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At the moment, the register contains an Approximate adapted basic general educational program for the education of students with mental retardation (intellectual disabilities). Download full text: [PDF], [Word].

Approximate adapted basic general educational program for the education of students with mental retardation (intellectual disabilities)

APPROVED

by the decision of the federal educational and methodological association for general education (minutes of December 22, 2015 No. 4/15)

1. GENERAL PROVISIONS
2. EXAMPLE ADAPTED BASIC GENERAL EDUCATIONAL PROGRAM FOR STUDENTS WITH MILD MENTAL DISABILITIES (INTELLECTUAL DISORDERS) (OPTION 1)
2.1. Target Section
2.1.1. Explanatory note
2.1.2. Planned results of learning by students with mild mental retardation (intellectual disabilities) of the adapted basic general education program
2.1.3. The system for assessing the achievement by students with mild mental retardation (intellectual disabilities) of the planned results of mastering the adapted basic general education program
2.2.1. The program for the formation of basic educational activities
2.2.2. Programs of subjects, courses of correctional and developmental area
2.2.3. Spiritual and Moral Development Program
2.2.4. Program for the formation of ecological culture, a healthy and safe lifestyle
2.2.5. Corrective work program
2.2.6. Extracurricular activities program
2.3. Organization section
2.3.1. Academic plan
2.3.2. The system of conditions for the implementation of an adapted basic general educational program for the education of students with mild mental retardation

3. EXAMPLE ADAPTED BASIC GENERAL EDUCATIONAL PROGRAM FOR STUDENTS WITH MODERATE, SEVERE AND PROPER MENTAL DISABILITIES (INTELLECTUAL DISORDERS), SEVERE AND MULTIPLE DEVELOPMENTAL DISORDERS (OPTION 2)
3.1. Target Section
3.1.1. Explanatory note
3.1.2. Planned results of mastering by students with moderate, severe and profound mental retardation (intellectual disabilities), severe and multiple developmental disorders of the adapted basic general education program
3.1.3. A system for assessing the achievement of students with moderate, severe and profound mental retardation (intellectual disabilities), severe and multiple developmental disabilities of the planned results of mastering the adapted basic general education program
3.2.1. The program for the formation of basic educational activities
3.2.2. Programs of subjects, courses of correctional and developmental area
3.2.3. Moral Development Program
3.2.4. Program for the formation of ecological culture, a healthy and safe lifestyle
3.2.5. Extracurricular activities program
3.2.6. Program of cooperation with the student's family
3.3. Organization section
3.3.1. Academic plan
3.3.2. The system of conditions for the implementation of an adapted basic general educational program for the education of students with moderate, severe and profound mental retardation (intellectual disabilities), severe and multiple developmental disorders

Alexey Alekseevich Tokarev
Approximate adapted basic educational program for children with disabilities part 1

1. Target section.

1.1. Explanatory note.

Currently, the system of social institutions associated with support and assistance to children with disabilities is undergoing a radical restructuring. Changes affected all aspects of a child's life. There is a revision of the conceptual fundamentals financial, economic, socio-cultural relations between society and preschool institutions, between society and the family in the direction of creating conditions that improve the quality of life of the pupil, their social inclusion in the life of the community, acceptance by society children with disabilities as equal life partners.

Program includes developments in the following educational regions in accordance with GEF preschool: socio-communicative development, cognitive development, speech development.

Group children with mental retardation consists of preschoolers sent by the central medical-psychological-pedagogical commission. Mental retardation is a general mental immaturity, low cognitive activity, which manifests itself, although not evenly, in all types of mental activity. This is due to the peculiarities of perception, memory, attention, thinking and emotional-volitional sphere. children with mental retardation. The insufficiency of the processing of sensory information is noted. Often children cannot perceive the observed objects as a whole, they perceive them fragmentarily, highlighting only individual features. They have a poor and narrow circle of ideas about the surrounding objects and phenomena. Representations are often not only schematic, not dissected, but even erroneous, which is the most negative way affects the content and the productive side of all types of their activities. Peculiar speech of children. Non-rough underdevelopment of speech can manifest itself in violations of sound pronunciation, poverty and insufficient differentiation of the dictionary, difficulties in mastering logical and grammatical structures. Significant parts of children there is a lack of phonetic-phonemic perception, a decrease in auditory-speech memory. The lexical, semantic, and phonetic aspects of speech are significantly behind in development.

Group children with intellectual insufficiency consists of preschoolers sent by the central psychological, medical and pedagogical commission. Mentally retarded are children who, as a result of organic lesions of the brain, have a violation of the normal development of mental, especially higher cognitive, processes (active perception, arbitrary memory, verbal-logical thinking, speech, etc.). The mentally retarded are characterized by the presence of pathological features in the emotional sphere: increased excitability or, conversely, inertia, difficulties in the formation of interests and social motivation of activity. Many mentally retarded children there are disturbances in the physical development: dysplasia, deformation of the shape of the skull and the size of the limbs, violation of general, fine and articulatory motility, difficulties in the formation of motor automatisms (See Appendix 2). Speech children with intellectual disability ranges from complete lack of speech to phrasal speech.

