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;

* correction of HMF: 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; about the need to form social and everyday skills in the family and about 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:

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 in as much detail as possible each step during 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, in contrast to the 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 are developing 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 a group kindergarten or preparation for inclusive education in a comprehensive 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 educational institution the document remains valid, as with the replacement of the teacher.

Publication date: 05/19/17

Instructor's report on physical culture N.V. Vereshchagina

"An approximate individual educational route for the development of a child with disabilities in the NGO "Physical Development""

Dear colleagues, I would like to present you an exemplary Individual Educational Route (IEM) for the development of a child with disabilities in the NGO "Physical Development".

Considering that the main general educational program of a preschool organization (BEP DO) is focused on the average pupil, it is possible that the weaker ones may not learn it well enough, and the most capable of losing motivation to learn, Federal State Standard preschool education(FGOS DO) defines the planning of an individual educational route (IEM) of a preschooler as new approach to preschool education.

IOM is being developed:

- for children who have not mastered the basic educational program of preschool education

– for children with disabilities

– for children with a high level of physical development

Compiling an IEM implies the effective use of all pedagogical resources to achieve maximum results in the upbringing and development of a preschooler.

Target development and implementation of an educational route in the curriculum is the formation of factors in kindergarten that will be aimed at positive socialization and social and personal development of children with disabilities.

The procedure for developing an individual route of the NGO "Physical Development"

After monitoring the quality of mastering the BEP DO, the results are discussed at the pedagogical council. The Pedagogical Council recommends that children who have shown a low (high) result in mastering the OOP DO in the educational field "Physical Development" recommends considering the psychological, medical and pedagogical commission, which forms a list of children who need an individual educational trajectory.

In terms of physical development, the instructor, together with medical workers, educators, other specialists of the preschool educational institution, parents (legal representatives), develop an IOM (content component), then the developed method of its implementation is fixed in the calendar plan (technology for organizing the educational process).

IOM structure

The structure of the educational route should include such components as:

- target, which involves setting specific goals that meet new standards;

- technological, causing the use of certain pedagogical technologies, methods and techniques;

- diagnostic, defining a set of diagnostic tools;

- organizational - pedagogical, determining the conditions and ways to achieve the goals;

- productive, containing the final results of the child's development at the time of transition to schooling.

- Introduction, which explains the reason for compiling an individual educational route for the child, general information about the child at the time of the development of the IEM, the purpose, tasks, number of IEM sessions, the form of the IEM.

- Diagnostic data per child. Diagnostics of the child's development is the basis for building IEM. Along with diagnostics, in the process of implementing IEM, monitoring is carried out in work with preschoolers - this is control with periodic monitoring of the level of development of the child with mandatory feedback. Monitoring allows not only to register the state of development of the child at the moment, but also provides materials for comparison, analysis and correction of violations and deviations in development. The purpose of pedagogical monitoring is to summarize and analyze information about the state of general development for the implementation of assessment, planning of the correctional-developing process (development of IEM) and forecasting end result.

- Wellness route child includes an individual motor regimen, tempering procedures, physical activity and therapeutic and preventive measures for the child.

- Child Employment Grid, which indicates the sequence of introducing the child into activities common with all children;

- A dynamic watchlist is maintained, where all changes are made. The purpose of such observation is the correction of the components of the educational process, the choice of optimal forms of its organization. Having an idea of ​​the desired result in the form of specific performance criteria, depending on the results of the interim examination, it is possible to make timely changes to the IEM for better implementation of the educational process and its effectiveness for a child with disabilities.

- Ways to assess the success of the pupil - it is recommended to assess the success of the route development every three months or at the end of any educational block or stage.

Effective implementation of IEM will ensure positive dynamics in the personal development of the child. Undoubtedly, such work will require from the teacher professional competence and interest in the process and result of their work.

Form for registration of the IEM for a preschooler of the NGO "Physical Development"

Individual educational route

Name of the child ________________________________________________________________________________________________

Date of Birth_____________________________________________________________________________________________

IEM start date _________________________________________________________________________________

Reason for registration: _________________________________________________________________________________

___________________________________________________________________________________________________________

Age at the beginning of correctional and developmental work: ___________________________________________________________

Purpose (IOM): opening new perspectives in the assimilation of the OPP preschool educational institution in the educational field "Physical development"

Objectives: to identify the special educational needs of the child; provide individual pedagogical assistance to the child; to assist in adaptation to the team of children; to promote the child's assimilation of the educational program of preschool education; to develop in the child an awareness of their capabilities; ensure positive changes in the physical development of the child, stimulate the disclosure of individual capabilities; provide methodological assistance to parents of children with / disabilities / /gifted children in the field of "Physical development"/; involvement of parents in the educational process

