Development of an individual educational route for a child with disabilities in educational organization.

Development of an individual educational route for a child with disabilities within the framework of an educational organization implementing inclusive practice.

The main goal of the administration and the entire teaching staff educational institution(organization) in the framework of the implementation of inclusive practice is the creation of special conditions for the development of educational programs and social adaptation of a child with disabilities. Interaction in an interdisciplinary team of specialists in psychological and pedagogical support, teachers and parents is one of the most important conditions.

Under individual educational route of a child with disabilities in an educational institution we understand system of concrete joint actions administration, main teachers, an interdisciplinary team of support specialists of an educational institution (PMPk), parents in the process of including a child with disabilities in the educational process.

Individual educational plan– document, reflecting the general strategy and specific steps of the interdisciplinary team and parents in organizing psychological and pedagogical support for the individual educational route of a child with disabilities within the framework of the school on certain period, approved by the director of the educational institution and signed by the parents of the child.

Features of working on an individual educational plan:

1) It is developed collegially within the framework of the PMPK activities.

The teacher, parents are full participants in the work on the IEP;

2) It is developed for a certain limited time period (quarter, trimester, half a year);

3) At the end of the period, the child's achievements are assessed - the dynamics of his development, development educational program, adaptation in a peer group, school team. It is also expected to analyze the dynamics and efficiency of work. Based on the results of all conclusions, the plan is adjusted;

4) The formulation of goals and objectives, criteria for the achievements of a child with disabilities are

as specific as possible;

5) Responsibility and regulations for the activities of all participants in the joint work are fixed.

An individual educational route (and, accordingly, an individual educational plan) within an educational institution for a child with disabilities is developed in several stages. We list the most important of them.

1.School administration together with the inclusion coordinator defines, to which teacher and to which class (group) the child enters. It also determines which specialists of psychological and pedagogical support can be included in an interdisciplinary team. If the school does not have any specialist, the administrative team is looking for possible options attracting additional resources (cooperation with the PPMS Center, attracting volunteers, etc.). An agreement is signed with the parents.

2. Planning an individual educational route a child with disabilities upon admission to the first grade of school begins with careful collection and analysis of preliminary (initial) information about the child and his family. Such information may include the following areas

IMPORTANT: Parents may, but are not required to, tell school staff about their child's medical diagnoses, whether they are seen by a doctor or not. If a relationship of trust and cooperation develops between parents and school specialists, parents of their own free will report everything that may affect the quality of education or require special conditions for the child to adapt to the school environment.

At the stage of collecting information and setting goals, the main task of the administration and school staff is to agree with parents on one common goal for a certain, “understandable” period of time - for example, for one year. In a conversation with parents, it is necessary to prioritize the development of the child based on his capabilities - in accordance with them, the teacher and the entire interdisciplinary team will solve practical problems in the field of education and social adaptation of the child. At the same time, signing a cooperation agreement, and then taking part in the development of an individual educational plan for their child, the parent must be aware of the extent of their responsibility for the quality of life of the child, not only in the family circle, but also at school.

3. Development of an individual educational route(and - respectively - IOP) precedes diagnostic step, during which, within two (maximum - three) weeks of the child's stay at school, the teacher and specialists of psychological and pedagogical support (PMPk) conduct a comprehensive assessment of his condition at the time of entering the school. If school specialists find it difficult to choose certain forms and tactics of diagnosis, interpreting the results obtained, they can, through the inclusion coordinator, seek advice from specialists from the PMPK or PPMS Center, which is a resource in this area. As a result, at the PMPK meeting on the development of the IEP, a conclusion is made on the psychological characteristics of the child, the formation of his learning skills, the specifics of interaction with peers and adults. The main task of complex diagnostics in this case is to determine what educational needs the child has, what opportunities he can rely on in the first place, which of the areas of activity of the teacher and specialists are the most relevant.

The actual development of the Individual educational route (and, accordingly, the IEP) at a meeting of the psychological-medical-pedagogical (psychological-pedagogical) council of the school.

5. Joint activities administration, teachers, specialists in psychological and pedagogical support, parents as part of the implementation of the individual educational route of the child (Individual educational plan for a certain period of time).

