it with content ("Once ... (animals gathered). They became .... Suddenly ... The animals took ... And then ..."). Filling in the scheme helps the child to consolidate ideas about the means of communication between sentences and between parts of the statement.

To teach children to include elements of description, dialogues of characters in the narrative, to diversify the actions of characters, to observe the temporal sequence of events.

To teach the ability to build and pronounce types of sentences of different intonation (narrative, interrogative, exclamatory).

Collective compilation of a story with the guiding role of the educator.

Classes for the development of coherent speech are organically combined with lexical and grammatical exercises.

Teach children to make up short stories about what is drawn in the picture. When conducting classes with pictures, it is better to use small pictures (15-20 cm) pasted on cardboard. Pictures should be selected on topics related to the program of educational work. For example: “Seasons”, “My house”, “The city where I live”, “Domestic and wild animals”, etc.

READING AND TELLING TO CHILDREN

To consolidate the skills of listening, reading by heart fairy tales, stories, poems.

To teach children to understand the meaning of poems, stories and fairy tales: "Havroshechka" (Russian folk tale, processed by A. Tolstoy); Brothers Grimm "The Bremen Town Musicians" (retelling by A. Vvedensky, edited by S. Marshak); Ch. Perrot "Fairy" (translation and processing by N. Medvedkova).

For reading: S. Sakharnov "Two radio operators" ("The best ship"); E. Shim "Flowers"; E. Blaginina "Let's sit in silence"; S. Marshak "Mail"; G. Skrebitsky "In the forest clearing"; A. Barto "Rope"; Z. Aleksandrova "The boy was lost"; M. Prishvin "Fox bread"; V. Bianchi "Arishka-coward".

To teach children to evaluate the actions of heroes, to determine moral qualities (kind, evil, courageous), to notice the characteristic features

values ​​of characters, expressive means of language, figurative expressions, songs, characters in fairy tales (“Two greedy little bears”, “Spikelet”, “Little Red Riding Hood”). Answer questions related to the content of a literary work.

3- th year learning

EDUCATION OF SOUND CULTURE OF SPEECH

Further improvement of speech hearing, strengthening the skills of clear, correct, expressive speech.

Differentiation of pairs of sounds (s-z, s-ts, sh-zh, ch-sch, s-sh, s-zh, c-h, l-R), i.e., distinguishing between whistling, hissing, sonorous, hard and soft sounds in words and sentences.

The use of tongue twisters, tongue twisters, riddles, verses for practicing diction (clearly and distinctly), voice power (in a whisper, in an undertone, loudly), speech tempo (slowly, moderately, quickly).

Continue learning interrogative, exclamatory and narrative intonation. Improve speech hearing.

VOCABULARY WORK

Expand the vocabulary with the names of objects, qualities, actions, activate the dictionary, learn to use the words that are most suitable in meaning when designating qualities, signs.

Enrichment of children's vocabulary with nouns, names of cars, plants, fruits, vegetables, domestic animals, their cubs; verbs (washes, wipes, cooks, washes, irons, lecheat, carries), adjectives denoting color, taste, quality of objects; adverbs (yesterday, today, tomorrow, near, far,

low, high).

Exercise children in the correct use of the plural, the number of nouns, the agreement of adjectives with nouns - in gender, number, the use of the past and future tense of the verb.

To teach children to talk, based on past experience, to ask the teacher the right questions.

Encourage children to speak about what they have read, drawn in the picture, to talk about toys. Learn to tell nursery rhymes, small poems, learn phrasal speech. Learn to distinguish intonations in accordance with the emotional and semantic coloring of speech (question, exclamation, etc.).

Teach children to speak clearly without rushing. Be able to select words with the opposite meaning (antonyms): strong- weak, fast- slow, stand- run, with a similar meaning (synonyms): cheerful- joyful, jump- jump, use words for materials (wood, metal, glass, plastictmass etc.).

Learn to understand figurative expressions in riddles, explain

the meaning of the proverbs.

To teach children to compare objects and phenomena according to temporal and spatial relationships, in size, color, quality, to select words that are close and opposite in meaning (large, ohroman, huge house, old house- new; light briefcase- heavy).

Learn to understand the meanings of polysemantic words (zipper, leaf;pour, swim; full, heavy).