Lately in our educational complex increased the number children with a complex structure of the defect (intellectual disability in combination with ASD, mental retardation in combination with ASD, intellectual disability in combination with cerebral palsy). For children this group is characterized by limited cognitive capabilities, inertness of nervous processes, manifested in the motor, speech and intellectual spheres, difficulties in switching, "stuck", preoccupation with their own stereotypical interests and inability to build dialogic interaction. Such children are capable of a detailed monologue, but their speech "phonographic". They have limited and fragmented ideas about the world around them.

Group children with autism spectrum disorders consists of preschoolers sent by the central psychological-medical-pedagogical commission. Childhood autism is considered as a special type of mental development disorder. Everyone has children with ASD, the development of communication tools and social skills is impaired. Common to them are affective problems and difficulties in establishing active relationships with a dynamically changing environment, which determine their attitudes towards maintaining constancy in the environment and the stereotype of their own behavior. This category children may not use speech at all, use simple speech stamps or a detailed phrase.

Program drawn up in accordance with the Law of the Russian Federation "About education» (dated December 29, 2012 No. 273-FZ, Federal State Standard for Preschool education(Order of the Ministry of Education and Science of the Russian Federation of October 17, 2013 No. 1155, Sanitary and epidemiological requirements for the device, content and organization of the work of preschool educational organizations(approved by the Decree of the Chief State Sanitary Doctor of the Russian Federation dated May 15, 2013 No. 26).

The goal is to ensure the standard of preschool education as a system of requirements for the content and level of development children of each psychological age, taking into account continuity in the transition to the next age period.

In order to achieve the goal, it is necessary to solve the following tasks:

1) create an atmosphere of emotional comfort, conditions for self-expression, self-development;

2) use traditional and non-traditional technologies aimed at educational and educational process: mental education, development of cognitive abilities children, children's creativity, moral-patriotic and labor education, the development of communicative and social communication skills (speech, play, self-service, norms of social behavior, available types of work);

3) to carry out the necessary correction in the speech development of a preschooler;

4) develop higher mental functions;

5) correct behavior problems;

6) correct violations of the emotional and personal sphere.

Methodological basis of the program.

Program is a modern integrative program, which implements an activity approach to the development of the child and a correctional and developmental approach to the selection of content education.

Systematic - activity approach - methodological basis of GEF.

The priority direction of the initial general education the formation of general educational skills and abilities is determined, the level of development of which largely determines the success of further education. The main result of education is considered on the basis of activity approach as the achievement by students of new levels of development on basis mastering by them both universal methods of action and methods specific to the subjects studied. Currently educational process requires its new organization on basis planning joint activities of students and teachers.

Activity approach to learning suggests:

Formation in students of the ability to control their actions - both after their completion and along the way;

Formation children cognitive motive (desire to know, discover, learn) and a specific learning goal (understanding what exactly needs to be found out, mastered);

Performing certain actions by students to acquire the missing knowledge;

Mastering by pupils a method of action that allows consciously apply acquired knowledge;

Inclusion of the content of training in the context of solving significant life tasks.

Program designed to work with children of preschool age with disabilities (children with intellectual disabilities of varying degrees, children with mental retardation, children with severe speech disorders, children with a complex defect structure, children with autism spectrum disorders).

This the program was developed on the basis of the main educational program of preschool education"Birth to School" ed. N. E. Veraksy, T. S. Komarova, M. A. Vasilyeva.

In order to provide comprehensive support for this category children, Besides the main educational program of preschool education the following partials are used programs:

1. L. A. Baryaeva, O. P. Gavrilushkina, et al. Program upbringing and education of preschoolers with intellectual disabilities”;

2. E. A. Ekzhanova, E. A. Strebeleva ;

3. " Program children with mental retardation, ed. S. G. Shevchenko;

4. L. B. Baryaeva, T. V. Volosovets, O P. Gavrilushkina, G. G. Golubeva “for preschool children with severe speech disorders”, etc. under. ed. prof. L. V. Lopatina;

5. "The system of corrective work for children with a general underdevelopment of speech, under. ed. N. V. Nishcheva;

6. " Adapted exemplary basic educational program for preschool children with severe speech disorders. ed. L. V. Lopatina;

7. Filicheva T. B., Tumanova T. V., Chirkina G. V. " children with speech disorders. Correction of speech disorders.

Program for one academic year (2016 -2017) . Content during the academic year programs can change according to needs children depending on their psychophysiological characteristics.

The program was developed on the basis general didactic principles: consistency, development, complexity, accessibility, consistency and concentricity of knowledge acquisition.