6. Analysis of the results of the activities of teachers and specialists - the dynamics of mental and physical development child, the level of his adaptation in the school environment, the development of the educational program, the involvement of the family in the educational process, as well as the identification of the most effective forms and methods of teaching and socializing a child with disabilities, organizing interaction with parents.

caregiver
MBDOU "Kindergarten No. 13 of Vyborg"
Veselko S.I.
Individual educational route for a child with disabilities
Date of completion: 19.11.2015
common data
FULL NAME. child Alekseev Denis Evgenievich
Date of birth 03.09.2011
Family information:
Mother (name, education, place of work) Complete,
Alekseeva Ekaterina Andreevna
MAO "Favorit" SZK instructor
Father (full name, education, place of work) Alekseev Evgeny Vladimirovich
---
Educators (full name): Veselko Svetlana Ivanovna
Specialists:
Teacher speech therapist:
Defectologist teacher:
Educational psychologist:
Musical director:
Senior Nurse: Ezhova Tatyana Gennadievna
Moiseeva Vera Vadimovna
Bondareva Rosa Vasilievna
Lovkina Maria Pavlovna
Health group 2
The mode of stay of the child in preschool 7.00-19.00
Conclusion PMPK OHP (level 2), due to persistent underdevelopment of the cognitive sphere in a child with dysarthria.
PMPK recommendations Education and upbringing according to the general educational program, classes in a speech therapy center in DO.
Long-term goals Elimination of speech disorders through special training and education.
Goals for the current period ( academic year) Development of general and fine motor skills.
The development of facial expressions and emotions.
The development of auditory perception and phonemic hearing.
Development of articulatory motor skills, correction of sound pronunciation.
Development of expressive speech.
Replenishment of the active dictionary.
Correction logical thinking and grammatical structure of speech.
Correction of the lexical and grammatical structure of speech, logical thinking and coherent speech.
The development of mathematical operations, generalizations, selection of an extra subject.
Psychological and pedagogical support of a child with disabilities
October December
Specialist Educational areas main general education program preschool education Tasks of correctional and developmental work
The mode and forms of organization of correctional and developmental work Forms for evaluating the results of work (the dynamics of the child, introspection of a specialist)
Educator Social and communicative development
cognitive development
Speech development
Artistic
aesthetic development
Physical development Continue to acquaint with the diversity of the animal and plant world, with the phenomena of inanimate nature.
form elementary representations about ways of interacting with animals and plants, about the rules of behavior in nature.
Form the concepts: "edible", "inedible", "medicinal
plants". Introduce the names of the streets and streets closest to the kindergarten.
Familiarize yourself with the rules of the road, the rules for the movement of pedestrians and cyclists.
The development of fine motor skills.
Develop the ability to use standards as generally accepted properties
and quality of objects (color, shape, size, weight, etc.); select items according to 1-2 qualities (color, size, material, etc.). Expand children's ideas about some insects, animals, birds, plants.
Formation of a dictionary. To replenish and activate the dictionary based on deepening knowledge about the immediate environment. Expand ideas about objects, phenomena, events that did not take place in their own experience.
Sound culture of speech. Fix the correct pronunciation
vowels and consonants, work out the pronunciation of whistling,
hissing and sonorous (p, l) sounds. Develop the articulatory apparatus.
Continue to work on diction: improve the distinct pronunciation of words and phrases.
Develop phonemic awareness: learn to distinguish by ear and name
words that begin with a certain sound.
Drawing: Continue to develop the ability to draw individual items and create plot compositions, repeating the image of the same objects, adding others to them.
Modeling: improve the ability to sculpt from plasticine; teach pinching with a slight pull of all the edges of a flattened ball, stretching
the formation of individual parts from a whole piece, pinching small parts. Learn to smooth the surface with your fingers