FORMATION GRAMMAR BUILDING SPEECHES

To teach children to independently use simple and complex sentences in different types of storytelling.

Learn to use different words for the names of the same objects (hare - bunny - hare); form words - the names of people by profession, by personal qualities, guess the meaning of unfamiliar words (builder, grumbler, merry fellow etc.).

Learn to grammatically change the names of familiar objects and toys, forming separate forms of words (horsedock, ribbons, nesting dolls and etc.).

In games with objects and pictures, exercise in the correct agreement of words in gender, number, case, understanding and use of prepositions (on, in, behind, under, out of).

Learn to understand and correlate with toys and pictures the names of animals and their cubs in the singular and plural (duck- duckling- ducklings).

To teach the coordination of adjectives and nouns (especially the middle gender), the formation of difficult forms of the verb in the imperative mood (go lie down etc.).

Learn to find related words in context (“Yellow flowers grow in the garden.” “The grass begins to turn yellow in autumn”, “The leaves on the trees turn yellow).

Learn to form nouns with diminutive and affectionate suffixes (Birch- birch- birch), to distinguish the semantic shades of the verb (ran- ran- ran up), adjectives (clever- smartest, bad- inferior) and use them in speech.

Continue working on the semantic meaning of words (why a hat is called earflaps).

Work on the propaedeutic preparation of children to understand that speech consists of sentences, sentences - of words, words - of syllables and sounds, i.e. to learning to read and write.

DEVELOPMENT CONNECTED SPEECHES

To teach coherently, consistently and expressively to convey a small text without the help of an adult.

To learn to independently compose a story from a picture of a descriptive or narrative nature, indicating the place and time of the action, event.

Learn to independently compose a story based on a series of plot pictures (2 - 3), determine the sequence of actions and events depicted in the pictures, come up with a title for the story.

To learn to compose a story or a fairy tale about a toy, to observe the composition and expressiveness of the text; make up stories from your own experience (descriptive, narrative and contami-wrought- mixed).

To teach children to listen and understand the speech of the teacher, answering his questions, reproduce well-known fairy tales and short stories, answer questions about the content of the picture and when describing the toy; make short stories on them (2 - 3 sentences). To learn to independently compose a descriptive or plot story from a picture (a series of pictures): when describing events, indicate the place and time of the action, invent events that precede and follow the depicted one.

READING And NARRATING CHILDREN

To teach, emotionally responding, to listen, to understand the content of a fairy tale, to memorize figurative words (“Three Bears”, “Cat, Rooster and Fox”).

Perceive intonation shades in performance, in conveying the character of the characters (“Toys” by A. Barto, “My Bear” by Z. Alexandrova).

Encourage emotional perception of the content, rhythm of speech, imagery of the language, distinguish between prose and poetic speech (“Masha and the Bear” - a Russian folk tale, “Gloves” by S. Marshak, “Moydodyr” by K. Chukovsky, “Mashenka”) by A. Barto) .

Learn to emotionally perceive the plot, some features of the artistic narrative, empathize with the characters, notice the features of the fairy-tale composition: the beginning, the ending, repetitions (“Hare, Fox and Rooster”, “Rooster and Bean Seed”, “Wolf and Goats”).

Learn to distinguish between poems (“The ball”, “Who will find the ring?” S. Marshak) and prose (“Whose shoes?” N. Pavlova). Understand that different life phenomena can be reflected in works of art: a holiday, funny and serious episodes from the life of children.

To form the ability to navigate familiar works, recognize them from pictures, answer questions about the content, expressively perform familiar nursery rhymes, poems.

EDUCATION LITERATURE

To form in children an idea of ​​\u200b\u200bthe word (as opposed to sound, syllable, etc.). Introduce the term proposal. Encourage children to understand that sentences are made up of words. Learn to divide sentences of 2-4 words without prepositions and conjunctions, make sentences from a number of words.

To consolidate the idea that sounds and syllables in a word, words in a sentence are pronounced in a certain sequence.

Correct use of terms: word, sound, vowel,hard consonant, soft consonant.