Number of lessons per week:_________________________________________________________________________________

Form of conduct: organized educational activities, individual lessons, game activities, joint activities of preschool teachers, parents, children; independent motor activity, conversations, presentations, maintaining a health portfolio

___________________________________________________________________________________________________________

Expected Result:________________________________________________________________________________________ ____________________________________________________________________________________________________________

____________________________________________________________________________________________________________

Form of work with parents: consultations, workshop, interview, exchange of experience._________________________________

___________________________________________________________________________________________________________

Diagnosis of child development

The purpose of pedagogical monitoring is to summarize and analyze information about the state of general and physical development for the purpose of assessing, planning a correctional and developmental process (development of IEM) and predicting the final result.

Physical development

Assessment of psycho-physical qualities: speed of movement, strength, endurance, agility, flexibility

_________________________________________________________________________________________________________________________

Somatic development

Speech development

_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Features of the development of cognitive processes

Memory___________________________________________________________________________________________________________________

___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Attention_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

_________________________________________________________________________________________________________________________

Perception_______________________________________________________________________________________________________________

___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Thinking_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Annex 2

Calendar planning of an individual route

Approximate individual development path of a child with HIA educational area "Physical development"

Name of the child _________________________

Date of Birth ________________________

IOM start date _____________________

Age at the beginning of IOM ________________

Disease: Astigmatism II Macrosomatic

Astigmatism is a visual defect associated with a violation of the shape of the lens, cornea or eye, as a result of which a person loses the ability to see clearly.

Macrosomatic (somatic type, referring to a large physique) is a type of body constitution that is distinguished by a wide bone structure and large reserves of subcutaneous fat.

Level of development: does not correspond to age

Problem: Low physical activity, reluctantly takes part in p / and - there is no dynamics.

teacher of speech activity MBDOU
"Kindergarten "Aist"

Individual educational route for a child with disabilities (Down syndrome)

MUNICIPAL BUDGET PRESCHOOL EDUCATIONAL INSTITUTION "KINDERGARTEN "AIST" OF THE CITY OF NOVIY URENGOY

Individual educational route for a child with disabilities

(Down syndrome)

Developed by: Toropova Yulia Nikolaevna, teacher of speech activity of the MBDOU "Kindergarten "Aist"

1.1 Introduction to the child with Down syndrome

common data

Name of the child: *********

Gender: husband

Date of birth / age 5 years

The social status of the child: prosperous

Family characteristics: complete, financially secure

Lives together: with parents

Family microclimate: favorable

Child's health status: Group V

Daily routine: sparing

Meals: common table

An adapted individual educational route was developed in accordance with the disease indicated in the individual rehabilitation program for a disabled child and the planned activities.

1.2 Explanatory note

The education of persons with disabilities and the disabled (hereinafter referred to as children with disabilities) is one of the priority areas of the education system Russian Federation.

The number of children with disabilities, which include children with hearing, vision, speech, intelligence, musculoskeletal disorders, disorders of the emotional-volitional sphere and learning difficulties, is increasing every year. The efforts of the Ministry of Education of Russia are focused on ensuring that, as part of the modernization Russian education create educational environment ensuring the availability of quality education for all persons with disabilities and people with disabilities, taking into account the peculiarities of their psychophysical development and health status.

The full development of the child as an inalienable human right and one of the most important tasks of education at the present stage requires the search for the most effective ways to achieve this goal. The protection of human rights, for the protection and promotion of health, for free development in accordance with individual capabilities is becoming a field of activity in which the interests of various specialists are closely intertwined.

Supporting a child with Down syndrome is a whole range of problems related to his survival, treatment, education, social adaptation and integration into society.

A targeted system of social and pedagogical measures, the inclusion of a child with Down syndrome in the correctional educational process from an early age, increases the level of development, promotes the social activity of the child. A favorable combination of the body's compensatory capabilities with properly selected programs at each stage of education, effective forms of its organization can largely, and sometimes completely neutralize the effect of a primary defect on the course of a child's psychophysical development.

An individual route for accompanying a child with Down syndrome is compiled taking into account the PEP MBDOU "Kindergarten" Aist ", developed on the basis of an exemplary educational program for preschool education" From birth to school ", edited by N.E. Veraksa, T.S. Komarova, M.A. Vasilyeva. – M.; MOSAIC-SYNTHESIS, 2014 and Programs of preschool educational institutions of a compensatory type for children with intellectual disabilities Aut. E.A. Ekzhanova, E.A. Strebelev.