molded object, figurine.
Application. To form the ability to properly hold scissors and use them.
In all forms of organization of motor activity to develop organization, independence, initiative, ability to
maintain friendly relationships with peers. The development of fine motor skills.
Game "Special cars"
Game Red. Yellow green"
Play "Listen carefully"
Game "Tell me a word"
Didactic games: "What is a street", "I am a driver", "Road signs".
Reading fiction. Drawing up a story about the traffic situation according to the plot picture.
Game "Seasons"
Game before, between, after
Game "Collect the leaves"
Learning proverbs about autumn.
Game "Finish the sentence"
The game "The book of my desires"
Articulatory gymnastics (with elements of breathing and voice) is performed 3-5 times during the day.
Finger gymnastics is performed in combination with articulation 3-5 times a day.
Work on the development of fine motor skills of hands, activation of attention, orientation in space. Correctional work: during regime moments, self-service, household work and work in nature, on a walk, excursion, in games and entertainment.
Game "Pick a figure"
Game control “Find a house”, “What is superfluous”, “Collect a figure”, “Mosaic wonderful bag", "Lotto", "Color and shape"
Game "Autumn Words"
Game "Tricky Questions"
Poems about pets
Our favorite stories.
Game "Talk to Pets"
Riddles and riddles.
The game "What figure is in the account"
The game "What is the color"
The game "What's wrong? Why"
Game "Pick up the action"
The game "Find out the contour"
Picture game.
The game "Name it in one word"
The game "Whose legs or paws are behind the fence"
The game "Who has what?"
Game "Mysterious Animal"
The game "Who look like"
The game "Clap your hands", "Tell me a word"
Quiet-loud game
"Remember and repeat chains of syllables"
Game "Find the Sound"
The game "Name the first sound in words", "Come up with words with the sound Sh", "Be careful"
Game "Artists"
The game "Learn by parts"
Game "Make a snowman"
Ex. "Big and small"
Game "Tell me a word"
Game "Name the trees"
Didactic games "Nature and Mood", "What time of year", "Winter pattern";
- Listening to audio cassettes "Seasons"
Corrective mini-gymnastics for the prevention of posture and foot disorders is performed daily after sleep.
Freeze game.
Ex. "Sleep in the Forest"
Game "Remember your position"
Finger game "Autumn leaf"
Game "Caterpillar"
Ex. "Magic Rain"
Game "Let's Go"
Ex. "We walk through the snowdrifts"
Game "Snowball"
Interaction with social partners
Organization Directions of interaction Forms of joint activity
(possible)
organizations of various departments, public organizations, mass media, non-governmental structures, primarily public associations of the disabled, organizations of parents of children with disabilities
State budgetary institution of health care of the Leningrad region "Vyborg children's city hospital" (GBUZ LO "Vyborg DGB")
Municipal budgetary educational institution for children in need of psychological, pedagogical and medical and social assistance "Diagnostic and Counseling Center" Examination by all specialists, issuance of medical reports
Diagnostics and counseling
Interaction with family
Directions of interaction Forms of interaction Content of work Responsible teacher/specialist
Getting to know the family
Meetings, acquaintances, visiting families, questioning families.
Provide material support correctional and developmental activities. Speech therapist
Informing parents about the progress of the educational process
individual and group consultations, design of information stands, organization of exhibitions of children's creativity, invitation of parents to children's concerts and holidays. Joint stay of the child and parents at events. Follow all the recommendations of the teacher. Speech therapist
Education of parents Conducting seminars - workshops, master classes, trainings, creation of a library (media library). Are present at individual lessons with the child Educator speech therapist
Joint activities Involvement of parents in the organization of thematic holidays, competitions, visits to external cultural events(theater, museum, library, walks, excursions). creation in MBDOU of the necessary conditions for the development of responsible and interdependent relations with the families of children with disabilities, providing holistic development the personality of a preschooler, increasing the competence of parents in the field of education. Speech therapist