Name words with a given sound. To teach children to conduct a sound analysis of three- and four-sound words of various sound structures, that is, to establish the sequence of sounds in the analyzed words; name the selected sounds in accordance with their sound in the word; learn to distinguish sounds: vowels, hard consonants, soft consonants. To teach children to divide a word into syllables, to distinguish sounds from syllables.

4- th year learning

UPBRINGING SOUND CULTURES SPEECHES

Improve the sound culture of speech. Fix the correct pronunciation of sounds. Exercise children in differentiating sounds by ear and in pronunciation (whistling, hissing, voiced and deaf, hard and soft consonants).

Develop the sound analysis of the word. Learn to isolate certain sounds, syllables, stress in words and phrases. Work with schemes of sentences and words.

Work on improving diction, developing the vocal apparatus, and correct articulation. The use of tongue twisters, tongue twisters, nursery rhymes, jokes, poems.

Develop a sense of rhythm and rhyme. Work on intonational expressiveness when combining the endings of a rhythmic phrase (“Our green crocodile ...”, “Where did you spend the night, bunny?”. “Where were you, my friend?” etc.).

VOCABULAR JOB

Develop lexical ability by replenishing the dictionary with synonyms and antonyms, the ability to use words correctly. Develop children's interest in the word. To teach them to distinguish in the subject and correctly name the essential features, enriching the dictionary with the exact names of qualities (material, shape, color, size).

Pay attention to the correct understanding and use of generalizing words by children, exercise in using them in speech.

To form the correct understanding of the figurative meaning in proverbs, sayings.

Develop the ability to evaluate statements, sentences, notice and correct lexical errors in one's own and someone else's speech. Learn to find synonyms and antonyms in sentences, texts and match them to given words.

Continue to exercise children in a clear and intelligible pronunciation of words, in compliance with the norms of the literary language, in changing the strength, pitch of voice, tempo of speech, in the correct use of intonation means of expression, taking into account the content of the statement, the conditions of speech communication.

To form the ability to choose the most suitable word from a synonymic series (hot day- hot; heated argument- excited), develop understanding. figurative meaning of words depending on oppositions and combinations (the stream is shallow, butthe river is deep, currant berries are small, and strawberries are large).

Work on clarifying the understanding of words that are opposite in meaning (which can be deep? petty? easy? heavy?). The use of proverbs and sayings (“March ends winter - begins spring”, “A new thing is good, and an old friend”).

Work with polysemantic words of different parts of speech (runningriver, boy, time: a flower grows, a house, a child; sharp zero,soup, mind).

FORMATION OF THE GRAMMATIC STRUCTURE OF SPEECH

To form the morphological and syntactic side of children's speech. Activate speech in various forms of communication (conversation] story, reading poetry).

Develop the desire to master grammatical norms (for example, the word coat does not change; dress - who ?, wear - what? and etc.). Exercise children in the formation of nouns, adjectives, verbs. Learn to form words denoting professions, baby animals, household items, select words with the same root.

In special games and exercises with grammatical content, to consolidate the knowledge and skills acquired by children in previous years, but on more complex verbal material based on a visual representation between objects, phenomena, introduce some norms for the formation of word forms (for example, the word to want changes differently depending on whether we are talking about one person or many: want- want etc.). form related words (small, young forest- wood; a person who takes care of the forest, guards it,- forester; fairy little man- old woodman and etc.).

DEVELOPMENT CONNECTED SPEECHES

Develop dialogic and monologue speech. Use dialogical speech to teach the ability to ask and answer questions. To teach the means of speech expressiveness (gestures, facial expressions, intonation).

To develop the monologic speech of children through a correct, coherent and consistent, accurately and expressively constructed statement (both in retellings of a literary text and in an independent story).

To teach the retelling of a literary work (logically and consistently, accurately and expressively).

Learn to use a variety of grammatical forms and constructions. Learn to notice and correct grammatical errors in your own and other people's speech associated with the incorrect use of familiar words.

Municipal budgetary preschool

educational institution of the city of Kostroma

"Kindergarten No. 41"

Kindergarten No. 41 of the city of Kostroma is attended by children aged 3-7 years with visual impairment, mainly children with visual diagnoses: strabismus, amblyopia, astigmatism of varying degrees, etc.