IEM (individual educational route) is designed for one academic year. The content of the material given by IOM is built in accordance with the principle of concentricity. This means that acquaintance with a certain area of ​​reality from stage to stage becomes more complicated, that is, the topic remains, and the content first reveals mainly the subject, then the functional, semantic side, then the sphere of relationships, causal, temporal and other relationships between external signs and functional properties. In addition, linear, interdisciplinary connections between sections can be traced in the route. In some cases, this connection is thematic, in others it is a commonality in pedagogical design. Thus, repetition in teaching the child is ensured, which will allow him to form sufficiently strong knowledge and skills.

The IOM defines the goals and objectives of education and training in the Speech Development module of a child with Down syndrome for the 2017/2018 academic year.

The theoretical basis of IOM are the provisions developed in Russian psychology by L. S. Vygotsky, P. Ya. Galperin, V. V. Davydov, A. V. Zaporozhets, A. N. Leontiev, D. B. Elkonin and other scientists generalities of the main regularities of mental development in normal and pathological conditions, about sensitive ages, about the correlation of correction and development, about the actual and potential levels of development (the zone of proximal development), about the ratio of training and development, about the role of preschool childhood in the process of socialization, about the significance of activity in development, about the role of the sign in the "cultural" development of the child, etc. The route is compiled taking into account the specific features of the motor-motor, emotional, sensory, mental, speech, aesthetic and socio-personal development of a child with Down syndrome; leading motives and needs of a young child; nature of the leading

activities; type of communication and its motives; social situation of child development.

The proposed content of the main directions of pedagogical work, the conditions and forms of its implementation make it possible to solve correctional and developmental tasks in unity, which include the motor-motor, emotional, sensory, mental, social-personal, communicative, and speech development of the child.

The practical implementation of these tasks is carried out in the process of forming the mechanisms of objective and play activities as the leading activities in early and preschool childhood, productive activities (drawing, design), familiarization with the environment, speech development, and the formation of elementary mathematical concepts.

All areas of correctional and educational work are interconnected and interpenetrating, and the tasks of correctional education are solved in a complex way in all the forms of its organization used.

IOM for a child with Down syndrome is built in accordance with the principles formulated in psychological, neuropsychological, pedagogical research, taking into account:

• the nature of the leading activity;
• structure and severity of the violation;
• leading motives and needs of the child;
• goals of preschool education.

Also, when compiling the IEM, the data of the Individual Program for the Rehabilitation of a Disabled Child, the conclusion and recommendations of the TPMPC, and the individual characteristics of a child with Down syndrome were taken into account.

Work on the activation of compensatory mechanisms in a child with Down syndrome relies on the strengths of his development:

• relative preservation of emotions;
• preservation of visual-motor perception;
• a sufficiently high level of imitating abilities;
• relative preservation of tactile sensitivity;
• the combination of visual and motor sensations gives the highest level of memorization;
• preservation of emotional memory.

The construction of correctional and developmental work in accordance with these principles ensures the social orientation of pedagogical

influences and socialization of the child. The work of the teacher of speech activity with the child includes three blocks of in-depth diagnostic examination: upon admission of the child (September), at the end of the first period of study (December) and at the end of the second period of study (May).

The effectiveness of the ongoing correctional and developmental work is determined by the data obtained in the course of in-depth diagnostic examinations of specialists and the examination of the child at the TPMPC, as a result of which the child receives recommendations on the further educational route.

A feature of this program is the active involvement of parents in the work, which helps to increase their psychological and pedagogical competence. Education of parents (or mother) and interaction with teachers gives the maximum effect when carrying out corrective measures. The content of IOM involves the active use of the following forms of work with parents:

1. Advisory and recommendatory.
2. Information and educational.
3. Organization of children's matinees, holidays.
4. Individual lessons with parents and their child.

The volume of educational material is calculated in accordance with age-related physiological standards, which helps to avoid overwork and maladaptation of the child.

An integrated approach ensures higher rates of dynamics in the general and speech development of children. The implementation of the principle of complexity provides for the relationship in the work of a teacher-psychologist, narrow specialists and an educator.

The basis of a promising and scheduling remedial work is a thematic approach (thematic plan). It allows you to organize communicative situations in which the teacher controls the cognitive and speech development of the child. The thematic approach provides concentrated study and repeated repetition of the material. A concentrated study of the topic contributes to the successful accumulation of speech means and their active use by the child for communicative purposes, it is quite consistent with the decision as common tasks comprehensive development of children, and special correctional. A concentrated study of the material also serves as a means of establishing closer ties between specialists, since all specialists work within the same lexical topic.

1.3 Planned results of the development of an individual educational route. The planned results of mastering the content of IEM by the child take into account the individual characteristics of his development, are determined in accordance with the goals and objectives of the program in the form of targets.