A specially designed step-by-step program to achieve specific goals for a child with disabilities. It is created on a personal basis, taking into account all the characteristics of a particular person.

Why does a child need a route and how is it made up?

Young children with mental or physical developmental disabilities need additional help, especially with regard to socialization and education. They can get the status of HIA before they even enter kindergarten. As soon as doctors can assess the intellectual level and physical development, they will determine the presence of abnormalities.

Sometimes the diagnosis is already made at birth, but some diseases can be seen only after the baby is old enough to see the discrepancy between its development and age. For example, autism or oligophrenia. As soon as a deviation from the norm is determined, if it falls under the HIA categories, a special commission will propose to issue this status. It is used to a greater extent precisely to determine the methods and education system.

An individual route takes into account absolutely all the features of the child:

• disease;
• state of the art;
• the influence of environmental factors;
• mental condition;
• possible targets;
• desire for learning;
• the influence of the family on the development of the child;
• contact and sociality;
• the presence of genetic diseases.

Absolutely every person from the environment of the child, as well as the situation, family relations, all this affects the psyche and perception of the world around. Therefore, when drawing up a program, teachers set goals and try to achieve them with the child. It describes each step in as much detail as possible within a certain period. At the same time, it is not only study tasks, to increase the intellectual level, attention is paid to the ability to communicate, make friends, build relationships.

What are the main goals of creating IOM?

The main goal of design is the selection of a personal development system. Main tasks:

• development of a personal development program;
• creation curriculum in accordance with health problems;
• preparing the student for introduction into the social environment.

No one forces parents to switch to an individual route. The more differentiated the program is, taking into account absolutely all the features of development and environment, the more likely it is that in the future he will be able to become a full member of society. Loss of dependence on the family and parents is another of the tasks pursued by the state, trying to help families raising children with special needs.

Who is the individual educational route for?

Drawing up an individual development route begins with a study of the medical history and the decision of the parents that their child will study according to an individual program. After the consent is received, the commission will discuss all the features of the program and draw it up properly. IEM is used for the most effective education of the child. It is created together with a psychologist, an attending physician and parents. This is an action plan designed to complement the Individual Education Plan.

There is one feature: an individual educational route and an individual educational program are not legally approved documents, unlike an individual curriculum. By law, they are only advisory in nature, but recently programs have been actively developed in order to maximize the individualization of the learning process. So the student will better perceive the world around him and educational information. In the first years of life, the route is drawn up in order to have a well-defined plan of action.

Stages of developing an individual educational development route

In order to make a route, the teacher, psychologist and doctor working with the child:

• determine the level of mental development;
• the impact of the disease on educational gap;
• goals and methods of achieving them are calculated;
• the time to achieve them is determined;
• plan development;
• determination of the way to evaluate the results achieved.

Such careful work is carried out in order not to harm the fragile psyche. Since often with serious errors it will not be possible to repeat the attempt.

The main components of an individual educational route

An individual route plan is based on a standard document consisting of several sections:

Components IOM

The routes are aimed at individualizing work with each child so that they can be taught in regular school. It takes into account not only mental and physical abilities, but even the number of children in the family, relationships with parents and other factors that can affect the mental state.

The structure of an individual educational development route

Designing an individual educational route. The task of a special commission, which includes doctors, psychologists and teachers. They develop an individual plan. Its structure will differ depending on several factors:

• diagnosis;
• state of the art;
• age;
• goals.

A preschooler's route can usually have two main goals - getting into the kindergarten group or preparing for inclusive education in general education school. To do this, a set of measures is being developed to improve mental, communication and social skills.

After compiling the route and approving it with the leadership of the kindergarten or school, a special service provided for in the management team of the educational institution is involved in accompanying its implementation.

To a greater extent, the route concerns the educator or teacher and parents. So, as soon as their joint work will help to achieve results. It affects the class schedule, the difficulty of assignments, and even walking or visiting public places. Moreover, it indicates the level of workload at school, the possible complexity and tasks with which the child must definitely cope. When changing an educational institution, the document remains valid, as well as when replacing a teacher.

AT real life For the most part, educational programs are aimed at the average level of development of the pupil, therefore it is not easy for each child, due to their uniqueness and originality, to try to reveal their inner potential and carry out the full development of the personality within the narrow framework of averaged patterns. The contradiction that has arisen poses the task for teachers to organize an individual learning route within the framework of the Federal State Educational Standard to realize the intellectual and creative potential of each preschooler.

An individual educational route for a preschooler as defined by the Federal State Educational Standard

An individual approach to the personality of the child is the basic principle of the Federal State educational standard. The principle of the priority of the interests of the child, the researchers designated the formula "to be on the side of the child." The cause of the difficulties experienced by the child in development should be sought both in the personality of the baby himself and in the adults around him, who are directly responsible for the social environment in which the little person grows. In real life, only he himself often acts on the side of the child. At the same time, he often turns out to be helpless and defenseless in the face of circumstances, therefore it is important to hear the child in any problem situation, understand and help him.