There are 6 groups in the preschool institution:

1 group of early age it is attended by 23 children, including 8 visually impaired children 1 disabled child

5 groups of compensating directivity for visually impaired children, the average occupancy of groups is 13 people, the total number of children is 62 children, of which 7 are visually impaired

Children with visual impairment in a preschool institution receive intensive complex treatment, combined with a rationally constructed pedagogical process, which provides for correctional and developmental work, taking into account the violation of the visual analyzer.

Information about teaching staff

Software

• The main general educational program "The program of education and training in kindergarten" edited by M.A. Vasilyeva, V.V. stamp,

T.S. Komarova, Moscow 2004;

• Specialized program for children with visual impairment "Correctional work in kindergarten" edited by L.I. Plaksina, 1997

PARTIAL PROGRAMS:

• “Our home is nature”, N. Ryzhova;

• “Know thyself”, S.S. Frolova, E.E. Tsvetkova;

• "Environmental education", N. Nikolaeva;

• "Young Kostromich" - regional program, leader G.V. Vlasov

In a preschool institution, all conditions have been created for the most complete disclosure and realization of the potential of each child, as well as for improving or stabilizing the results of the treatment of ocular pathology:

- there is an ophthalmologist's office;

-equipped room for musical activities and for physical education

(with colorful sports equipment to enhance visual function and motor activity;

- Equipped classrooms for teachers - defectologists.

Correction and development environment

In the process of regime moments, ophthalmo-hygienic requirements are fulfilled:

Proper lighting in groups and defectologists' offices - at least 500 lux

Additional lighting in the form of illuminated boards;

The presence of ophthalmic simulators in the gym, in the offices of speech pathologists, groups; work on stands (children with strabismus)

The created subject developing environment promotes health, development of visual abilities of children attending our kindergarten.

Ophthalmo - hygiene requirements:

Correctional work is built as a multi-level system, consisting of two interrelated areas: correctional-pedagogical work and medical-rehabilitation process.

In turn, correctional - pedagogical work consists of specially organized activities of teachers - defectologists, a speech therapist, a teacher - psychologist and the organization of correctional exercises by educators, an instructor in physical education, a music director.

providing a holistic, comprehensive, differentiated, regulated process of managing the entire course of psychophysical development and restoring vision based on the stimulation of all potential abilities of children with visual impairment.

Teachers - defectologists (typhlopedagogues), together with a teacher - psychologist and other specialists, developed individual cards for accompanying children with disabilities, children with disabilities, where recommendations are given by kindergarten specialists (typhlopedagogues, speech therapist, psychologist), continuity notebooks are kept in the work of educators with specialists

Teachers - defectologists and specialists of preschool educational institutions conduct special correctional classes on the development of visual perception, rhythm, social adaptation and spatial orientation, correction of speech disorders, taking into account the individual characteristics of each child with visual impairment, his visual pathology

Correctional and pedagogical work:

Educators in groups organize corrective exercises in various classes (in mathematics, drawing, speech development, physical education, manual labor, etc.), in games, and household activities.

Teachers have information about the state of the visual function of each child, about the results of an examination by an ophthalmologist, about the prescribed treatment. Knowing the visual abilities of children, teachers purposefully influence the development of vision, create conditions in the process of educating and educating children to consolidate the results of medical and rehabilitation work.

Medical and rehabilitation work

Children in our preschool receive intensive special complex treatment. In the ophthalmological office, an ophthalmologist G.V. Izvolova conducts an appointment, daily treatment is carried out by an orthoptist sister. In their work they use devices:

Amblyotrener - for training vision with strabismus;

Synaptophore - for the diagnosis and treatment of strabismus;

TAK-6, "Brook" - for training accommodation and oculomotor functions;

BTVR - 2 Biviziotrener - to improve visual acuity in amblyopia;

BZR "Rainbow" - to restore binocular vision;

TBO "Light pen" - for training eye-hand coordination;

PSR "Mosaic" - for the pattern of stimulating exercises;

Laser device "Speckle" - for stimulation of the retina in amblyopia and other ophthalmic equipment.

Office of an ophthalmologist

The optimal combination of corrective-developing and therapeutic-rehabilitative measures creates favorable conditions for the versatile development of children with visual impairment, increases the efficiency of overcoming vision pathology and helps prepare children for schooling.