In accordance with the individual characteristics of the development of a child with Down syndrome - R. Lin, given IOM assumes orientation to the following targets:

the child is interested in surrounding objects and actively acts with them; emotionally involved in actions with toys and other objects, tends to be persistent in achieving the result of their actions.

the child uses specific, culturally fixed objective actions, knows the purpose of everyday objects (spoons, combs, pencils, etc.) and tries to use them;

the child masters the simplest self-service skills; strives to show independence in everyday and play behavior;

the child owns the initial skills of active speech, a passive dictionary is being formed; can express a request, using monosyllabic words, using gestures, understands the speech of adults; knows the names of surrounding objects and toys;

the child seeks to communicate with adults and actively imitates them in movements and actions; there are games in which the child reproduces the actions of an adult;

the child shows interest in peers; observes their actions and imitates them;

the child has an interest in poetry, songs and fairy tales, looking at pictures, tends to move to the music; responds emotionally to various works of culture and art;

the child has a positive trend in the development of gross motor skills; he strives to master various types of movement (running, climbing, stepping over, etc.).

1.4 Characteristics individual characteristics development of a child with Down syndrome The structure of the mental underdevelopment of a child with Down syndrome is peculiar: speech appears late and remains underdeveloped throughout life, speech understanding is insufficient, vocabulary poor, often there is a sound pronunciation in the form of dysarthria or dyslalia. But, despite the severity of the intellectual defect, the emotional sphere remains practically preserved. Most of them have a good imitative ability, which contributes to the inculcation of self-service skills and work processes. The level of skills and abilities that a child with Down syndrome can achieve is very different. This is due to genetic and environmental factors.

Thus, supporting a child with Down syndrome is a whole range of problems related to his survival, treatment, education, social adaptation and integration into society.

Social and household skills and orientation.

Cultural and hygienic skills partially do not correspond to age: the child knows how to eat with a spoon, drink from a cup, there are attempts to undress (dress) on their own. The rest of the skills are not developed.

Features of the game, constructive, visual activity child.

The child does not take part in games, drawing, designing, he needs constant support, the help of a teacher, constant attention. Interest in the occupation, as a rule, disappears quickly. Formed initial game skills, manipulation of objects.

Assimilation of the program, difficulties in assimilation of the program.

The assimilation of the program is significantly hampered due to the low level of speech development, the delay in the development of general and fine motor skills, and the discrepancy between the general development and the given age.

Emotional and behavioral characteristics of the child.

The child is friendly towards both peers and adults. The boy makes contact, which is mainly manifested by emotions and touches, and separate sounds. The process of adaptation after the summer holidays was long, but without any special features.

Participation of parents in the upbringing and development of the child.

The child is brought up in a complete family. Parents take an active part in the upbringing and development of the child, in his life in kindergarten, listen to the recommendations of the teacher and specialists.

2.1 Characteristic educational activities according to the individual needs of the child.

In an individual educational route (IEM), a ratio of forms and activities specific to a given child, an individualized volume and depth of content, special psychological and pedagogical technologies, educational and methodological materials and technical means are determined. IOM is discussed, approved and implemented with the participation of the parents (legal representatives) of the child.

The route provides for the solution of a number of tasks: diagnostic, corrective and developing.

In the diagnostic block, the leading task is to organize a comprehensive medical, psychological and pedagogical study of the characteristics of the child's development, as well as to determine the effectiveness of the implementation of the individual route of the child's development.

The block of developing tasks is aimed at developing the most intact functions, socializing the child, increasing his independence and autonomy.

The correctional block is aimed at the formation of ways to assimilate the social experience of interaction with people and objects of the surrounding reality; development of compensatory mechanisms for the formation of the psyche and activity of the child; to overcome and prevent the child from secondary deviations in the development of his cognitive sphere, behavior and personality as a whole; the formation of methods of orientation in the world around (trial method, practical trying on, visual orientation), which serve as a means for the formation of a complete system of knowledge, skills and abilities in a child, the emergence of psychological neoplasms.

The organization of the work of specialists in this block also involves teaching parents certain psychological and pedagogical techniques that increase the effectiveness of interaction with the child, stimulating his activity in everyday life.

The presented blocks closely interact at each stage of work with the child. The implementation of the tasks of these blocks takes into account the severity of the violation, the age of the child, the structure of the defect.

The preservation of the emotional sphere of a child with Down syndrome allows him to show his abilities and achieve significant results in creative activities. The strength of the child is the ability to imitate. The child willingly imitates simple movements used in various games.

TASKS:

1. Develop sound imitation skills;
2. To promote the development of pronunciation and communication

skills;

1. To form the skills of simple rhythmic movements;

Final indicators for the development of the content of the module of the educational area "Speech development" (speech development) by the child

The child will:

- imitate an adult by repeating simple words;

- to answer simple questions in monosyllables;

- follow one and two-syllable instructions;

Be active in game situations.

III. ORGANIZATION SECTION

3.1 Provision with special educational programs and methods, special teaching aids and didactic materials. The program material was selected tentatively, adapted to a particular child. The features of the development of a child with moderate mental retardation, his ability to learn and educate, the current level of development, the zone of proximal development and the main activities in this age period were taken into account.

The educational and methodological complex of an individual educational route for a child with Down syndrome includes:

1. Approximate basic educational program of preschool education "From birth to school" edited by N.E. Veraksa, T.S. Komarova, M.A. Vasilyeva. (the basis of the WMC).
2. The program of preschool educational institutions of a compensatory type for children with intellectual disabilities E.A. Ekzhanova and E.A. Strebeleva "Correctional and developmental education and upbringing of children preschool age with an intellectual disability."
3. The program of early pedagogical assistance to children with developmental disabilities "Little Steps". — Moira Pietersey, Robin Trilore, etc.
4. The program of correctional and developmental work in the younger speech therapy group kindergarten Nishcheva N.V.

Teaching aids: EMC to the Program "From Birth to School". The main general educational program of preschool education / Ed. N. E. Veraksy, T. S. Komarova, M. A. Vasilyeva. — M.: MOSAIC-SYNTHESIS, 2010. — 304 p.

Consultative and educational work:

1. Inclusion of a child with Down syndrome in a preschool educational institution general type. Information and methodological manual. – Novosibirsk, 2010
2. Zhiyanova P.L., Pole E.V. Baby with Down Syndrome: A Book for

parents. - M .: BF "Downside Up", 2012

1. Down Syndrome. Data. / Comp. Field E.V. - M .: BF "Downside Up", 2012
2. Kirtoki A.E., Rostova N.V. A child was born with Down syndrome: conversations

psychologist. - M .: BF "Downside Up", 2013

1. Pietersi M. et al. Small Steps: An Early Educational Assistance Program for Children with Developmental Disabilities. Per. from English. M.: Down Syndrome Association, 2001. - Book 1. Introduction to the program.
2. Maller A.R., Tsikoto G.V. Education and training of children with severe intellectual disability: Proc. allowance. - M .: Publishing Center "Academy", 2003. - 208 p. (Section "Correction- educational work with preschool children with severe intellectual disabilities "S.100-116)

Educational area "Speech development (Speech development)":

1. The program of preschool educational institutions of a compensating type for children with intellectual disabilities: Correctional and developmental education and upbringing / E.A. Ekzhanova, E.A. Strebelev. - M .: "Enlightenment", 2005 - 272 p. SECTIONS « Aesthetic development”, “Formation of activity” 2. Winders Patricia S. Formation of gross motor skills in children

with Down syndrome. - M .: Charity Fund "Downside Up", 2011 3. Bruni M. Formation of fine motor skills in children with the syndrome

Down. – M.: Charitable Foundation “Downside Up”, 2009 4. Petersi M. et al. Small Steps: Early Educational Assistance Program for Children with Developmental Disabilities. Per. from English. M .: Down Syndrome Association, 2001. - Book 4. General motor skills. Book 5. Fine motor skills. 5. Archipenko G.A. Speech development of younger preschoolers with disabilities

vision // Preschool education. 2005. No5.

6. Beltyukov V.I. Interaction of analyzers in the process of perception and

acquisition of spoken language. - M., 1977. 7. Bessonova T.P., Gribova O.E. Didactic material on survey

children's speech. - M., 1994 - part 1. 8. Borodich A.M. Methods for the development of children's speech. - M., 1974. 9. Vlasenko I.T., Chirkina G.V. Methods for examining speech in children. - M.,

1. 10. Vygotsky L.S. Thinking and speech / Collected works - M., 1982. - T.
2. 11. Gvozdev A.N. Questions of studying children's speech. — M., 1961. 12. Epifantseva T.B., Kisilenko T.E., Mogileva I.A., Solovieva I.G., Titkova T.V. Handbook of a teacher-defectologist // Series “I give my heart to children”, Rostov-on-Don., 2005. 13. Efimenkova L.N. Formation of speech in preschoolers. M., 1990. 14. Zhukova N.S., Mastyukova E.M., Filicheva T.B. Overcoming the common

underdevelopment of speech in preschool children. M., 1990. 15. Zhukova N.S., Mastyukova E.M. If your child is developmentally delayed. —

M., 1993. 16. Zeeman M. Disorder of speech in childhood. / Per. from Czech; Ed. and with a preface by V.K. Trutnev and S.S. Lyapidevsky. - M., 1962. 17. Isaev D.N. Mental underdevelopment in children. - L., 1982. 18. Lebedinsky V.V. Violation of mental development in children. - M., 1985

19. Leontiev A.A. Language, speech, speech activity. - M., 1969. 20. Lubovsky V.I. The development of verbal regulation of actions in children (in

norm and pathology). - M., 1978. 21. The development of thinking and speech in abnormal children: scientific notes, vol. 256

/ ed. M.E. Khvattsev. - L., 1963 22. Sekovets, Razumova, Dyunina, Sitnikova. Correction of speech disorders in

preschoolers. - M., 1999. 23. A series of articles in the journal "Defectology" for 1985 - 1986. T.B.

Filichiva and G.V. Chirkina. 24. Article Hearing, Speech and Ear Inflammation on Downside Up. 25. Filicheva T.B., Cheveleva N.A. Logopedic work in a special

kindergarten. M., 1987. 26. Filicheva T.B., Cheveleva N.A., Chirkina G.V. Fundamentals of speech therapy. M.,

1. 27. Filicheva T.B., Soboleva A.V. The development of the speech of a preschooler. —

Yekaterinburg, 1996. 28. Khvattsev M.E. speech therapy. - M., 1959.

Plan of individually-oriented correctional and developmental activities for the psychological and pedagogical support of the child area "Speech development" module "Speech development"

Educator of speech activity:

— diagnostics (input, final); 2 times per year

– individual work in developmental classes for the development of speech in 2017/2018 academic year. year -; 56 lessons, 2 times a week, 15 minutes each;

- consultations for parents upon request.

Duration group lessons 25-30 minutes, individual - 10-15 minutes.

Education of a child with Down syndrome can be divided into two periods:

I period - September, October, November, December.

II period - January, February, March, April, May.

In September, an in-depth examination of the child's mental functions and state of speech is carried out.

In October, individual and subgroup classes with a child begin.

Sheet of pedagogical support of the pupil by the educator of speech activity

Surname, name of the child __________________________________________

Directions of activity of the educator of speech activity

Month

Main directions of work

Kind of activity

Interaction with family

Members

September

October

Prevention of negative reactions to the presence of adults and peers in the room.

- observation, guest visits (during group classes and a game session of children from a preschool group);

- establishing contact with an adult (specialist) within the framework of a game session.

Group educators

Parents

November Development of fine motor skills and coordination

- the inclusion of the mother in the framework of the game session in a purposeful interaction with the child;

- Teaching the mother how to interact with the child.

Di:

"Fold a row" - primary colors

"Catch a fish"

Practical lesson "Do-it-yourself games", "Games for Stasik". Replenishment of the home game library

Educator of speech activity

Group educators

Parents

December Development of fine motor skills and coordination.

Expansion of social contacts Formation of phonetic-phonemic hearing.

Exercises:

"Jumping gallop"

"Give me a flower"

Di:

"Who said meow?"

"Fold a Row"

Consultation "Sunny children"

Educator of speech activity

Group educators

Parents

Conversation January Development of small

Di:

Coordination motor skills educator.

"Catch a fish"

"Socialization

speech solar children"

activities Formation

"Knock - knock" phonetic-phonemic

Exercises:

"Ball" - (upbringing of the air jet

"Contour - figure"

Group educators

hearing.

Parents

February Development of fine motor skills and coordination. Formation of phonetic-phonemic hearing.

Sound stimulus.

Development of mental processes.

Di:

"Spread into buckets" (primary colors)

"I'll find a couple"

Exercises:

Finger gymnastics

“Blow out the candle” (education of the air jet)

Educator of speech activity

Group educators

Parents

March Development of fine motor skills and coordination. Formation of phonetic-phonemic hearing.

Sound stimulus.

Development of mental processes.

Brochure “Solar secrets. Issue 1 "(tips)

Educator of speech activity

Group educators

Parents

April Development of fine motor skills and coordination. Formation of phonetic-phonemic hearing.

Sound stimulus.

Di:

Practical

"One, two, three, repeat after me"

lesson "Games for Stasik". Replenishment game on one

home plate

game libraries. glockenspiel

"Who said meow?"

"Give - on - go"

Di:

"After Washing" (couples)

"Look in the window"

"Ball"

Exercises:

Consultation

Educator "Feature

speech development

activities of solar children.

Group Educators Watch Videos

Parents

"That's the way the children of the sun do it"

Development of mental processes.

"Wind", "Hedgehogs"

May Development of fine motor skills and coordination. Formation of phonetic-phonemic hearing.

Sound stimulus.

Development of mental processes.

Di:

"Catch a fish"

"Boxes"

"Contour - figure"

"Pebbles" (primary colors)

Exercises:

"Blow out the candle"

Summer is the time for change.

Brochure “Solar secrets. Issue 2"

Educator of speech activity

Group educators→

An exemplary individually-oriented educational route developed by specialists of the preschool educational institution for a child with OHP (III level of speech development, senior group, 1 year of study). Reflects the specifics and content of the complex work of specialists of preschool educational institutions.

Download:

Preview:

Individual educational route for a child with disabilities

for 2017-2018 academic year

F.I. child: __________________________

Date of Birth: ___________

Age at the time of the program: _________

Group : GBOU School ____, building "_____", group _______

Reasons: conclusion of TsPMPC Moscow No. _______ dated _______

Individual educational route in accordance with the Federal State Educational Standard of preschool education, in accordance with paragraph 6 of part 1 of Article 6 of the Federal Law of December 29, 2012 No. 273 - Federal Law “On Education in the Russian Federation, 2012, No. 53, Art. 7598; 2013. No. 19, art. 2326, No. 30, art. 4036, subparagraph 5.2.41 of the Regulations on the Ministry of Education and Science of the Russian Federation, approved by the Decree of the Government of the Russian Federation of June 3, 2013 No. No. 446 (Collected Legislation of the Russian Federation, 2013, No. 23, Article 2923; No. 33, Article 4386; No. 37, Article 4702), clause 7 of the Rules for the Development, Approval of Federal State educational standards and introduction of amendments to them approved in the Decree of the Government of the Russian Federation, 2013, No. 33, Art. 4377)

The IOM takes into account:

1. individual needs of the child related to his life situation and state of health, defining special educational needs;
2. Cooperation of the Organization with the family;

Purpose of IOM:

1. Providing a system of means and conditions for eliminating speech deficiencies in children with TNR (with severe speech disorders) and for the implementation of timely and full-fledged personal development, ensuring emotional well-being through the integration of the content of education and the organization of interaction between the subjects of the educational process. Prevention of possible difficulties in mastering the mass school program due to the underdevelopment of the speech system of older preschoolers.
2. Providing psychological and pedagogical support for the family and increasing the competence of parents (legal representatives) in matters of development, upbringing, education, protection and strengthening of the child's health

The main tasks of remedial education

1. Elimination of defects in sound pronunciation (education of articulation skills, sound pronunciation, syllabic structure) and the development of phonemic hearing (the ability to perform operations of distinguishing and recognizing the phonemes that make up the sound shell of a word).

2. Skill development sound analysis(special mental actions to differentiate phonemes and establish the sound structure of a word)

3. Refinement, expansion and enrichment of the lexical stock of older preschoolers with TNR.

4. Formation of the grammatical structure of speech.

5. Development of coherent speech of older preschoolers.

6. Development of communication skills, success in communication.

IOM implementation period- 1 year.

Kindergarten attendance schedule:The child attends the general education senior group No. 11. Monday - Friday - 7.00 - 19.00 with catering.

Psychological - pedagogical characteristic child

Emotional-volitional sphere:

Varya's facial expressions are sedentary, she does not understand humor well, she distinguishes the emotional states of others (sad, cheerful, etc.). Shows empathy for others on his own. The general emotional background is even and positive. Adequately respond to the ban. Varya basically follows the generally accepted rules of behavior. It does not always follow the teacher's verbal instructions in the performance of tasks, clarification and / or repeated repetition is required. Working capacity is average, interest is unstable, game motive prevails. There is no criticality to the results of their work.

Social and communicative sphere:

Varya is a little tense in communication with adults, she maintains several cycles of communication. Independently observes the order and simple rules in joint games, to perform more complicated rules teacher guidance is needed. In general games with other children, she is mobile, takes the initiative. In communication with her peers, Varya has little conflict, does not always share toys, and has strong friendly attachments. The level of development of gaming activity in a girl is within the age norm. The variability of the game is small, the plots are little developed, there is a tendency to reproduce familiar game “routes”. Understands and accepts a simple role in the game, understands more complex social roles poorly and does not hold until the end of the game. With the prompt of the teacher, he acts in an imaginary situation of the game, uses little substitute objects in the game, uses game paraphernalia. Able to agree on the distribution of roles in the game.

Cognitive development:

The level of general awareness, orientation in the phenomena of the surrounding world in Varya is below the age norm. Few supports communication on personal topics, on topics not presented in the immediate situation, discusses various events; answers are monosyllabic, confused, not always on the topic, speech is fuzzy. He gets confused in answers to some questions about himself and his family, etc. The girl has insufficiently formed figurative and space-time representations. The level of development of perception, the volume of arbitrary memorization is reduced. Also, the level of development of visual-figurative thinking does not correspond to the age norm. Varya's ability to establish cause-and-effect relationships is not sufficiently formed. Within the age norm, the level of development of voluntary attention.

Speech development:

Vocabulary is significantly below the age norm. Inflectional skills and abilities in the formation stage (explanations of an adult, demonstration, sample). Word-building skills and abilities in the formation stage (adult's explanations, demonstration, sample).

Syntactic skills and abilities in the formative stage (adult's explanations, demonstration, sample). The level of formation of phonetic-phonological competence: at the stage of formation. Phonemic hearing is significantly reduced.

Skills of sound analysis and synthesis in the formative stage. The syllabic structure of words is broken (omission and rearrangement of syllables);

Sound pronunciation: L, R, R.

Connected speech: The phrase is simple, agrammatic. The listened text understands partially, remembers fragmentarily, retells briefly, in monosyllables. It is difficult to compose a story on a series of plot pictures on your own. Lays out pictures with the help of an adult, verbal and logical thinking is not sufficiently formed, visual-figurative thinking prevails. The mobility of the muscles of the articulatory apparatus is normal. The amount of movement of the lips and tongue - all movements are available, the pace and switchability are somewhat slow. The voice is normal, the volume of speech breathing is insufficient.

The child's passive vocabulary is more developed than the active one. Leading hand is right. Varya has OHP Level III.

Proposed forms and conditions of work with a child(route sheet)

clause 12.15. The volume of health-improving work and correctional assistance to children (classes with a speech therapist, with a psychologist, and others) is regulated individually in accordance with medical and pedagogical recommendations.Once a week, one integrated lesson is held. Activities of an organized nature during the day alternate with free activities or recreation for children.

Direct educational activities

in senior group №11.

The organization of directly educational activities is regulated by paragraphs. 11.10 - 11.13; 12.5; 12.7 SanPiN 2.4.1.3049-13.

One integrated lesson is held weekly.

Activities of an organized nature during the day alternate with free activities or recreation for children.

A certain part of educational activity is carried out in the process of regime moments, for example, observing objects and phenomena of the surrounding world on a walk, developing elementary labor skills, etc. Every day, time is allotted in the daily routine for reading fiction.

Correctional and developmental classes of a speech therapist teacher, a psychologist teacher (individual correctional work in the morning and evening hours) are not included in the curriculum, because. a small correctional group is formed on the basis of monitoring, recommendations and conclusions of the CPMPC, PMPK and at the request of educators. The number of classes and the composition of groups is determined by the need. Classes are held in small subgroups or individually and are taken out of the curriculum. Correctional work in preschool educational institution is built as an integral system that provides a comprehensive, differentiated, regulated process for managing the course of the psychophysical development of preschoolers. Corrective classes conducted by speech therapists are variable in relation to communication classes in the general educational process (for speech pathologist children). Such variability ensures the exclusion of exceeding the maximum allowable load on the child.

Correctional and developmental work carried out by a teacher-psychologist

Interaction of the teacher-psychologist with the parents of the child:

Obtaining anamnestic data about the child;

Providing parents with information about the content and effectiveness of ongoing correctional and developmental work with the child;

Conducting individual consultations with parents on the following issues: development and education of the child; optimization of interaction with the child in the family, the child with other children and adults; organization of a developing environment for a child at home;

Conducting individual consultations at the request of parents, incl. on issues of personal psychological difficulties of parents;

Ensuring the participation of the parent in group consultations, workshops, trainings;

Creation of an adequate representation of parents about the capabilities of the child and possible ways to correct existing violations;

Selection of literature on the development and upbringing of the child at the request of the parent and if necessary.

Correctional and developmental work carried out by a teacher-speech therapist

Speech therapy classes are divided into:

Group;

Individual.

Classes are held (sub-group) of the following types:

• on the accumulation of the formation of lexical and grammatical categories - 1 lesson per week;
• for the development of coherent speech - 1 lesson per week
• on the formation of phonetic and phonemic categories - 2 lessons per week;
• the lesson lasts 25 minutes.

Social and communicative developmentchildren are carried out in educationalactivities during regime moments, in joint and independent play activities, in the family.

Calendar - thematic planning in the senior group with children of the TNR (ONR)

Individual map of the speech development of the child Varvara A.

(Method of determining the level of speech development by O.A. Bezrukova)