The foundation of the modern standard of preschool education was based on the principle of pedagogy individual approach and developing education concept. Mentioned in the following paragraphs:

1. p. 1. 6. - the formulation of tasks that focus on creating optimal conditions for the formation and development of the child's personality, as well as the disclosure of his creative potential in accordance with his age, psycho-emotional and physiological characteristics, individual abilities and inclinations, specificity social environment. The child is considered as an intrinsically valuable subject of relations with himself, the people around him and the outside world.
2. paragraph 1. 4. - contains the principles of the Federal State Educational Standard, the key of which is the provision on the implementation of an individual approach to the educational needs of each child.
3. item 2. 10. 2. - ways of organizing and coordinating children's initiative and spontaneous activity in the spirit of creative activity are specified.
4. p. 3. 2. 1. - professional selection of forms and methods of pedagogical work relevant to the age and individual needs of the child.
5. p. 3. 2. 3. - patronage of the child, development of an individual development roadmap, pedagogical and psychological correction of identified problems.
6. p. 3. 2. 5. - a developing concept of education, aimed at the short-term development of the pupil.

The individual approach refers to the management of the development of the child, based on a deep, multifaceted study and understanding of the complexity of its inner world, and social conditions life.

Identification of capable children is carried out on the basis of observation, communication with parents, the study of individual characteristics.

The principle of pedagogy of an individual approach is not to change the content of education in the interests of a particular child, but to adapt pedagogical methods and techniques to his personal characteristics. In order for the educational process to be successful, it is necessary to take into account the difficulties experienced by the child, the pace of assimilation of knowledge, skills and abilities. In this case, a model of fruitful partnership between the child and the teacher is being implemented, since the child and parents have the right to choose the most appropriate educational methods from those that will be offered by specialists.

An individual educational route is a personal way of realizing the intellectual, emotional, spiritual potential of the personality of a pupil of a preschool institution. The goal is to create favorable conditions that stimulate activity, the disclosure of the creative and intellectual powers of the child. The task of the teacher is to provide a competent professional selection of the content of educational, psychological and physical activity, as well as forms and methods of work that meet the individual needs of the child.

Video: individualization of preschool education

Criteria that determine the objectives of an individual development strategy:

• the current level of development of the child's abilities;
• degree of readiness for educational activities;
• individual educational goals and objectives for the near future.

IOM tasks, review and approval procedure

Individual educational routes are designed:

• for problem children who experience difficulties in the process of mastering the general educational program for preschoolers and need corrective help from specialists;
• for pupils with disabilities, children with disabilities;
• for gifted children with a level of ability that exceeds the average regulatory educational standards.

Leading tasks of the individual educational route:

• provide support and assistance in self-development and development of the preschool education program;
• to form the child's initial level of learning ability, i.e. to teach him to be aware of the learning task, to plan his learning activities, to focus on the exercise, to develop self-discipline and volitional qualities;
• develop and improve the skills of coordination of movement, the development of general and fine motor skills;
• to form and consolidate general cultural, household, hygienic, communicative foundations of behavior;
• accustom the child to manipulative-objective, sensory, practical, gaming activities, develop skills in the productive area (drawing, modeling, application);
• develop speech - emotional intonation, grammatical constructions, speech mechanisms;
• build knowledge about natural environment and the world of social relations;
• form ideas about spatio-temporal and quantitative categories.

Methodological tools that are used in the passage individual trajectory development:

• role-playing and outdoor games, classes in the form of conversation and dialogue, reading and discussion literary works, small sketches-improvisations that enhance the emotional component of information perception;
• psychological trainings and game exercises that help relaxation, neutralize fears, lower the level of anxiety and aggression, improve the behavioral sphere, as well as social and communication skills;
• exercises for the development of thinking, imagination, speech, memory;
• the use of art therapy techniques (treatment with art, a fairy tale, making dolls).