According to the results of graduation in 2011, out of 13 children in the group preparatory to school (3 disabled), 8 children were released with visual acuity of 1.0 - 8 children, 0.9 - 3 children, 0.8 and below - 2 children, disability was removed from one child.

"Created to help typhlopedagogues, defectologists, educators of preschool educational institutions of a compensating type.
The disk contains detailed thematic planning for all age groups of preschool children with visual impairment. When developing planning, the author of this electronic manual was guided by the following regulatory documents:
- Programs for special (correctional) educational institutions of the IV type (for children with visual impairments). Kindergarten programs. Correctional work in kindergarten (under the editorship of L. I. Plaksina);
- From birth to school. Approximate basic general educational program of preschool education (under the editorship of N. E. Veraksa, T. S. Komarova, M. A. Vasilyeva).
The disk materials are systematized into sections: "Younger group", "Middle group", "Senior group", "Preparatory group". Sections consist of the following parts: development of visual perception; orientation in space; social orientation. Each part is aimed at early correction and compensation of secondary deviations in the development of children with visual impairment.
The materials presented in the manual correspond to modern correctional and developmental technologies and will allow teachers to carry out the comprehensive development and education of preschoolers in accordance with the FGT, to prepare them for schooling. The materials of the disk do not contradict the Federal State Educational Standard of Preschool Education.

Detailed description

Electronic manual"Detailed thematic planning for the program edited by L. I. Plaksina" series "DOW compensating type"was created to help typhlopedagogues, defectologists, educators of preschool educational institutions of a compensating type.

The disk contains detailed thematic planning for all age groups of preschool children with visual impairment. Correction of violations of visual perception and secondary deviations in development (verbalism of knowledge about the surrounding world, difficulties in mastering basic movements and orientation in space, speech disorders, etc.) in children with visual pathology cannot be carried out only in general education classes. Children with impaired visual system need special corrective help of a typhlopedagogue.

џ Programs for special (correctional) educational institutions of the IV type (for children with visual impairments). Kindergarten programs. Correctional work in kindergarten (under the editorship of L. I. Plaksina);

џ From birth to school. Approximate basic general educational program of preschool education (under the editorship of N. E. Veraksa, T. S. Komarova, M. A. Vasilyeva).

primary goal correctional program - preparing children for the perception of the material that is presented in general education classes, for independent participation in other activities (in the game, in elementary labor, in the treatment of vision on devices).

Each of the age groups of children has its own correctional tasks and ways to solve them, which is reflected in the structure of the proposed electronic manual. The materials of the disk are systematized by sections:

- "Younger group"

– "middle group"

– "Senior group",

– "Preparatory Group"

Sections consist of the following parts:

- development of visual perception;

- orientation in space;

– social orientation.

Each part is aimed at early correction and compensation of secondary deviations in the development of children with visual impairment.

The materials of the manual correspond to modern correctional and developmental technologies and will allow teachers to carry out the integrated development and education of preschoolers in accordance with the FGT, to prepare them for schooling. The materials of the disk do not contradict the Federal State Educational Standard of Preschool Education.

The thematic planning presented on the disc is indicative only. Teachers-defectologists and educators of the preschool educational institution have the right, at their discretion, to change the topics or titles of topics, the content of the work.

The CD was created on the basis of printed manuals of the Uchitel publishing house using software tools. The electronic form of the manual makes it possible to work more intensively and efficiently with the proposed material, using all the advantages of a computer (editing, combining, searching, printing, etc.).

Literature

1. Detailed thematic planning for the program edited by L. I. Plaksina. Junior group / ed.-comp. E. A. Chevychelova. - Volgograd: Teacher, 2012. - 69 p.

2. Detailed thematic planning for the program edited by L. I. Plaksina. Middle group / ed.-comp. E. A. Chevychelova. - Volgograd: Teacher, 2012. - 67 p.

3. Detailed thematic planning for the program edited by L. I. Plaksina. Senior group / ed.-comp. E. A. Chevychelova. - Volgograd: Teacher, 2013. - 94 p.

The Uchitel Publishing House expresses its gratitude to E. A. Chevychelova, the author of the proposed CD, for the materials provided.

This program is designed primarily for preschoolers and first grade students. However, its material can also be used in subsequent classes, in particular, when working on the development of touch in students who lost their sight at school age and came to a school for children with visual impairments from a public school. The proposed program will help in organizing classes with pupils of preschool groups at schools for children with visual impairments, blind and visually impaired primary school students. The teacher himself can dose the time for studying the sections of the program, depending on the successful mastery of the skills of tactile perception by children or the techniques of a specific subject-practical activity.

The program of education and training of preschool children L.I. Plaksina

The basis for organizing an educational complex (nursery - kindergarten - elementary school) is to provide optimal conditions for the systematic, integrated, continuous education and training of children of early, preschool and primary school age - the periods of maturation of the child's visual system.

The program proposed by L.I. Plaksina consists of two parts:

kindergarten program:

Speech development:

is carried out in all types of activities of children and is a necessary part of the correctional and educational work of a kindergarten for children with visual impairment; subject practical classes are provided for the development of speech and subject perception, for teaching the analysis of objects and functional actions with them;

Formation of elementary mathematical representations:

main topics:

"Number and Count"

"value",

"Orientation in space and time"

the formation of interrelated elementary mathematical ideas about the quantity and number, the size and shape of objects, the position of objects in space, about time, as well as the assimilation of methods of quantitative comparison - the establishment of one-to-one correspondence, comparison of the results of counting and measurement;

Acquaintance with the environment:

contributes to the formation in children of real ideas about the world around us and human life;

Art:

aimed at mastering children's sensory standards; classes in visual activity and design are closely related to the game, familiarization with the outside world and the development of visual perception, manual labor and the formation of elementary mathematical representations;

Physical education: includes a number of corrective tasks:

Achievement of the level of development of basic movements, physical qualities, orientation in space, coordination of movements corresponding to age characteristics;

Correction of health and physical development through the use of special means and methods that increase functionality, strengthen the musculoskeletal system, cardiovascular and respiratory systems, visual-motor orientation;

Overcoming the shortcomings that arise against the background of visual pathology when mastering movements;

Activation and exercise of visual functions;

Labor training:

the formation of a positive attitude towards the work of adults, the desire to provide them with all possible assistance, respect and interest in the results of labor, the development of personal qualities, self-service, household work, labor in nature, manual labor;

A game:

conducting special propaedeutic classes on teaching the game; a special task in the development of the game is to overcome verbalism and enrich the sensory basis of the game.

correctional work in kindergarten:

Development of visual perception:

1st year of study. Develop a visual reaction to the objects of the world around us, notice their shape, color, form actions with objects, cultivate interest in the world around us; to form in children the visual abilities of examining objects: to distinguish and name the shape of geometric shapes (circle, square, triangle, oval) and correlate them with the shape of planar images and three-dimensional geometric bodies (ball, cube, cone, etc.), correlate, find their shape in real three-dimensional objects; to consolidate children's knowledge about the sensory properties and qualities of objects in the conditions of various types of activities using a mosaic, objects, shapes, colors in the process of depicting simple objects; correlate the relevant sensory qualities with the real object; to form in children an idea of ​​the surrounding realities; teach children how to examine the sense of touch, hearing, smell, taste. For the development of vision and the implementation of the relationship between classes on the development of visual perception and vision treatment, conduct visual exercises to activate and stimulate visual functions, develop visual abilities, color discrimination, eye movement, fixation, localization, convergence and accommodation.

2nd year of study. To consolidate in children the ability to analyze the main features of objects: shape, color, size and spatial position. To form ways of visual perception of objects of the surrounding reality, to distinguish and name the shape of geometric shapes (circle, square, rectangle, triangle). Develop skills of orientation in space. Learn to name the location of objects in space.

3rd year of study. To consolidate the skills of visual examination and the ability to analyze, classify objects according to their main features. Learn to use optics (lenses, magnifier, binoculars) when looking. Visually distinguish and name a group of objects with homogeneous features (shape, color, size and spatial position). Learn to distinguish the basic shades of color, saturation, contrast of colors, lightness. Learn the color of real objects in the animal and plant world. Create color panels, paintings according to a model, verbal description, scheme. Learn to distinguish between geometric shapes and three-dimensional figures. To teach how to use their shape as a reference for analyzing the basic shape of real objects.

To teach visual analysis of the shape and size of objects, to select objects by decreasing and increasing size. Highlight and verbally designate the size of real objects, establish the relationship between objects in size. To learn to see the location of objects in the picture, to name the located objects closer, further. Learn to understand the obscuration of the subject of one by another. Exercise to stimulate and activate the vision of children in accordance with the requirements of medical and rehabilitation work on hygiene of vision. Teaching orientation in space. To teach the analysis of the complex shape of an object by inscribing sensory standards for analyzing the structure of the shape of objects.

4th year of study. To expand children's ideas about objects and phenomena of the surrounding reality, to develop the speed and completeness of visual examination, to form visual-motor skills to examine objects, pictures systematically and purposefully, to highlight the main features, to learn to use optical means (loupes, lenses, binoculars) when examining objects. Learn to create patterns, object images, complex geometric shapes from geometric shapes (two triangles - a rhombus; a triangle and a square - a pentagon, etc.). Know the basic colors and shades, correctly use color standards in the description, classification of groups of objects. Distinguish between the color of a moving object and multiple objects. Create patterns, color compositions on flannelgraph, magnetic board, mosaic. Name near and far, high and low, thick and thin, wide and narrow objects in the process of observation. Develop the eye in children. Exercise children in comparing images according to the principle of similarity and difference, group objects according to individual characteristics. To teach children the knowledge of the world around them with the help of all the senses. To teach children to distinguish various signs and properties of objects, training the visual functions of discrimination, localization, fixation, convergence, accommodation, tracking. Learn orientation in space. To form in children the ability to verbally designate spatial positions on the micro and macro planes. Learn to draw up path diagrams and read the spatial positions of objects on the diagram. Strengthen the ability to navigate the street with the help of auditory, visual, olfactory, tactile senses

Correction of speech disorders. Corrective work of a speech therapist is aimed at the development of speech, cognitive activity and activation of the motor sphere of the child. That. in system special classes, a comprehensive multilateral approach is carried out to correct the development of children by the forces of a speech therapist, typhlopedagogue, which ensures the activation of the activity of intact analyzers of motor activity, development of proprioceptive sensitivity in children with impaired sensory sphere.

The development of touch and fine motor skills. The purpose of correctional classes is the formation of skills and abilities of tactile perception of objects and phenomena of the surrounding world, as well as teaching them the methods of performing subject-practical actions with the help of safe analyzers. Along with the development of direct touch in remedial classes, it is necessary to introduce some methods of indirect, i.e. instrumental, touch.

Orientation in space. Visual impairment that occurs at an early age negatively affects the process of formation of spatial orientation in children. Orientation in space on a limited sensory basis requires

special training of children in the active use of impaired vision and all intact analyzers (hearing, smell, etc.). Didactic games and exercises are aimed at solving this problem, in which children learn to identify and analyze various spatial features and relationships, to obtain information about the surrounding space with the involvement of the entire sensory sphere.

Social orientation.

Subject representations:

Exercise children in highlighting the signs and properties of objects (shape, color, size, spatial position). Select and group items according to these characteristics, as well as according to their purpose. To teach to distinguish, name the qualities, properties of objects and materials perceived by touch, taste, hearing. Develop polysensory, bi-sensory perception of objects. Learn to use household items

group room.

Involvement of the child in the work of adults:

Raise interest in the work of adults, drawing their attention to the work of an assistant teacher, cook, driver, father, mother, etc. Raise a desire to help them. To teach understanding of the importance of the work of adults in kindergarten and to cultivate a careful attitude to the results of the work of adults.

Outdoor observations:

Behind people, their behavior, on the street; monitoring the movement of vehicles; observation at the bus stop.

To the child about himself:

Exercise children in naming their first name, last name; learn to smile beautifully, speak affectionate words; to teach beautiful manners of communication with others.

Rhythm. Physiotherapy.

These programs become the starting point for analyzing and accumulating their own experience in the work of typhlopedagogues, educators, and also contribute to determining ways to improve the correctional and pedagogical process, taking into account the working conditions of a special preschool institution.

Alternative programs "Rainbow", "Childhood" have also been developed.