Basic the task of implementing this programs is a comprehensive pedagogical support for a child with disabilities (HIA). This humane principle determines the structure and content of this programs, as well as the organization of the correctional and educational process itself.

The work widely uses technologies aimed at preserving, maintaining and enriching the health of both students, teachers and parents, i.e. health-saving technologies.

Applied to the child - ensuring a high level of real health of a kindergarten pupil and nurturing a valeological culture as a combination of a child’s conscious attitude to a person’s health and life, ideas about health and the ability to protect, maintain and preserve it; valeological competence, which allows a preschooler to independently and effectively solve the problems of a healthy image life and safety behavior.

Applied to adults - promoting the formation of a culture of health, including a culture of professional health of preschool educators and valeological education of parents.

1.2. Target landmarks.

In order to successfully achieve our goals, we adapted the program"Birth to School" ed. N.E.Verax with the following programs:

And for children with intellectual disability - L. A. Baryaeva, O. P. Gavrilushkina " Program upbringing and education of preschoolers with intellectual disabilities”; E. A. Ekzhanova E. A. Strebeleva "Correctional-developing training and education"; I. M. Bgazhnokova " Special(correctional) educational institutions VIII kind: 0-4 grades.

B) for children with mental retardation -« Program correctional and developmental education children with mental retardation" ed. S. G. Shevchenko

B) for children with TNR -"The system of corrective work for children with a general underdevelopment of speech, under. ed. N. V. Nishcheva, “ Adapted exemplary basic educational program for preschool children with severe speech disorders. ed. L. V. Lopatina, Filicheva T. B., Tumanova T. V., Chirkina G.V., “ Preschool educational programs compensatory institutions for children with speech disorders. Correction of speech disorders.

1.3. Planned results. Results evaluation system.

As a result of corrective work, a child 3-4 years:

1. Shows interest in various types of games, in joint games;

2. Interested in himself and the objects of his immediate environment, perceives himself as an independent subject;

3. Responds to the emotions of close people and peers, to art and musical works accessible for perception;

4. Performs available hygiene procedures independently or with the help of an adult;

5. Knows how to use objects in accordance with their purpose;

6. Able to transfer real everyday activities to games with figurative toys;

7. Able to perform a sequential chain of game actions;

8. Uses speech as a means of interaction with adults and peers in everyday life and in play;

9. Owns dialogic speech;

10. Uses different methods of examination of objects, including the simplest experiments; establishes the simplest connections between objects and phenomena.

Child 4-5 years old:

1. Shows interest in the information received in the process of communication;

2. Emotionally responds, understands and uses in his speech words denoting emotional states, ethical qualities, aesthetic characteristics;

3. Solves controversial issues with the help of speech;

4. Uses polite words in communication with an adult and knows how to express his request in words;

5. Unites with children for joint games and distributes roles in the game, plan their action;

6. Counts up to 5, compares objects by size, quantity and shape, position in space;

7. Possesses basic self-service skills.

Child 5-6 years old:

1. Uses various sources of information;

2. Shows a steady interest and owns various types of children's activities, including research;

3. Shows an emotional attitude towards close adults and peers, expresses his attitude towards the heroes of literary works;

4. Uses speech as the main means of communication, knows how to negotiate;

5. Uses everything parts of speech, actively engaged in word creation;

6. Complies with generally accepted norms of behavior in kindergarten, at home, on the street;

7. Possesses self-control and self-esteem;

8. Orients in the surrounding space, establishes a sequence of events and plans his activities, knows how to count up to 10, compare two groups of sets of objects;

9. Owns the universal prerequisites for educational activities: memorizes short poems, knows how to coherently tell a small text, keep instructions in memory;

10. Possesses self-service skills, has ideas about healthy lifestyle.

Child 6-7 years old:

1. Shows a steady interest in the new, the unknown, asks questions, experiments;

2. Shows an emotional attitude towards close adults and peers, expresses his attitude towards the heroes of literary works;

3. Knows how to communicate and how to interact with adults and peers (verbal and non-verbal);

4. Apply acquired knowledge and methods of activity for solving new problems under the guidance of an adult and independently.

5. Has primary ideas about himself, about family, society, state, world and nature;

6. Owns the universal prerequisites for educational activities, knows how to work according to the rule and according to exemplary, listen to an adult, hold and follow the instructions;

7. Orients in the surrounding space, establishes a sequence of events and plans his activities, knows how to count up to 10 and beyond, compare and equalize two groups of sets of objects, correlates the number and quantity, composes and solves simple tasks in one action;

8. Freely communicates with adults and peers, parents;

9. Has ideas about sounds, syllables, words, ideas, determines the place of sound in a word (beginning, middle, end).

Results evaluation system.

To successfully achieve the intended targets, it is necessary to monitor competencies at intervals of two times per training period. year: at the beginning of the school year (first two weeks of September) and at the end of the school year (last two weeks of May).