Development and adoption of IOM

To create an individual educational route, first of all, it is necessary to conduct a diagnostic study to find out the level of psycho-emotional, intellectual, communicative-social and physical development of the child. The results of the diagnosis are submitted to the teachers' council, which then recommends that the children be examined by specialists of the PMPK (Psychological-Medical-Pedagogical Council).

The council draws up a list of children for whom the development of an individual educational work plan is relevant.

Main stages, structure and content of IOM

The team of educators, in cooperation with narrow specialists, thinks over the content component of the plan. A calendar plan is filled in with an indication of the elements of pedagogical technology and a list of methodological techniques for the implementation of the educational goals set.

Reference Design Principles individual plan:

1. Development of the child's ability to learn.
2. Continuity and Consistency. A team of specialists accompanies the baby throughout the entire project of an individual route until the problem is resolved.
3. Rejection of average assessment templates, development of an individual assessment scale for each child based on the results of diagnosing the level of his abilities. AT ordinary life this means that the teacher tries not to use the practice of straightforward "sentencing" or "labeling", comparing the child's achievements with the generally accepted "norm". The very concept of “norm” is not perceived as a correspondence to the average or standard level that is mandatory for all children, but is interpreted as the best level that a particular child can show in a particular situation. The result, which for one child will be regarded as a success, for another, based on his personal level of ability, will be considered a defeat. Such a humane approach will allow "saving face" and feeling dignity, develop faith in their own strength.
4. Favorable influence of children's subculture, enrichment of the child's inner world with informal traditions of the children's environment, which form and strengthen their own experience of a full-fledged childhood. It is important to create an atmosphere of positive emotions that will help overcome tension, anxiety and wariness.

Educational games are used in individual work by a defectologist teacher, educators in order to correct emotional and volitional disorders, develop logic, perception, substitution actions, motor skills and perception of colors, ideas about the world around

Stages of educational activities according to an individual plan

1. Observation, identification of the level of formation of the psychological, social and intellectual qualities of the personality of a preschooler, necessary for his productive activity in any educational field. The stage of observation involves the indifferent approach of the teacher, the position of non-interference when observing the child.
2. Diagnostics of the starting volume and qualitative characteristics of specific subject knowledge, skills and abilities. Specialists conduct tests, during which problem areas and "zones of success" are identified.
3. Building a personal plan of correctional work for the near future (up to 1 year with mandatory intermediate monitoring every 3 months) based on the "zones of success", individual selection of effective methods and techniques of pedagogical work.
4. Active activities for the implementation of an individual route: conducting classes, talking with parents, homework.
5. Analytical stage - summing up, evaluating the results: demonstrating the results of the student's work in the form of a presentation or exhibition of crafts, speaking to children and adults. Thus, the feedback mechanism with others is turned on, the problem of socialization of pupils is solved. The results achieved, whether it be reproductive knowledge or creative projects, are compared with the planned tasks indicated in the individual schedule or general education curricula.

For the development of harmonious relations with other people, solving problems of socialization, the following methods will be useful:

• didactic and role-playing games that will introduce the baby to the traditions of other peoples and will contribute to the formation of a respectful attitude towards people of other nationalities and cultures;
• reading fairy tales of the peoples of the world, acquaintance with the folklore (songs, dances, games, holidays) of the peoples of Russia;
• collective outdoor games in the fresh air, holidays and concerts, exhibitions of handicrafts;
• discussion in a confidential conversation of situations that occur in real life and cause difficulties for children in understanding or contain a moral context;
• arbitrary creation of situations that will put before the baby the question of choice and the need to commit an act;
• holding photo exhibitions in which there is a place for a photograph of each baby.

Predicted result:

• achieving social comfort and awareness;
• improvement of communication skills;
• lowering the level of emotional instability, aggressiveness, increased self-control;
• development of self-awareness, a sense of significance and value of one's own personality;
• the formation of self-esteem close to adequate.

Criteria that allow assessing the degree of success of a preschooler in social personal growth:

• the ability for self-esteem is formed, the “little man” tries to speak honestly about himself, admit his shortcomings;
• ideas about moral and ethical values ​​have been developed, the baby shares and understands “what is good and what is bad”;
• the conscious need to adhere to moral norms of behavior has strengthened, the child has a desire to “be good” and see the positive reaction of people around him to his behavior;
• the child is able to easily and naturally communicate with other children or adults;
• a feeling of empathy, compassion awakens, a sincere desire arises to help elders, peers or kids;
• the pupil builds relationships with surrounding children on the basis of mutual understanding and respect, adequately resolves conflict situations;
• formed ideas about safe behavior at home, on the street, in the game.

1. Introductory part, which records general information about the child and his family, the reasons for developing an individual plan, goals and objectives educational work, schedule and form of training.
2. Registration of data from a diagnostic study of a preschooler, materials of planned monitoring, which allow for a deep analysis of the symptoms and causes of developmental disorders, to give an objective assessment of the level of development of the baby and plan remedial classes to overcome difficulties.
3. The schedule of medical and recreational activities, which includes the distribution of physical activity, the implementation of procedures for hardening the body.
4. An individual lesson plan that includes mandatory integration with educational activities common to all children.
5. A report on the implementation of an individual roadmap indicating the topic, content, the result of the lesson and conclusions about the necessary improvement.
6. An observation sheet is filled in, which displays the dynamics of the educational process and helps to make timely changes depending on the results of intermediate control, as well as determine the choice of optimal forms of pedagogical work to increase the effectiveness of the child's educational activities.
7. Evaluation of the student's achievements in the implementation of an individual route. It is recommended to conduct control tests at the end of each thematic block, i.e. with a regularity of three months.
8. Advice and advice to parents.

The general developmental elements of gymnastics, as well as various outdoor games, are very popular with children and contribute to mental, psychomotor and emotional development preschoolers

Sections of the educational route

There are several important sections for developing an individual educational route for a preschooler, which will be discussed below.

General information about the child and family

It is indicated where he came from (family or transferred from another preschool), whether he constantly visited the preschool, if there were long breaks, then indicate the reason. Mark the level of adaptation of the pupil in the new conditions on a five-point scale.

Family composition: indicate all family members with whom the pupil lives.

Describe the type of family:

• prosperous - a stable, strong family with a decent cultural level of education;
• dysfunctional - has a low level of pedagogical awareness, the baby is deprived of parental care and attention, the conflict emotional atmosphere in the family injures the child, gives rise to psychological complexes, physical methods of influence are used on the child.

Which adult is raising the child?

The style of the child's relationship with adult family members:

• authoritarian - harsh dictate and suppression of freedom, humiliation of the dignity of the child;
• control and guardianship - restriction of independence, protection from worries and problems, "hothouse conditions";
• connivance - indulging the desires of the child, spoiling the child with the passivity of adults;
• respect and cooperation - help and support, joint experience of difficulties.

Appearance. It is necessary to note manners, gestures, describe the features of facial expressions, gait and posture, the degree of accuracy and grooming.

"Puppet therapy" is a correction of children's problems by means of a puppet theater: children play sketches with puppets according to specially designed scenarios that reflect the individual problems of a particular child

Somatic health

Health group, the presence of chronic diseases, appetite characteristics, whether the habit of daytime sleep has been developed, whether the baby suffers from enuresis.

Motor skills:

• general motor skills correspond to the age norm or there are violations of coordination of movement;
• the range of possibilities of fine motor skills is indicated with the characteristics of coordination, tempo and volume of motor functions of the hand, left-handed or right-handed.

Cognitive skills and abilities

Attention - the ability to concentrate and hold attention, qualitative characteristics (voluntary, involuntary).

Memory - the speed of memorization, the amount of material that the child is able to reproduce by heart or retell independently from memory, which type of memory (auditory or visual) is dominant.

Thinking:

• the degree of understanding of spatial landmarks (top, bottom, left, right, etc.);
• the ability to choose a generalizing word for several homogeneous objects (furniture, vegetables, fruits, animals, etc.);
• the ability to highlight the main thing;
• skills to identify the simplest cause-and-effect relationships (summer - hot, snow - winter, etc.);
• orientation in time parameters (day, night, year, month, etc.).

Scope of knowledge:

• primary knowledge about himself and the world around him: knows his name, age, members of his family, address of residence, names the signs of the seasons, knows general knowledge about the animal and flora according to program requirements;
• development of skills in design, drawing, modeling;
• level of elementary mathematical concepts- ordinal counting skills, solving simple examples;
• skills of definition and distinction of a form, color.

A problem child especially needs positive emotions, adult support and understanding, and it is precisely games with water that provide invaluable assistance in this.

Behavior during learning activities

Development of self-control, discipline, organization, purposefulness and awareness of actions in the classroom.

Speech development

Sound characteristics, quality of pronunciation, vocabulary, grammatical organization and structured speech.

Characteristics of the child's activity

• level of self-service skills;
• interest and personal activity demonstrated in gaming activities.

Features of character and behavior

• emotional portrait of the child - cheerfulness, depression, tearfulness, positivity, depression, calm or hyperactive, etc.;
• character traits, temperamental features - activity or passivity, aggressiveness or poise, confidence or timidity, prefers individual or collective forms of work;
• development of moral guidelines, culture of behavior and communication.

It is necessary to note personal preferences, the sphere of creative or intellectual endowment of the baby.

Sample for filling in general and diagnostic data in IOM - table

After diagnosing and determining the goals and objectives of the compiled route, the educator and specialists determine which games, exercises and other activities will be used when working with the baby. This is also reflected in the text of the IOM.

An example of the selection of forms of work with a preschooler along an individual route - table

Productive joint activities of the pupil and the teacher, aimed at the successful implementation of an individual educational route, will achieve positive dynamics in the personal growth of the child. Such work will require a high-level educator professional competence and performance, as well as personal interest in obtaining a good result.

Municipal budgetary special (correctional) educational institution for students, pupils with disabilities "Special (correctional) general education schoolVIII kind"

Individual educational route of the pupil

Full name of the child …………………..

Date of Birth……………….. . Class 6 Program VIII kind

Organization of correctional and developmental work carried out earlier: has been studying at this school since the second half of the 5th grade (second year).

Features of physical development has the status of "disabled child" until July 2020, is registered with an ophthalmologist "D" (squint), has a preparatory health group for physical education.

Features of mental development

Cognitive sphere: does not master the program material in mathematics and labor training. Geometric material does not assimilate. Experiencing difficulties in learning new exercises, poorly oriented in space. The girl learns the subjects of the humanitarian cycle better: she reads correctly, consciously, in whole words. He is good at memorizing poetry. Self-control is low. Working capacity and fatigue is average.

Emotional-volitional sphere: not conflict, listens to the opinion of the teacher, not whiny, can laugh at the minimum and without a reason. Cannot prepare himself for the lesson. Follows instructions and instructions for action from the teacher.

Behavioral sphere: Very low social orientation. The girl forgets where and what of the things she has.Cannot take care of himself appearance, tidy up the hair, observe the personal hygiene of the girl. The girl has an obsessive nose-to-mouth habit, and the girl is not shy about it. Actively participates in competitions.

Initiator of an individual educational route:

Administration of an educational institution (justification - IPR).

Purpose, tasks: social adaptation of a child with disabilities in society.

* Formation of ZUN in subjects, taking into account the capabilities of the child;

* HMF correction: development of visual-figurative thinking and speech, formation of visual and auditory perception, training of memory processes.

* Adjustment of the VET program - psychological correction of motivation to work.

Timing 2014 -2015 academic year.

Forms of interaction with parents:

Individual conversations and consultations:On the need for training in an individual program in mathematics and VET; on the need to form social and everyday skills in the family and on the specifics of raising a disabled child.

Open classes;

Joint activities of parents and child:Performance homework. Consolidation of the acquired knowledge in the lessons of SBO at home.

Laboratory work with parents;

Thematic parent meetings:"To Parents on Punishing Children"

Trainings;

Other ___________________________________________________________

Forms of work of a parent with a child

Circle of specialists

Evaluation of results: "sewing business": slight positive trend.

For parents: a tolerant attitude towards the child and the creation of a positive psychological microclimate in the family.

For teachers ________________________________________________________________

For narrow specialists: a speech therapist teacher - to continue work on correcting writing and reading disorders.

Deputy director. for UVR:

VET teacher:

Mathematic teacher:

Teacher-defectologist:

Teacher speech therapist: