Adapted program for children with cerebral palsy preschoolers. Program for a disabled child with cerebral palsy. The results of the study of mental functions

Accepted: Approved:

By the decision of the Pedagogical Council, Acting Director of GBOU CIO "Southern"

Burlakina O.V.

ADAPTED

EDUCATIONAL PROGRAM

PRESCHOOL EDUCATION

for classes with children diagnosed with cerebral palsy

Moscow

2015

1. Explanatory note.

1.1.Goals and objectives of the Program

main goal correctional education and upbringing of children with cerebral palsy in preschool education is the comprehensive development of the child in accordance with his capabilities and maximum adaptation to the surrounding reality.

Providing a system of psychological and pedagogical assistance and social adaptation of children with violations of the ODA, inclusion in socially useful activities and integration into society.

Tasks:

1) Carry out differential diagnosis;

2) To develop the motor, mental, speech functions of the child, to prevent and correct their violations;

3) Expand the introduction of techniques for the development of the manipulative function, teaching self-service skills, the formation of graphic skills developed for children with cerebral palsy.

1.2. Principles and approaches to the formation of the Program;

Cerebral palsy (CP) is a serious disease nervous system leading to a child's disability.

Cerebral palsy occurs as a result of underdevelopment or damage to the brain in early ontogenesis. At the same time, the "young" parts of the brain suffer the most - the cerebral hemispheres, which regulate voluntary movements, speech, and other cortical functions.

Leading in the clinical picture is a motor defect - delayed formation, underdevelopment, impairment or loss of motor functions.

Motor disorders in them are combined with deviations in the development of sensory functions (disorders of vision, hearing, deep sensitivity, convulsive seizures), cognitive activity(ZPR), which is associated with an organic lesion of the nervous system.
Speech disorders are often noted, which are of an organic nature and are aggravated by a lack of communication.

Individual -motor, mental and speech disorders havevarying degrees of severity, which varies in a wide range - from the coarsest to the minimum. There may be various combinations.

Severe severity -the child does not master the skills of walking and manipulative activity.

serve yourself.

Average severitymotor disorders - children master walking, but move uncertainly, often with the help of special equipment. devices (crutches, canadian sticks, etc.). Self-service skills are not fully developed due to violations of the manipulative function.

Mild movement disorderchildren walk independently, confidently both indoors and out. They can use public transport. Fully self-serve. Sufficiently developed manipulative activity. However, patients may experience incorrect pathological postures and positions, gait disturbances, movements that are not dexterous enough, slowed down. Reduced muscle strength, there are deficiencies in fine motor skills.

Features of the motor development of children with cerebral palsy

Violation of muscle tone:

spasticity - an increase in muscle tone (with a vertical position of the body), the legs are bent at the knee joints, resting on the fingers, the hands are brought to the body, bent at the elbow joints, the fingers are bent in the fist.With spastic diplegia, with hemiparetic form of cerebral palsy.

Rigidity - muscle tone tension, the smoothness and coherence of muscle interaction is disturbed.With double hemiplegia.

Hypotension - low muscle tone - the muscles of the limbs and trunk are flabby, lethargic, weak. The volume of passive movements is greater than normal. Violation of statics, disproportionate movements, gait with swaying and loss of balance. The child sits bent over, does not hold a vertical position.

Dystonia- the changing nature of muscle tone, it is characterized by inconstancy. At rest, the muscles are relaxed, when trying to move, the tone increases sharply. As a result, movement becomes impossible

Paresis, paralysislimitation or impossibility of voluntary movements. The child finds it difficult or unable to raise his arms up, stretch them forward, to the sides, bend and straighten his leg - paralysis. With paresis, the most subtle and differentiated movements suffer first of all (for example, isolated movements of the fingers)

Presence of violent movements:

Hyperkinesis - involuntary violent movements due to variable muscle tone, with the presence of unnatural postures and incomplete motor acts. They can be observed at rest and intensify when trying to make movements, during execution. Violent movements can be expressed in the muscles of the articulatory apparatus, neck, head, various parts of the limbs.

Tremor - trembling of the limbs. (especially fingers and tongue). Occurs with purposeful movements

Disturbances in balance and coordination of movements - Ataxia.

1.4. Information about participants educational process;

Children from 2.8 - 7 years (up to 8 years, children are in preschool according to the indications of the CPMPC).

Children's age	Age group	Correction specialization	the number of children with cerebral palsy in the group 2016-2017	number of groups 2016-2017
2-3g	1 junior
3-4g	2youngest
4-5g.	average
5-6l	older		Group №10 - 2
6-7l	preparatory
5-6l	Mixed art		Group No. 4 - 4
№1- 1,8-2 №2- 2-3	GKP

A contraindication to admission to a preschool educational institution is severe mental retardation.

Teachers:

p/n	Job title	Number of bets	education	experience		pov qualif	age
	educators in the group of children with cerebral palsy forms self-service skills in the process of performing regime moments		Wed special - Higher -	Egorova N.V. - more than 30 liters Sharueva L.N. – more than 30l Babakova O.G. – over 14 years	higher first		Before - Over- 60-
	music leader		higher	Lomakina N.I.	higher	2015	Over 60
	physical education instructor, swimming Physical therapy methodologist - conducts special physical education classes. education, is responsible for the organization of orthopedic regime	No	Higher Wed spec.	Tsoraeva E.S. Terekhina A.N.
	Educational psychologist Corrects violations of personal development, working directly with children and their environment, family, preschool staff.		Higher
	teacher speech therapist Development of speech and correction of dysarthria disorders		Higher
	defectologist teacher Development of cognitive activity		Higher	Kremenets-kaya M.I.

1.5. Pedagogical technologies of educators, specialists;

Directions of correctional and pedagogical work in cerebral palsy.

Conditions:

pedagogical workis complex character. Given that

coordination of actions of specialists of various profiles: neuropathologist, psychoneurologist, exercise therapy doctor, speech therapist, defectologist, psychologist, educator.
The presence of a common position during the examination, psychological, pedagogical and speech therapy correction.

Joint stimulation of the development of all aspects of the psyche, speech and motor skills, as well as the prevention and correction of their disorders.
Early start of ontogenetically sequential impact based on preserved functions.
Early correctional and speech therapy work. The work is built taking into account at what stage of psychoverbal development the child is.
Correctional and pedagogical work within the framework of the leading activities:infantile - emotional communication with an adult; in the early - objective activity;in preschool - play activities;
Long-term dynamic monitoring of development;
Development of a coordinated system of inter-analyzer connections, relying on all analyzers with the mandatory inclusion of a motor-kinesthetic analyzer - for example, visual and tactile, tactile and auditory.
A flexible combination of various types and forms of correctional and pedagogical work (individual, subgroup, frontal).
Close interaction with parents and the entire environment of the child:

observance of the daily routine, the organization of targeted remedial classes, the formation of adequate self-esteem and the correct attitude towards the defect, develop strong-willed qualities.

The main directions of correctional and pedagogical work at an early age:

the formation of objective activity (the use of objects for their intended purpose), the ability to arbitrarily be included in the activity. Formation of visual-effective thinking, arbitrary, sustained attention;
the formation of speech and subject-practical communication with others (development of understanding of addressed speech, activation of one's own speech activity; formation of all forms of non-verbal communication - facial expressions, gesture, intonation);
development of knowledge and ideas about the environment (with the generalizing function of the word);
stimulation of sensory activity (visual, auditory, kinesthetic perception);
the formation of the functionality of the hands and fingers. Development of hand-eye coordination. Development of skills of neatness and self-service.

The main directions of correctional and pedagogical work in preschool age:

development of gaming activities;
development of verbal communication with others (with peers and adults). Increase in passive and active vocabulary, the formation of coherent speech. Development and correction of violations of the lexical, grammatical and phonetic structure of speech;
expanding the stock of knowledge and ideas about the environment;
development of sensory functions. Formation

spatial and temporal representations, correction of their violations. Development of kinesthetic perception and stereognosis;

development of attention, memory, thinking (visual-figurative and abstract-logical elements);
formation of mathematical representations;
development of manual skills and preparation of the hand for mastering writing;
education of self-service and hygiene skills;

Dysarthria with cerebral palsy

a system of techniques for general relaxation;
a system of techniques for relaxing the muscles of general and speech motor skills;
acupressure;
articulation gymnastics;
voice correction;
breathing exercises;
logarithmics;
correction of general and fine motor skills;
physical exercises, jumping on one leg, through a rope, riding a scooter, cycling, skiing

1) I.Yu. Levchenko, O.G. Prikhodko "Technologies for teaching and educating children with disorders of the musculoskeletal system", M, Academy, 2001

1.6.Planned development results educational program(according to the Federal State Educational Standard to the targets in the mandatory part and the part formed by the participants in the educational process).

1.7.Planned results of the development of the Program.

1.8. Features of the organization of pedagogical diagnostics

Tasks:

carry out differential diagnosis.

Difficulties in implementation

Differential diagnosis of mental retardation and mild mental retardation in children with cerebral palsy.

It is difficult to differentiate mentally retarded children according to the severity of intellectual development.

Conduct a comprehensive study of the characteristics of children in order to develop individual programs for corrective work with them. (acquaintance of a teacher, psychologist, speech therapist with medical documentation - taking into account clinical characteristics);
conduct staged studies to assess changes in the child's condition under the influence of therapeutic, corrective and educational measures (dynamic changes, insufficient pace of formation of new skills and abilities, lack of positive dynamics in the development of mental processes).
to study the features of the formation of cognitive activity in order to specify the correctional work at this stage.

Forms of diagnosis

Psychological and pedagogical examinations. They reflect not only the level of intellectual and speech development, but also such indicators as the mode of movement, the level of development of the manipulative function and self-service skills, the presence of concomitant disorders. Scheme in the book. I.Yu.Levchenko, O.G.Prikhodko "Technology of training and education of children with ODA disorders" p. 33 + appendices and in the same place drawing up a conclusion and psychological and pedagogical characteristics.

The primary examination is carried out in the presence of the mother, in a position convenient for him, which maximally eliminates the influence of pathological reflexes on the muscles of the limbs, trunk, and eyes.

Psychological diagnosis of impaired development according to the methods of S.D. Zabramnaya, E.A. Strebeleva, E.M. Mastyukova.

When analyzing the results of tasks, we take into account the presence of muscle tone, hyperkinesis, and motor restrictions. When analyzing the manifestations of the mental life of a child, he identifies those factors that have an inhibitory effect on the development of the cognitive sphere - the severity of the motor lesion, the pathology of the articulatory apparatus, visual and hearing impairments), we determine what in the structure of an intellectual defect is due to brain damage, and what is associated with impaired motor skills and analyzers.

Psychological and pedagogical examination(table and survey individual - author I.Yu. Levchenko, O.G. Prikhodkostr. 156)

2. Organizational section

For the development of speech and thinking of children with cerebral palsy importance It hasexpanding their horizons, enriching their life experience.

2.1.1. Content of the educational area "Physical development"

development of motor functions and education of self-service and hygiene skills;
formation of upright and walking skills;
formation of actions with objects;

2.1.2. The content of the educational area "Social and communicative development".

2.1.3. The content of the educational area "Cognitive development".

Target: the formation of cognitive processes and ways of mental activity, the assimilation of knowledge about nature and society; development of cognitive interests.

Cognitive processes of the surrounding reality doshk. with disabilities are provided by the processes of sensation, perception, thinking, attention, memory.

Tasks:

formation and improvement of perceptual actions;
familiarization and formation of sensory standards;
development of attention, memory;
development of visual-effective and visual-figurative thinking.

Educational area

"Cognitive development" includes:

sensory development, during which children with disabilities develop all kinds of perception - visual, auditory, tactile-motor, olfactory, gustatory, on the basis of which a) full-fledged ideas about the external properties of objects are formed - shape, size, position in space, smell, taste;

b) the child's thinking develops - the operation of sensory information received through the senses is carried out in the form of thought processes;

c) involves the development of the nominative function of speech, contributes to the expansion and enrichment of the child's vocabulary.

Features of sensory education in children with cerebral palsy:

The formation of perception processes is delayed and disrupted due to organic damage to the brain, motor deprivation, impaired visual, auditory, motor-kinesthetic analyzers;
Pathological development of the scheme of positions and movements of the body.
Manipulative-objective activity is limited, perception of objects by touch is difficult.

The combination of these disorders with the underdevelopment of visual-motor coordination prevents the formation of a full-fledged objective perception and cognitive activity.

Tasks:

develop all kinds perception - visual, auditory, tactile-motor, olfactory, gustatory and kinesthetic (perception of movements);
form sensory standards of color, shape. size, temporal and spatial standards and muscular-articular feeling;
formation of full-fledged ideas about the world around
development of higher mental functions (attention, thinking, memory), thought processes:identification, comparison, analysis, synthesis, generalization, classification and abstraction and correction of their violations;
stimulate the development of all aspects of speech: nominativefunctions, phrasal speech, contributes to the enrichment and development of the child's vocabulary.

In work on sensory education of children with cerebral palsysections are highlighted:

1. Development of visual perception and correction of its disorders:

Formation of ideas about the color of objects;

Formation of ideas about the shape of objects;

Formation of ideas about the size of objects;

Formation and correction of spatial representations;

Formation of temporary representations;

Work organization:

Tasks and exercises for training the functions of the oculomotor muscles, smooth tracking (to improve gaze fixation, exercises for the development of hand-eye coordination).

To train smooth tracking in different directions of the game: "sunny bunny from the mirror", "follow the plane", sequential display of pictures arranged horizontally and vertically;

Special training of the visual fields includes exercises in the stability of fixing the gaze when the position of the head and torso changes, smooth tracing with the eyes with the head position unchanged;

Exercises for the education of differentiated visual perception: analysis of contour, crossed out, inverted and underdrawn images.

Didactic games aimed at recognizing a holistic image in detail, finding an image of an object against a noisy background.

Color perception.

Work organization

Exercises with a set of geometric shapes, different in color, but the same in size and shape, which need to be divided into groups by color “Spread by color”

Tasks for choosing colors when coloring contour images of familiar objects, drawing up patterns, ornaments from paper.

Children must learn: select items of the specified color;

Group items by color; transfer real color items in productive activities;

build rows from the shades of the spectrum;

determine the similarity and difference between objects based on comparison on the basis of color (cucumber - green, snow - white);

know the names of primary colors and shades;

Form ideas.

Work organization:

Familiarization of children with planar and volumetric geometric figures with the obligatory reliance on the motor-kinesthetic analyzer: to see the difference, to feel them when manipulating the figures, to consider it.

Tasks for tracing figures with the index finger, drawing these figures with a finger smeared with ink, tracing with a geom. stenciled figures.

Did.games "Mailbox", "Segen's Boards", "Pick up the shape", "Geometric Lotto", "Geometric Mosaic". Making applications from geometric shapes - ornaments, gluing missing figures into plot pictures.

Children must learn:

correctly choose a suitable geometric figure when determining the shape of a real object;

group objects by shape;

determine the similarity and difference between objects based on comparison on the basis of shape - an apple is round, a table is square;

make geometric shapes from 2-4 parts, as well as from a given number of sticks;

know the names of geometric shapes and use them in your own speech;

Concepts of magnitude

Work organization:

Games-exercises with building material - building towers, houses. In gaming and constructive activities, the assimilation and consolidation of the concepts of "high-low", "wide-narrow", "let's build nesting dolls by height", "build a ladder"

Children determine:

the size of objects verbally,

learn how to compare objects to determine their size,

learn to group objects by size and build a series of rows.

Development of spatial perception.

Areas of work

1.1. Formation of spatial representations

Start with a diagram of your body and the location and movement of the body in space.

Using a mirror - “look, here is your nose, mouth, etc.”, “touch your nose, forehead, eyes ...”;

1.2. Then we transfer to an adult: “Look, here are my hands, etc.”

1.3. Performing exercises on a doll, in a picture depicting a person.

1.4. fixing ideas about the right - left side of the body and face of the child himself and other people (marks are used on the left chest, on the arm);

1.5. finishing the figure of a person, applications of the face and figures from ready-made parts;

1.6. Fixing and orientation in the main spatial directions.

Exercises with a ball, a flag when moving in space - the assimilation and consolidation of the concepts of "ahead", "behind", "right", "left", "far", "close", "closer", "further".

2. Development of spatial perception

Teaching a child orientation on a sheet of paper.

Consolidation of the concepts of the top-bottom, right-left sides of the sheet.

The teacher always marks the top left corner of the sheet.

Work organization

Exercise games for placing geometric shapes, images of objects on a sheet in accordance with the instructions: “put in the middle”, “put above, below, etc.”, “tell me where the square lies”, “draw the sun in the upper left corner” .

Games for moving in space according to the speech instruction or the scheme "Find the toy hidden in the room."

4. Development of optical-spatial perception.

Compilation of split pictures, plot pictures from cubes with parts of the image, construction of geometric shapes and object images from sticks.

Children must learn:

Distinguish right-left hands, right - left parts of the body and face of a person;

Determine the middle, right, left, top and bottom sides of a sheet of paper;

Reproduce on the plane the observed spatial relationships;

Explain with the help of appropriate vocabulary the location of one object in relation to others;

Perform various tasks for the spatial movement of objects, spatially orient their own actions;

Act within the boundaries of a sheet of paper;

Place the elements of the pattern on the plane, taking any object as the starting point of reference;

Use in your speech the names of parts and sides of the body and face, the names of the sides of objects;

Formation of temporary representations

Difficulty in children who are not capable of independent movement, tk. they do not have the opportunity to regularly observe seasonal changes in nature, the daily routine is monotonous, ideas about the parts of the day are not specific enough.

Work organization:

Exercises for examining and discussing a series of pictures, photographs depicting the activities of children at different times of the day; games “When does this happen?”, “Name the neighbors of the night.” We use color symbols to indicate different parts of the day.

When forming the concepts of "week", "today", "tomorrow", "yesterday", the use of a calendar made from sheets different color.

There is a calendar on a circle, where each season is represented by its own color or a picture depicting seasonal changes in nature.

A system of observations of natural phenomena, human activities, changes in the life of birds and animals, depending on the time of year and day.

Children should know:

Time standards and their characteristics.

2. Development and correction of tactile perception.

- games "Magic bag", "Find out what it is."

- we have several sets of objects, different in shape, size, weight, texture of materials. Children determine first with the intact hand, then with the affected one.

- reproduction of the image after tactile perception in productive activities - to mold, draw.

Children should be able to:

Select items by touch

Correctly correlate their shape and size.

To distinguish by touch fabrics of different textures;

Recognize an object by circling a finger;

Distinguish the surfaces of objects;

Determine the temperature of objects;

Designate characteristics of features with a word.

3. Development and correction of auditory perception.

In children with cerebral palsy, motor impairments are often combined with hearing impairments. Auditory perception is also reduced in children who do not have physical hearing impairments. Auditory perception in cerebral palsy is not sufficiently differentiated, phonemic hearing and auditory attention suffer.

Work organization:

Games - exercises "Determine the direction of the sound", "Guess who is shouting", "Guess what instrument they play." ""Count the beats on the tambourine";

Distinguishing words by ear: first they select words that are different in sound, then they are similar, differing only in one phoneme - meadow-bow, etc.

A series of exercises on inventing a word with certain sounds at the beginning and end of the word.

Children must learn:

Distinguish speech and non-speech sounds, voices of relatives and friends, sounds made by pets and birds.

Distinguish the sounds made on various musical instruments.

Determine the near and far sound of a musical instrument.

Determine directions in space by sound without visual accompaniment.

Play, clapping your hands, the simplest rhythms.

Learn the concepts of "loud-quiet", "high-low", "fast-slow" and use them in speech.

Consider the psychophysical characteristics of each child with disabilities. This is reflected inways of presenting material:

Display, verbal form of explanation, selection of appropriate instructions.

Development of cognitive research activities and constructive activities

Features of constructive activity in children with cerebral palsy.

spatial perception is disturbed:

They cannot make a building out of cubes, sticks,

Cannot assemble a split picture;

When copying an asymmetric figure from sticks, make its image asymmetric.

Tasks:

Formation of the correct perception of space;

Holistic perception of the subject;

Development of fine motor skills of hands and hand-eye coordination;

Development of curiosity, imagination;

Expanding the stock of knowledge and ideas about the world around us;

Methods of teaching the design of children with cerebral palsy(I.I. Mamaychuk)

designing according to a model made up of parts;
design according to an undivided sample;

Stage 1:

Tasks: to familiarize the child with the building material, to teach the simplest constructive actions, using details of the same size and shape;

To teach a systematic examination of samples and details of the building, the verbal designation of the spatial relationships of objects - above, next to, under, near, behind, in front;

The teacher builds a sample, accompanying his actions with words, paying attention to the location of the details, then invites the child to reproduce the building;

Building themes : “Tower of 3-5 cubes of different colors”, “Path and fence of multi-colored bricks”, “Garage”, “Sofa of blocks of the same size”

The number of tasks offered depends on the individual characteristics of the child and his preparedness.

Stage 2: undivided design

Task: learning to look at samples using detailed actions with details - applying them to samples;

Teaching the use of spatial and metric features of objects in the design process;

Compilation of geometric shapes, taking into account the shape and size of the details;

Enrichment of the child's vocabulary with special spatial terminology - a square, a rectangle. rhombus, etc.

Themes:

"Well", "Two-three-story houses" - the design of three-dimensional buildings based on a sample from parts of the same size and shape;

Construction of three-dimensional buildings from parts different shapes and magnitude;( geometric figures cut into pieces of various shapes and sizes)

Construction of planar models from parts of various shapes and sizes

The stage is long, determined by individual capabilities

child.

Design from samples - drawings

Tasks: to teach the analysis of drawings, to highlight the essential elements of the building in them. Teach children to correctly name spatial relationships - on the right. left, top, inside, and also play in buildings the right proportions relationship of details.

There is a necessary set of drawings with a three-dimensional and conditional image of buildings.

Stage 3 - free design

Task: independent use of the obtained methods of examination and execution.

Topics: "Doll House", "Street", "City", "Design by Design"

Conditions of educational activity:the availability of the material, the presence of a quick result of the child's activity, apply encouragement techniques.

Formation of elementary mathematical representations.

Tasks: learning how to compare, compare;

Establish a correspondence between different sets and

Elements of sets;

Orientation in time and space;

Conditions: reliance on secure analyzers;

Using the principle of visibility;

Did the principle "from simple to complex";

Enrich quantitative representations in the process of various

Types of activity;

Planning of work on FEMP. (based on the amount of program material, taking into account the real capabilities of children, since this is due to the low initial level of development of children and the slow pace of assimilation of the studied material).

Development of visual perception –

smooth tracking of objects in order to develop smooth movements of the eyeballs

The game "Labyrinth" - tracing the winding path of a hare, a fox, a bear cub to his house.

exercises in distinguishing and naming colors in everyday life, in a life situation, in the classroom.

"Pick by color", Conducting didactic games.

If you do not know the colors, start with balls of the same color - roll, call. Then enter another color. Next, from a set of different-colored balls, we get the one you need on the instructions of the educator. Next, we offer boxes of the colors that the children have learned. And we give 2 boxes of the same colors - "Spread the balls of the same color into colored boxes."

exercises for recognition of geometric shapes "Didactic house, cube, etc." - slots for a sphere, a cube, a square.
SEGINA boards (size, shape)
The game "Mailbox" - the number of geomes. figures gradually increases.
Exercise games with constructors - building towers from cubes, games with prefabricated toys
Games with collapsible toys
"Inserts", "Boxes" - from 3-4 places. Match the lid to the box.
Matryoshkas. Pyramids.
Cubes, split pictures from 2, 4 or more parts.
Games with building material - height, length, volume. Conditions - it is necessary to accustom to independence, activity in construction. games. Calm, detailed explanations, prompts, joint actions with an adult are needed.
Chip games. Target shooting games. Table tennis game.

Development of differentiated auditory perception and phonemic hearing.

Listening to songs, fairy tales, stories, music.
Sounding toys, musical instruments.
Exercises for words that are contrasting in sound (from a pronounced difference to a contrast of one letter.
Games-exercises with pictures. Adult pronounces goat , child shows cards. braid. Adult pronunciation. The word, covering the mouth with a screen, reb. repeats it etc.

Games in violation of tactile sensitivity

"Wonderful bag"

Games in violation of spatial representations.

Brought up in close connection with tactile, visual, kinesthetic perception

At the 1st stage, we form the spatial differentiation of ourselves - the scheme of the body, moving it in space:

Exercise in front of a mirror

At the 2nd stage of the exercise on the doll, in the picture, according to the drawing.

Orientation in space:

1) Exercises with a ball, a flag in front of a mirror.

2) Movement on the floor along the drawn lines.

3) Orientation along the lines on the board.

4) perception and reproduction of the shape of objects by tracing them along the contour.

5) construction from cubes by imitation - from 3 years;

Designing from cubes according to the model - from 4 years old;

6) Games to define the concepts of "left" - "right", "top-bottom", "behind"

Game Guide

Offer a wide variety of games. Relationships are formed in gaming activities.

Tasks:

Do not interfere with others - mutual understanding, mutual assistance have become habitual forms of child behavior;

Develop a creative attitude to the game;

Contribute to the sustainability of the idea, the development of the idea;

Games and activities are selected depending on the real capabilities of the child.

2.1.4. The content of the educational area "Speech development"

Target: ensure timely and effective development speech as a means of communication, cognition, self-expression of the child, the formation of various types of children's activities, based on mastering the language of their people.

Features of speech development

Various disorders of the motor sphere cause a variety of speech disorders. Each form of cerebral palsy is characterized by specific speech disorders. The pre-speech and speech development of these children proceeds at a slow pace. The later formation of the speech function is due to a delay in the development of the brain: the "young" areas of the cortex (premotor-frontal, parietal-temporal areas of the cerebral cortex) in children with cerebral palsy complete their formation at a later date. With cerebral palsy, the process of speech formation is not only slowed down, but also pathologically distorted. Usually, the pre-speech period with cerebral palsy is delayed for 2-3 years, and the prerequisites for the development of speech are also violated. There is a certain pathogenetic commonality of pre-speech development disorders with motor disorders in general. With cerebral palsy, there is a delay and violation of the formation of all aspects of speech: lexical, grammatical and phonetic-phonemic.

Reasons for the lag: the lag in the development of speech in cerebral palsy is also associated with a limitation in the amount of knowledge and ideas about the environment, insufficiency of subject-practical activities and social contacts.

Tasks:

formation of structural components of the system phonetic language, lexical, grammatical;
the formation of language skills in its communicative function - the development of coherent speech, its two forms of verbal communication - dialogue and monologue;
formation of the ability to elementary awareness of the phenomena of language and speech;

Areas of work on the development of speech:

vocabulary development. Vocabulary mastery is the basis of children's speech development. Words denote objects and phenomena, their signs, qualities, properties and actions with them. Children learn the words necessary for their life and communication;
education of sound culture of speech- perception and distinction of phonological means of the language, teaching the correct sound pronunciation, educating the orthoepic correctness of speech; mastering the meanssound expressiveness of speech (tone, timbre, tempo, stress, voice power, intonation);
formation of the grammatical structure of speech- changing words by gender, numbers, cases, word-formation and syntax (mastering different types phrases and sentences)
development of coherent speech- dialogue and monologue speech. Listen, understand the speech addressed to the child, enter into a conversation and support it, answer questions and ask yourself, explain, use a variety of language means, behave taking into account the situation of communication. Retell, build statements of different types yourself.
formation of elementary awareness of the phenomena of language and speechproviding training for children to learn literacy, reading, writing.
development of phonemic hearing, development of fine motor skills of the hand.

The development of speech is carried out in all types of activities: play, physical development classes, fine arts (drawing, modeling, applique, design), music, etc., in free activities, in communication.

The most significant type of work on the development of speech isfiction.

Efficiency provided:

works by age and proximity of the content to the life experience of children;
preliminary and final conversations with children;
the use of illustrations, layouts for works;
organization of dramatizations, dramatizations;
demonstration of actions on a constructive picture using moving figures;
carry out vocabulary work;
adapt texts according to the lexical and grammatical structure, taking into account the level of speech development of children;
invite children to answer questions;
offer children different types of work: pick up illustrations for the read text, retell the text; come up with an ending to a given beginning.

Work on the development of speech is carried out in stages in close relationship with the development of motor skills and the correction of motor disorders. The age dynamics of the speech development of children with cerebral palsy largely depends on intelligence. The higher the child's intelligence, the more favorable the dynamics of speech development, the better the resultspeech therapy work.

The purpose of speech therapy work with children with cerebral palsy:

The development of speech development, improving the intelligibility of a speech statement in order to provide the child with a greater understanding of speech by others.

Tasks of speech therapy work:

Reducing the degree of manifestation of motor defects of the speech apparatus: spastic paresis, hyperkinesis, ataxia (in milder cases - normalization of muscle tone and motor skills of the speech apparatus):
The development of speech breathing and voice. Formation of strength, duration, sonority, manageability of the voice in the speech stream. Development of synchrony of voice, breathing and articulation.
Normalization of the prosodic system of speech (melody-intonation and tempo-rhythmic characteristics of speech).
Formation of articulatory praxis at the stage of staging, automation and differentiation of speech sounds.
Development of phonemic perception and sound analysis.
The development of the functionality of the hands and fingers.
Normalization of lexical and grammatical skills of expressive speech (with a mixed, complex, speech disorder, manifested by both dysarthria and alalic pathology of speech or delayed speech development).

Having established the diagnosis on the basis of the primary speech therapy examination, the speech therapist, together with the neuropathologist, develops tactics for corrective and speech therapy work:the main directions and forms of work, predict the final result of speech therapy, determine contraindications and dosage of classes. For each child, an individual comprehensive program is drawn up, including specific correctional and speech therapy tasks for the near future and a long-term work plan.

Methods of speech therapy influence:

differentiated speech therapy massage (relaxing or stimulating);
probe massage;
acupressure;
passive and active articulatory gymnastics;
breathing and vocal exercises;
artificial local contrastothermia (combination of hypo- and hyperthermia);
development of prosody and correction of its violations; (games-dramatization, reading fairy tales by roles). We conduct individual, frontal, subgroup classes to music, counting, etc.

2.1.5. The content of the educational area "Artistic and aesthetic development

Visual activity can be considered as a remedy for impaired cognitive activity as a means intellectual development as a teaching method and how to means of emotional and aesthetic education.

Tasks:

develop fine motor skills of the hand and hand-eye coordination;
to form the correct perception of shape, size, color and the ability to convey them in the image;
form the correct perception of space, correct violations of visual-spatial perception;
to form a holistic perception of the subject and achieve its reflection by means of art: drawing, modeling, appliqué;
develop design skills;
to cultivate a positive emotional attitude to the activity and its results;
develop curiosity, imagination;
expand the stock of knowledge and ideas

Teaching drawing to children with cerebral palsy

Before learning to draw, children with cerebral palsy are at the lowest level of visual activity - their graphic activity ispre-pictorial scribbling.

Features of iso. activities of children 4-5 years old with cerebral palsy:

Children with involuntary obsessive movements draw randomly, go beyond the sheet;

Difficulties in drawing straight, horizontal and vertical lines, especially those that, due to damage to the right hand, begin to draw with the left.

Ignoring the left side of the sheet, placing the picture on the right, a straight line is drawn from right to left;

Asymmetric figures are depicted turned in the opposite direction;

When depicting an object on the space of a sheet, the child does not connect its parts to each other, this is especially pronounced when drawing a person (arms and legs are drawn separately from the body, eyes and mouth are outside the oval depicting the face).

Due to insufficiently differentiated visual perception, children with cerebral palsy do not clearly perceive the shape of objects and close shapes - a circle-oval, a rhombus - a square, therefore, a distorted or simplified image takes place in the drawings - they draw a square instead of a circle, etc.

Violations of optical-spatial perception in drawings are expressed by incorrect transmission of spatial relationships between individual objects or their elements, by a displacement of the drawing relative to the center of the sheet. Difficulties in placing a picture according to verbal instructions. when drawing, a drawing is often performed in a mirror image.

Insufficiently differentiated color perception leads to the fact that children hardly name tint colors, use only red, blue, yellow, green colors;

Children tend to give their art activities a plot character, but the shortcomings quality image do not allow them to express all the ideas of the plot;

The program for preschool children with cerebral palsy includes all stages and sections, just like the program for healthy children. In addition, the program includes additional classes aimed at training hand movements, developing fine motor skills, and developing visual-spatial perception.

Methodology Ph.D. Kuznetsova G.V. designed for children with severe and moderate manifestations of cerebral palsy.

Children need the initial stage of education -preparatory.

Tasks of the preparatory stage:

fostering interest in art: enriching ideas about the objects of the image; formation of skills in the analysis of depicted objects;
mastering the plane of a sheet of paper;
the formation of the correct grip and hold of the pencil and brush, the assimilation of the simplest image techniques (painting the plane of the sheet, drawing straight lines in a given direction, sticking with a brush, etc.)

To maintain children's constant interest in art activities and the formation of full-fledged graphic images, we use a variety ofteaching methods and techniques:

observations behind the objects and phenomena intended for the image. peace on walks and excursions;
playing around with objects;
modeling;
cutting and cutting along the contour;
analysis of an object with the help of tactile- motor method of examination;
tracing a contour using a stencil and a template;
laying out images from individual elements;
verbal description of an object and recognition of an object from a verbal description and from an incomplete image;

Organization of corrective work in the preparatory period.

Application of special exercisesfor normalizationmuscle tone and development of fine motor skills- held at the beginning of each lesson:

In the form of physical exercises, finger gymnastics, cryotherapy, tasks that activate tactile perception, develop tactile sensitivity and muscular-articular feeling.

Graphic exercises are special training tasks used for the development of munipulative activity, contributing to the formation of graphic skills and producing a therapeutic effect: they contribute to the normalization of disturbed muscle tone of the hands, serve as a prevention of the formation of contractures of the joints of the fingers and hands.

Tasks 2 periods for teaching drawing

To form in children the shaping movements of the hand in the air and on the plane.

The teacher shows them first. Then each child needs to consolidate this movement. The child's eyes should follow the movement of the teacher's hand, outlining the contour of the object.

To form spatial representations - conducting classes in modeling and appliqué.
Develop hand-eye coordination, expand the child's graphic capabilities - use stencils.
To consolidate knowledge of sensory standards - size, shape, size, study of primary and intermediate colors.

Requirements for knowledge and skills of children

Children should:

Show interest and emotional responsiveness to activities.
Recognize images in a picture or illustration (objects, actions, phenomena).
Distinguish and name primary and intermediate colors.
Focus on the plane of a sheet of paper.
Master the basic techniques of working with paints.
Draw lines in a given direction with a pencil.
To convey in the drawing the simplest form, spatial position, the main color of objects.
Depict several objects in a drawing, combining them into a single content.
To be able to perform decorative patterns in a strip, a square. circle, silhouettes.

Thematic planning

Zan number	Class type	Subject.	Number of lessons
	Drawing	Acquaintance with materials. Colored pencils - 6 pieces. Simple pencil -1pc Eraser, sharpener brushes Water jars White tinted paper - (landscape sheet format) (“What can be done with these?” The teacher demonstrates the use of materials, shows some image techniques on a sheet - lines, traces, simple object images - a house, flowers)
	Drawing	Introduction to paperas a material and mastering the plane of the sheet for the image on it: Holding the sheet with two fingers (1st and 2nd), folding the sheet in half, diagonally; Folding an envelope, airplane, etc.; Painting a strip of sheet with paint (yellow, blue, red) - making flags (0, 25 sheets) Image Distribution ("yellow leaves") over the entire plane of the sheet (1.0 sheets) Formation of the concept of half a sheet Making a cover for a book; Formation of the concept of the upper and lower half of the sheet ("earth and sky")
	Drawing	Pencil work. Drawing straight lines: drawing vertical lines - sticks to flags, ropes to balls, stems to flowers.
	Drawing	Training graphic exercises: frequent rain - a solid vertical line, a rare dashed line;
	Drawing	Drawing horizontal lines: a track for Kolobok, for a car, an air route for an airplane; making napkins for dolls.
	Application	Rug for a doll. Sticking strips of paper on the finished forms.
	Drawing	Connecting two points: "ladder", "fence", "hills", square (4 points), triangle (three points), "house", "herringbone".
	Application	"House" from ready-made forms(square and triangle).
		broken lines
	modeling	Rolling "sausages" and making "bagels".
	Training graphic drawing	"Multi-colored wagons" - automation of movement during a horizontal lines. "Green Meadow" - automation of movement when drawing a vertical line. "Rainbow-arc" - correction of thagism of the carpal joint.
	modeling	"Pie" - techniques for sculpting a ball, squeezing it between the palms and pressing with a second finger along the circumference.
	Application	"House" from ready-made forms.
	Working with a stencil	Drawing a circle: tracing a circle with a stencil and without a stencil (drawing round objects (clock, ball, etc.)
15	Training graphic drawing	"Funny balls" - who has more balls, who has the largest and most beautiful ball?	2
16	modeling	"Snowman" - from balls of various sizes.	1
17	Application	Ornament in a strip of ready-made geometric shapes, a house, a Christmas tree	3
18	Working with a stencil	Square image: stenciling a square; alternating the image of a square with a stencil and without a stencil. Drawing square objects - "house", "cart".	3
19	Application	Collective work "street".	2
20	Working with a stencil	Image of a triangle: tracing a triangle with a stencil, alternating the image of triangles with a stencil and without a stencil, drawing triangular objects	3
21		Painting of a round plate (ornament on a circle), painting of a fabulous house.	2
22	Training graphic drawing	"clouds" and "lambs", "mountain landscape".	3
23	Application from ready-made forms	"Human"	2
24	Drawing	"Man" - stenciled, a dress for a doll is a person's clothing.	3
25	Drawing	Face - drawing in the forms of the face that are not depicted in the finished drawing	2
26	Application	Pre-made face	2
27	Stencil drawing	Image of animals (fox, hare).
28	Training graphic drawing	Shading a geometric ornament in a given direction (the sheet does not turn over along the axis)	2
29	modeling	"Three Bears" - from balls of different sizes.	2
30	Story drawing	Seasons (drawing with paints): autumn (brown, yellow, red colors), winter - (blue and white scale) New Year is a holiday spring - the first flowers.	4
31	Teamwork	"Three Bears" - a composition that includes various types of art activities (sculpting, drawing, appliqué) on the theme of the fairy tale "Three Bears"	3

The specificity of teaching methods is the use of tools that meet the clinical and psychological characteristics of children with cerebral palsy.

2.1.6. Development of gaming activities in all educational areas.

2.1.7. Description of variable forms, methods, methods and means of implementing Adaptir. Image. Program taking into account the age and individual characteristics of the pupils.

1. Artistic activity.

Application- contributes to the development of constructive capabilities, the formation of ideas about color and shape. Application can be done by children with a low level of graphic capabilities due to damage to their hands.

modelingcontributes to the development of fine motor skills of the hands, accuracy of movements, corrects the muscular-articular feeling.

Using a stencilcontributes to the education of the correct movement, expansion of the graphic capabilities of a child with affected hands.

practice drawing- a system of graphic exercises for the development of manipulative activity of the hand.

Use of different forms of incentiveschildren: exhibitions the best works, discussion of work with praise for children with severe disabilities who find it especially difficult to complete tasks.

Systematic display of works of art(paintings, sculptures, products of folk craftsmen.

Conversations.

2. A combination of individual, subgroup, frontal forms of work by specialists (defectologist, speech therapist, exercise therapy methodologist), which require a flexible approach to assessing the assimilation of the material.

3.Maximumrestriction of activities with childrenwho feel uncomfortable at the moments of fluctuations in intracranial pressure, increased meteosensitivity, etc. as a result, fluctuations in the emotional state, attention, performance.

4.Construction pedagogical process in such a way as to stimulate motor activity, independence, communication, self-confidence

2.2. Educational activities for the professional correction of developmental disorders in children. Inclusive education.

Mechanisms for adapting the Program for these children.

2.2.1. Content of correctional work in groups with children with disorders of the musculoskeletal system.

Correction of general and fine motor skills:

- exercise therapy;

- logarithmics;

-jumping on one leg and through a rope;

- spec. exercises for small movements of the fingers;

- to improve finger touch it is necessarygeneral relaxation

2.2.2. The content of correctional work in groups for children with mental retardation.

2.2.3.Special ways and directions to support children's initiative.

2.2.4. Interaction of the teaching staff with the families of pupils with disabilities

Families with disabled children with movement disorders can be divided into 3 groups:

families that, after making a diagnosis, can achieve intra-family and social (out-of-family) adaptation;
families who, despite help and efforts, do not achieve stabilization of behavior; correct ideas about the situation of the child, the possibilities of his treatment and development are not formed;
intermediate category of families, i.e. families with deviations in intra-family and extra-family adaptation.

The role of a healthy psychological climate in the family is huge. Hence the importance of psychotherapeutic and psycho-corrective work with a disabled family.

Classification of types of improper upbringing that deform the personality of the child, impede social adaptation:

1) hypoprotection (neglect)

2) hyperprotection (petty control)

3) indulgent hyperprotection (upbringing according to the type of "family idol")

4) emotional rejection

5) overprotection and symbiosis

6) education through deliberate deprivation of love

7) education through the invocation of guilt

harmonization of family relationships;
establishing the right parent-child relationship;
assistance in an adequate assessment of the child's capabilities (physical and psychological);
assistance in solving personal problems (feelings of inferiority, guilt) associated with the appearance of an abnormal child;
teaching elementary methods of psychological correction (autogenic training, elements of game therapy, fairy tale therapy.

Direction prioritydetermined afterfamily research,conversations with parents and the child, psychodiagnostic studies.

Accordingly andthe work itself is built in models of psychological counseling, psychological correction and elements of psychotherapy.

Tasks:

help to master the situation, reveal the moral, psychological resources that each of its members has;
develop a strategy for the family's response to the prolongation of the psychotraumatic situation, its effectiveness - the achievement of a state of sufficiently stable adaptation;
to develop the correct attitude of parents to the reaction of others to external manifestations of a motor and speech defect.

Specificforms of work with parents depend on the tasksfacing the psychologist and his professional training:

advisory work;

systematic studies;
individual work with mother or father;
behavioral training;
group discussions;
games;
dramatizations;
parent essays;

2.2.5. Continuity in the work of CIO "Yuzhny" of the preschool department and the school department.

2.2.6. Use of special educational programs.

Technical means of rehabilitation.

Target:compensation for impaired or lost functions, ensuring relative independence from others.

1gr. funds- means of transport: various options children's

wheelchairs(room, walking, functional,

sports).

Mobility aids:walkers and walkers, crutches, crabs, canes; special handrails, ramps, ramps on sidewalks.
Tools to facilitate self-servicechildren with impaired functions of the upper limbs: special household items (sets of dishes and cutlery, devices for dressing and undressing, opening and closing doors, for independent reading, using the phone, special switches for electrical appliances, remote control of household appliances - TV, receiver, tape recorder.
Movement simulators
Therapeutic suits.

Purpose -suit contributes to the formation correct scheme the relative positions of body parts and movement patterns, creates the correct relationship between body parts and eliminates vicious attitudes, which is the basis for the formation of motor skills. Spastic muscles are stretched, muscle tone decreases, pathological afferentation of the muscular-ligamentous apparatus is activated and activated; the frequency and amplitude of hyperkinesis decreases

6. Sensory rooms and sensory stimulation kits.

Target:give stimuli of various modality - visual, auditory, tactile and use this stimulation for a long time. The combination of stimuli (music, color, smells) has a different effect on the mental and emotional state of the child - tonic, stimulating, strengthening, restoring, calming, relaxing. Perception becomes active, the formation of interanalyzer connections is accelerated.

The form of classes -individual and group.

Spend:psychologist, speech pathologist, exercise therapy instructor. Each specialist solves his own tasks.

Motivation in the sensory room- depends on the leading type of activity of the child. For preschoolers - play activities. Classes have the character of a game, a fairy tale, a plot - "Flight to the Moon", "Journey through the depths of the sea", etc.

Sensory room sessions focus on solving2 sets of tasks:

Relaxation:a) normalization of disturbed muscle tone (decrease in tone, decrease in muscle spasticity); b) removal of mental and emotional stress.
Activating Various Functionscentral nervous system:

A) stimulation of all sensory processes(visual, auditory, tactile, kinesthetic perception and smell);

b) increasing motivation for activity (for conducting various medical procedures and psychological and pedagogical classes). Arousing interest in research activities in a child.

c) creating a positive emotional background and overcoming violations of the emotional-volitional sphere.

d) development of speech and correction of speech disorders;

e) correction of higher cortical functions;

f) development of general and fine motor skills and correction of motor disorders.

Relaxation.

When performing relaxation exercises, various sensory channels are connected:

specially selected music (relaxation)- calm quiet, smooth, light melodies, sounds of nature - the sound of the sea, wind;

application of color therapy– use of green, blue, of blue color that have a calming and relaxing effect - colors change, uncomplicated drawings do not require intellectual stress - clouds, planets, etc .;

aromatherapy- the smell of coniferous forest;

muscle relaxation- on ottomans, a transforming chair - damping of pathological tonic reflexes;

There are scenarios for relaxation: "Beach", "Flying Carpet", etc.

Activation of various functions.

1. Stimulation of all sensory processes. Increased sensitivity to visual, auditory, tactile, olfactory information. Various sensory standards are introduced gradually.

Methodical reception

Activation of visual perception.

Tasks:

formation

- fixation of the gaze;

- concentration of attention;

- smooth tracking;

- hand-eye coordination.

Facilities –

A)light tubes with air bubbles

MethodologyChild,

sitting on an ottoman, fixes his gaze and traces the movement of the balls;

Standing near the tube, moves a finger or hand after the ball.

b) cassettes with effects (“catch all the red shapes with your hand; catch all the blue diamonds”)

c) a rotating mirror ball.

Formation of ideas about the color, shape, size of objects.

Facilities

a) a panel with plastic threads of different colors.

b) color tactile panel.

c) light rain with fibers that change color.

Methodology

The formation of ideas about color is carried out in stages:

Comparison of colors - "show the same color";

Highlighting the color by the word - "show the red color";

Naming a color by a child.

Activation of auditory perception (auditory concentration, localization of sound in space).

Rhythmic fast loud music has a stimulating and tonic effect.

Facilities

a) CDs with rhythmic music

Development of tactile sensitivity

Tasks are performed first with eyes open, then with eyes closed.

Facilities

a) a color tactile panel (a set of objects and materials of different textures: soft, smooth, rough.

Purpose - the development of tactile sensitivity, motor skills of the hands and fingers.

Methodology

a) feeling, stroking with one hand, finding objects made of this material with the same hand and with the other hand.

b) feeling and identifying an object by touch with both the right and left hands;

c) finding by touch a figure, an object shown by the teacher;

d) alternately feeling with each hand with eyes closed an object or figure, identifying and naming it.

Purpose of the sensory roomfor the mental state of the child.

- removes disturbing neurotic experiences, fears;

- creates an emotional calm state;

- activates children, causes pleasant and aesthetically significant

experiences;

- for children with reduced mental activity - starting

mechanism for inclusion in activities.

Conditions for the application of sensory room technology

dosed use with children with asthenic manifestations. Time increases from 7 to 15-20 minutes. We finish classes before the onset of a decline in activity.
The stimuli that cause the greatest fatigue are introduced last.
In case of communication violations, we identify the most pleasant ones.

Irritants that create emotional comfort in the child and are limited only to them.

For hyperexcitable children, we reduce the number of irritants as much as possible (sometimes we completely abandon it).
We pay attention to active visual stimuli, because they can cause motor disinhibition and aggressiveness.
In children with episyndrome, it is possible to use sens. rooms only after consultation with a neuropsychiatrist. When permitted, stay is strictly limited. Sound and light signals should not be rhythmic. We refuse flickering objects and rhythmic repetitions.

Soft playrooms - a part is allocated in the sensory room, part in the gym: soft modules, a dry pool, soft coverings walls and floors, soft steps.

Purpose

We conduct it in an individual, subgroup form using games aimed at

improving existing motor skills,
mastering new stages of motor development,
manipulative activity,
hand-eye coordination,
for training the vestibular apparatus.

Dark sensory room:

Floor and wall soft coverings, padded stools;
Soft chair - pear with massage filling - relaxes, reduces muscle spasticity;
Pool with transparent balls;
Tubes with bubbles (a stream of bubbles rises up the transparent plastic pipe filled with water, the backlight color changes);
Panel "Starry sky";
Tactile panel (a set of materials of various textures that can be touched and manipulated).

3 Organization section

3.1Organization of the educational process

Schedule.
Features of traditional events, holidays, events.
Features of the organization of a special object-spatial environment

- Sports corner- walkers, handrails, a track, a rocking chair, a gymnastic wall, a small ladder, sports equipment - balls of different sizes, gymnastic sticks, hoops, cubes, dumbbells, sets of game and didactic material with objects of various shapes, sizes, weights and volumes for development subject actions.

Features of the special logistics of the Program.

Special conditions have been created in the Preschool Department for correctional and rehabilitation work with children with NODA.

1. The entire macro- and microenvironment is filled with equipment, manuals, inventory of correctional content.

To the macro environmentrelate:

gym;
training block;
pool;
treatment room;
medical office;
vaccination room;
speech therapy rooms;
bright sensory room;
dark sensory room;
music hall;

MicroenvironmentDO includes:

motor centers of groups;
correction corners in groups;
children's play centers;
group research and development centers;
center of sensorimotor development in groups;
centers for the artistic and creative development of children in groups;
library;
video library;

Taking into accountspecial educational needsof children with ODA violations in DO are observedthe following conditions:

created a barrier-free architectural and planning environment;
orthopedic regime is observed;
professional training and advanced training of teachers in work with children with motor pathology is carried out;
the recommendations of the attending physician are followed to determine the load regimen, the organization of the educational process (organization of the daily regimen, the regimen of wearing orthopedic shoes, changing activities in the classroom, holding physical culture breaks, etc.)
organized correctional and developmental classes for the correction of mental functions;
work is being carried out to develop self-care and hygiene skills in children with movement disorders;
speech therapy assistance is provided for the correction of speech disorders;
selected furniture that meets the needs of children;
the child is given the opportunity to move around the organization in the way that he can and at a pace accessible to him;
purposeful work is carried out with parents of children with disabilities, they are taught accessible methods of correctional and developmental work;
a tolerant attitude towards children with disabilities is formed in normally developing children and their parents;
personnel are involved in providing physical assistance to children when moving, eating, using the toilet, etc.;
children with ODA are involved in joint leisure and sports events.
organized systematic, adequate, continuous psychological, medical and pedagogical support;

Provision with special methodological materials and special didactic means of training and education.

Principles of special education:

1. Pedagogical optimism- is based on the idea of L.S. Vygotsky about the “zone of proximal development of the child” and is based on the current level of development of the child, his potential.

2. Early pedagogical help.Assumes the unity of early diagnosis and early medical-psychological-pedagogical correction. Takes into account the sensitive periods of early and preschool age important for the subsequent development of the child.

3 Corrective and compensatory orientation of education.Creates opportunities to compensate for lost or defective body functions.

4. Socially adaptive orientation of education.

Creates conditions for the formation of social competence.

5 Activity approach.

It takes into account the leading activity for each age period and is a tool for correcting and compensating disturbed mental functions.

6. Differentiated and individual approaches.

They are aimed at creating favorable learning conditions that take into account the individual typological and specific characteristics of children with developmental disabilities.

Personnel conditions for the implementation of the adaptededucational program;

1. Availability in the staffing table:

speech therapist - 3 people

teacher-defectologist - 1 person

teacher-psychologist - 2 people

tutor - 1 person;

2. Personnel are involved to provide physical assistance when moving around the group, site, eating, using the toilet, etc.

3. Organization of systematic, adequate, continuous psychological, medical and pedagogical support.

1.3. Characteristics of the features of the psychophysical development of children 4 years old, 5 years old with a diagnosis of cerebral palsy, age, individual;

As a result of damage to the central nervous system,motor functions,It's connected:

with the absence or limitation of the ability to volitional control of the process of movement, which is confirmed by the manifestation of the pathology of the development of the child some time after birth, with the beginning of the formation of voluntary movements;

The absence or lack of physical activity reduces the level of adaptation of the body in the environment and leads to negative changes in the body, which are expressed in the following changes:

decrease in functional activity various systems and their regulatory mechanisms;
the formation of contractures and other changes in the joints and spine with impaired muscle tone, create the prerequisites for the incorrect positioning of the bones of the skeleton;
weakening or loss of functions of individual muscle groups, as a result of which the child's strength capabilities are reduced;
impaired coordination with limited range of motion;
deterioration of blood circulation leads to a decrease in blood supply, a lack of oxygen supply to tissues and, as a result, to a decrease in metabolic activity;
violation of the functional activity of the central nervous system, expressed in the appearance of apathy, forgetfulness, inability to concentrate on classes, in a sleep disorder;
violations of the growth of growth and weight indicators

Disorders of mental development:

limited field of view;
decreased visual acuity;
the absence of objective actions, the formation of which occurs as general motor skills improve;
damage to the right hand;
underdevelopment of fine finger movements;
due to inconsistency in the movements of the hand and eye, lags in the development of objective perception are noticeable;
hearing loss, especially for high-frequency tones; a number of sounds are not perceived;
in their own speech they are skipped or replaced by other sounds;
reduced efficiency, rapid exhaustion of all mental processes;
difficulty concentrating and switching attention;
small amount of memory;
sleep disorders - fall asleep for a long time, often wake up, cry, scream in a dream;
disorders internal organs- Appetite disorders, vomiting, unquenchable thirst, enuresis;
painfully pronounced feeling of fear;

Movement disorders

oculomotor disorders, underdevelopment and delay in the formation of the most important motor functions (holding the head, sitting, etc.) contribute to

limited field of visionwhich, in turn, impoverishes the process of perception of the environment, leads to a lack of voluntary attention and cognitive processes.

limit subject-practical activity; cause insufficient development of subject perception: it is difficult to manipulate objects, their perception by touch.

The combination of these disorders with the underdevelopment of visual-motor coordination and speech hinder the development of cognitive activity.

Sensory disturbances

the integrity of the intellectual operation based on the interaction of analyzer systems is violated.

unformed spatial representations.
violations of mental activity are manifested in the delayed formation of conceptual, abstract thinking.
the formation of generalizing concepts are formed outside of practical activities, which do not contribute to the development of intelligence, the general strategy of cognition.
a small stock of knowledge and ideas.
specific difficulties in processing information, which are often combined with impaired dynamics of thought processes - slowness of thinking, some inertia (combined with the severity of cerebrosthenic syndrome)

In all cases, there isthe relationship of violations of thinking and speech activity.

according to the state of intelligence, children with cerebral palsy represent different categories: somehave normal intelligence, others have mental retardation, some have oligophrenia.
Violations of the formation of higher cortical functions. Often notedoptical-spatial disturbances- it is difficult for children to copy geometric shapes, draw, write
Violationstemporary representations.
violatedrecognizing objects by touch.

Features of mental disorders to a greater extentdepend on the location of the brain injury.

Hypokinetic form

Mental impairment in children with cerebral palsy manifests itself in the form ofirritable weakness syndrome,which has 2 components:

1) increased exhaustion of mental processes, fatigue;

2) extreme irritability, tearfulness, capriciousness.

Sometimes, a lowered background of mood with a hint of discontent.

The syndrome is annoying. weakness is combined with increased sensitivity to external stimuli - loud sounds, bright lights, various touches.

It becomes heavier when brought up by the type of hyper-custody. As a result, underdevelopment of the motivational basis of mental activity may occur -asthenodynamic syndrome (spastic diplegia -lesions of the upper and lower extremities with a clear predominance of lesions in the legs) Children with this syndrome are lethargic, lethargic, they are inactive when performing any type of activity, they hardly begin to perform tasks, move, and speak. Their thought processes are extremely slow.

Hyperkinetic form

The child shows involuntary movements - hyperkinesis. Observedasthenohyperdynamic syndromewith the manifestation of motor restlessness, increased irritability and fussiness. They begin to appear at an older age, when systematic pedagogical classes begin with the child. The lack of attention, memory, and other cortical functions is sharply manifested.

Deviations in mental development in children with cerebral palsylargely due tothe insufficiency of their practical activities, social experience, communicative ties with others and the impossibility of full-fledged gaming activities.

Speech disorders

- violations of phonemic analysis and synthesis

- despite the fact that by the beginning of learning there may be a formally sufficient vocabulary,delayedthe formation of the word as a concept,there is a limited, often purely individual, sometimesdistorted understanding of the meaning of individual words(due to limited practical experience)

Emotional disorders

increased emotional excitability;
hypersensitivity to common stimuli;
tendency to mood swings;
a combination of increased emotional lability with inertia (freezing) emotional reactions:

- can be combined with a joyful, upbeat, complacent mood (euphoria);

- with reduced criticism;

- may be accompanied by fears (fear of heights is especially characteristic);

- with behavioral disorders in the form of motor disinhibition, affective outbursts, sometimes with aggressive manifestations, with protest reactions towards adults;

All these manifestations are aggravated by fatigue;

in a new environment for the child;

Atexcessive physical and intellectual stress, parenting mistakesthese reactions are fixed and occurthe threat of the formation of a pathological character.

Specific violations of activity and communication in cerebral palsycan contribute to the peculiar formation of personality:

- disproportionate variant of personality development -It manifests itself in the fact that sufficient intellectual development is combined with a lack of self-confidence, independence, and increased suggestibility.

Personal immaturity is manifested in egocentrism, naivety of judgments, poor orientation in everyday and practical issues of life, dependent attitudes, inability and unwillingness to independent practical activities are formed. Even a child with preserved manual activities does not master self-service skills for a long time.

With intellectual disabilities, featurespersonal developmentcombined with low cognitive interest, insufficient criticality.

Municipal preschool educational institution

“Kindergarten No. 1 r.p. Tatishchevo, Tatishchevsky municipal district

Saratov region"

CONSIDERED

at the pedagogical council

Protocol #1

APPROVED

Order dated "___" _________ 2017 No. __

Head of MDOU

__________________L.N. Nikolaev

Adapted educational program for for a pupil with cerebral palsy

for 2017-2018 academic year

Compiled by: M.V. Boeva

head of physical educationIqualification category

2017

Content

p/n

Content

Page

Targetchapter

Introduction

Explanatory note of the program

Goals and objectives of the program implementation

Planned resultsHowtarget guidelines for the development of the program by the pupil

The system for assessing the quality of mastering the program

Content section

Program implementation formsWithtaking into account ageindividualcharacteristics of pupils, specificstheireducationalneedsAndinterests

The content of correctional and developmental work

Interaction of the teaching staffWithfamily of pupil

Organization section

routineday, organized educational activities.

Methodological support

Introduction

Cerebral palsy is a group of syndromes that arise as a result of brain damage suffered in the prenatal period or in the period of the incomplete process of formation of the main structures and mechanisms of the brain. This results in a complex picture of neurological and psychotic disorders. The disease is non-progressive, affecting those parts of the brain that are in charge of the movements and position of the body. The complex of violations of posture and motor functions in children with cerebral palsy is partly amenable to functional correction. From the activity of a sick child, in one way or another, first of all, the motor analyzer falls out. On the part of the motor sphere, the child has deviations in motor development: low muscle tone, imbalance of the body at rest and when walking, impaired sense of balance and coordination of movements, hypermetry (disproportion of movements).

Children with cerebral palsy are characterized by pronounced psychophysical infantilism, which manifests itself in their emotional lability, fatigue, increased excitability, and irritability. Increased anxiety and expressed fears are noted. A reduced level of motivation, on the one hand, and often overestimated self-esteem, on the other, create a gap between the level of aspirations and the level of achievement. Regardless of the degree of motor defects in children with cerebral palsy, there are violations of the emotional-volitional sphere, behavior, and intelligence. Emotional-volitional disorders are manifested in the increased excitability of the child, excessive sensitivity to all external stimuli and fearfulness.

Some children have anxiety, fussiness, disinhibition, while others have lethargy, passivity, lack of initiative and motor inhibition. Intellectual development is often unevenly delayed: some mental functions develop according to age, while others lag far behind.

The basis of the specific development of cognitive activity in children with cerebral palsy is a violation of the prerequisites for intelligence: attention, memory, motor skills, speech.

The basis of the originality of activity-psychological formations in children with cerebral palsy is the underdevelopment of general and fine motor skills. The lack of sensations of their own movements, the difficulty or impossibility of forming certain voluntary movements leads to the fact that such children poorly master the subject-practical activity. They experience difficulties in mastering the skills of modeling, drawing, and other activities that require fine hand-eye coordination.

Target section of the program

1.1 Explanatory note

An adapted educational program (hereinafter referred to as the Program) for a child with cerebral palsy (hereinafter referred to as cerebral palsy) was developed using the example basic educational program preschool education From Birth to School, ed. NOT. Veraksy, T.S. Komarova, M.A. Vasilyeva, legal documents,regulating work with a child with cerebral palsy.

1. Federal Law of December 29, 2012 No. 273-FZ (as amended on December 31, 2014, as amended on May 2, 2015) “On Education in Russian Federation»

2. Federal Law of July 24, 1998 No. 124-FZ “On Basic Guarantees of the Rights of the Child in the Russian Federation”.

3. Order of the Ministry of Education and Science of the Russian Federation dated October 17, 2013 No. 1155 “On approval of the federal state educational standard for preschool education” (Registered in the Ministry of Justice of the Russian Federation on November 14, 2013 No. 30384).

4. Order of the Ministry of Education and Science of the Russian Federation of April 8, 2014 No. 293 "On approval of the procedure for admission to study in educational programs of preschool education." Registered with the Ministry of Justice of the Russian Federation on May 12, 2014. Registration No. 32220. Entered into force on May 27, 2014.

5. Decree of the Chief State Sanitary Doctor of the Russian Federation of May 15, 2013 N 26 "On the approval of SanPiN 2.4.1.3049-13" Sanitary and epidemiological requirements for the device, content and organization of the preschool educational organizations"

1.2. Goals and objectives of the Program implementation.

Target. Create conditions for improving the functions of the developing organism, developing motor skills, fine motor skills, visual-spatial coordination of a child with cerebral palsy.

Tasks

to form in the child a conscious attitude to his own strengths in comparison with the forces of healthy peers;

develop the ability to overcome not only physical, but also psychological barriers that prevent a full life;

develop the ability to overcome the physical exertion necessary for the full functioning in society;

to form the need to be as healthy as possible, and to lead healthy lifestyle life; the desire to improve mental and physical performance;

to form an awareness of the need for one's personal contribution to the life of society;

to form a desire to improve their personal qualities.

1.3. Planned results of the program development

correlate the results of motional actions fulfillment with the standard;

perform test tasks to determine the level of development of physical qualities - strength, speed, endurance, flexibility, dexterity.

perform a variety of ways of movement by walking, running and jumping;

perform throwing a small ball for a distance, exercises in passes, throws, catching the ball;

perform climbing on the gymnastic wall, on an inclined board, pulling up lying on the stomach on a horizontal bench;

perform exercises to master balance skills;

perform combat exercises: building in a column one at a time and in a line, in a circle, rebuilding in links, turns and other combat teams;

perform exercises to form the correct posture, develop strength, speed, endurance, flexibility and agility, complexes of morning exercises, physical education minutes.

development of the motives of NNOD and the formation of the personal meaning of learning;

development of ethical qualities, goodwill and emotional and moral responsiveness, understanding and empathy with the feelings of other people;

formation of initial ideas about the importance of physical culture for strengthening human health (physical, social and psychological), about its positive impact on human development (physical, intellectual, emotional, social), about physical culture and health as factors of successful study and socialization;

interaction with peers according to the rules of outdoor games and competitions;

performance of technical actions from basic sports, their application in game and competitive activities.

1.4 . The system for assessing the achievement of the planned results of the development of the program

The implementation of the Program involves the assessment individual development children. This assessment is made teaching staff in the course of: psychological and pedagogical diagnostics (assessment of the individual development of preschool children, associated with the assessment of the effectiveness of pedagogical actions and underlying their further planning).

Pedagogical diagnostics is carried out in the course of observing the activity of children in spontaneous and specially organized activities, in the process of analyzing the products of children's activities. Toolkit for pedagogical diagnostics - maps of observations of child development, allowing you to record the individual dynamics and prospects for the development of each child in various types activities within educational areas.

The results of pedagogical diagnostics are used to solve the following educational problems: - individualization of education (including support for the child, building his educational trajectory or professional correction of the features of his development); - optimization of work with a group of children. The frequency of assessment of the individual development of children with cerebral palsy is September, May. The duration of the pedagogical examination is 3 weeks at the beginning of the academic year (September) and at the end of the academic year (May).

Content section of the program

2.1. Description of the forms, methods, methods and means of implementing the program, taking into account the age and individual characteristics of the pupil,

the specifics of their educational needs and interests

Teaching methods and techniques:

Visual:

Visual - visual techniques (showing the technique of performing physical exercises, using visual aids and physical equipment, visual reference points);

Tactile-muscular techniques (direct assistance of the instructor);

Verbal:

Explanations, explanations, instructions;

Giving commands, orders, signals;

Questions to children and search for answers;

Figurative plot story, conversation;

Verbal instruction.

Listening to musical works;

Practical:

Performing and repeating exercises without change and with changes;

Performing exercises in a playful way;

Performing exercises in a competitive form;

Self-execution of exercises on children's sports equipment in a free game.

Forms of organization of the educational area "Physical development"

Individual way. It is used when explaining new program material, when, using the example of one child (the most prepared), a task is shown and explained, the attention of children is drawn to the correct execution of the exercise technique, to possible errors and inaccuracies.

Control and testing sessions, the purpose of which is to identify the state of motor skills in children in the main types of movements (running at speed onI0 m, 30 m, long jump from a place, throwing a bag into the distance, throwing the ball up and catching it, etc.)

Physical culture in its own way integrates such educational areas as:

Social and communicative development:

To develop the gaming experience of an adult playing together with a child and with peers, to encourage independent gaming creativity in outdoor games. To develop the ability to clearly and concisely give an answer to the question posed and express their emotions, problematic moments and wishes. Develop communication skills when communicating with peers and adults: the ability to clearly explain the rules of the game, help a friend in a difficult situation when completing a task, resolve a conflict through communication.

Cognitive development:

Enrich knowledge about motor modes, sports. Develop interest in studying yourself and your physical capabilities: posture, foot, height, movement. To form ideas about health, its value, good habits that strengthen health, about preventive measures and health protection.

Speech development

Enrich the active vocabulary in physical education classes (teams, constructions, types of movements and exercises); to develop sound and intonation culture of speech in mobile and sedentary games.

Artistic and aesthetic development:

To develop the musical and rhythmic abilities of children, teach them to perform exercises in accordance with the nature and tempo of the musical accompaniment.

2.2. Content of correctional and developmental work

Breathing exercises. In the initial position, lying on your back (sitting, standing), develop diaphragmatic, costal and mixed breathing. Perform a deep exhalation with the simultaneous pronunciation of sounds and imitative movements: how they warm their hands (x-ho), how they cool tea (f-fu). Deep breathing by imitation (together with the instructor). Breathing through the nose and mouth. Breathing training while walking with exhalation sounds and imitative movements: choo-choo-choo (steam locomotive), sh-sh-sh (cars), oo-oo-oo (airplane).

Basic positions and movements of the head, arms, legs, torso.

Starting position lying, sitting, standing. Head movements in different directions. By imitation, simultaneous movements of the arms forward, backward, to the sides, down. Flexion and extension of the forearms and hands. Alternate and simultaneous flexion of the fingers into a fist and extension with a change in the pace of movements. Contrasting the first finger with the others with and without visual control.

Separation of the fingers. In the initial positions, lying on the back, on the stomach, on the side, alternately raising and abducting straight lines or bent legs, as well as circular movements by them. Squatting on the entire foot, standing at the support. Tilts of the body forward, backward, to the sides. Acrobatic groupings sitting, lying on your back, in a squat. The simplest combinations of the studied movements.

Exercises for the correction of postural-tonic reactions in locomotor-static functions. Keep the head in the middle position in the initial position standing at the support, legs together, feet as far apart as possible, rising on the toes and raising the right (left) arm up, bend; squats from this starting position. Keeping the head in a turn to the right (left) in the initial position, standing at the support of the legs shoulder-width apart, feet apart, squat on the right (left) leg. Maintaining the correct position of the head in walking, running and jumping with turns (according to landmarks).

Muscle relaxation exercises. Starting position sitting, standing, raise your arms to the sides, leaning slightly forward, throw relaxed down. Smooth waving of the arms laid aside (the hands slightly lag behind the movement of the whole arm) - "birds flap their wings." Hands in front of you, hands hanging down, with continuous shaking of the forearms, relax the hands (“shake off water from the fingers”). Standing at the support, swing back and forth with a relaxed leg - “shake off the water from the leg.”

Exercises for the development of reciprocal relationships in the coordination of movements. Simultaneous movements with straight arms forward - backward, up and down. Simultaneous movements with straight arms with cross coordination (right forward, left back, etc.). Simultaneous and unidirectional movements of the arm and leg (lying on the back, simultaneously raise the arm and leg up, lower it down, bend, unbend). Movements of the arms and legs with cross-coordination (lying on the back - the right arm, the left leg rises up, is taken to the side, the same is done with the other arm and leg). Formation of coordination of movements in jumping exercises: standing at the support, jumping legs to the sides - together.

Exercises for the formation of the arch of the feet, their mobility and support. In the initial sitting position (standing at the support), flexion and extension of the toes: dorsal and plantar flexion of the foot with alternately touching the floor with the heel, toe; closing and opening of the feet. Rolling rope feet. Catching the ball with the feet. Grabbing a bag of sand with your feet, then throwing it into a rope circle, into a hoop and passing it to a neighbor in a row.

Walking on a ribbed board, stepping on a rope. Walking on toes, on heels, on the inner and outer edges of the feet (individual task). From the starting position - standing at the support, feet on the width of the foot, rolls from socks to heels.

Exercises for the formation of balance. Maintaining stability when moving the head in the initial positions: sitting, kneeling, standing, feet shoulder-width apart, feet in step. Maintaining stability when tilting the body forward - backward, to the right, to the left; turns left and right. From the starting position lying on the back (on the stomach), a quick transition to the main stance, taking as few intermediate starting positions as possible. Circling in place by stepping over. Maintain various starting positions on the oscillating plane. Walking along the drawn corridor, along the board lying on the floor, along the board with a raised edge (up - down), along the gymnastic bench. Stepping over a rope lying on the floor, over bars, gymnastic sticks lying on the floor at a distance of 1 m.

Exercises for the formation of correct posture. Take the correct posture while sitting, standing with the help of a teacher and keep it up to 10 seconds. Pulling up on the hands with an unbent head lying on the stomach on an inclined plane. Performing exercises that strengthen the muscles of the body in the position of unloading the spine. front desk vertical plane while maintaining the correct posture when moving the head, hands. Squatting with a straight torso and a raised head (support with hands at chest level). Exercises at the gymnastic wall with support on the rail at chest level while maintaining a straightened posture. Walking in place and moving forward with the position of the hands behind the back or on the belt, with a raised head, straightened posture (individual correction).

Exercises for the development of spatial orientation and accuracy of movements. Movement to landmarks (flag, ball). Building in a line, in a column according to landmarks (near the wall, at the window, at the gymnastic apparatus). Changing directions in walking along landmarks drawn on the floor. Performing with open and closed eyes the initial positions of the hands according to the teacher's instructions: down, up, forward, back.

Buildings and rebuildings. Building in a line with alignment along the rope (line). Building in a column one by one along the rope (feature, gymnastic bench). Building in a circle with alignment along the rope. Stepping turns in place.

Walking and running. Walking with a normal step (introduce gait correction taking into account individual characteristics). We walk in line with each other. Walking in pairs. Walking with stops at the signal. Walking with overcoming obstacles (bending objects, stepping over them while walking, crawling, etc.). Quiet run after each other.

Jumping. Bouncing on two legs in place and advancing to a distance of 1.5 -2 m (in the games "Jumpers", "Over bumps", "Hares"). Jumping up in place with a touch of a hanging object with a hand, head. Deep jumps from two legs to two with a soft landing from a height of 15-20 cm. Jumping on a soft obstacle 15-20 cm high. Jumping from gymnastic mat to mat (distance 10-20cm). Jumping over the drawn line, rope. Long jump from a place with a push of two legs (15-20 cm).

Climbing and climbing. Climbing up and down the gymnastic wall and rope ladder without missing the rails. Movement on all fours along the carpet path, along the gymnastic bench, inclined board, inclined stairs. Climbing over an obstacle 50-60 cm high. Crawling under an obstacle (under a gymnastic horse, a stretched rope). Climbing through a hoop held edge to the floor by the teacher (another student). Crawling between the slats of a ladder placed vertically to the floor.

Checkbox exercises. Proper holding of the flag. Waving one flag, two above the head, in front, below in front of you and to the side. With flags in hand, imitate to take the starting position: hands to the sides, forward, up, crossed in front of you, down. Walking with flags in hand.

Hoop exercises. Holding the hoop with both hands, raise it in front of you, up, silently lower it down. Hold the hoop in front of you, walk with a change of direction and hand movements (“the driver is driving the car”). In the sitting position in the hoop, legs “cross”, standing in the hoop in the main stance, bending forward (with gripping the hoop) and straightening (with raising the hoop). Rolling a hoop and running after it.

Exercises with gymnastic sticks. Hold the stick with different grips (top, bottom, side) with individual correction of grip defects. Shifting the stick from hand to hand, changing grip methods. By imitation, take various starting positions with a stick in your hands: a stick below in front of you, a stick at the top, a stick behind your head. Perform body turns and tilts, holding the stick in front of you, at the top. Kneeling, stick overhead, twists and turns of the torso. Walking with a stick in hand.

Exercises with big balls. Take various starting positions while holding the ball in your hands. Transferring the ball from one place to another according to landmarks. Rolling the ball with your head, moving on all fours. Rolling the ball for a distance by extending the arm (hand on top). Rolling the ball with the push of one hand (two) lying on the stomach. Sitting on the floor, legs "cross" straightened (rolling the ball around you). Passing the ball to each other (in pairs, in a circle, in a row with 2 hands from below at chest level, from above, from the side, step forward). Roll the ball in front of you as you advance through the hall. Throwing the ball through the rope while sitting "Turkish". Throwing the ball in front of you and catching.

Exercises with small balls. Shifting the ball from hand to hand in front of you, over your head, behind your back in the main stance and changing the starting position. Throwing the ball in front of you and catching. Flexion, extension, rotation of the hand, forearm and whole arm while holding the ball.

Throwing, passing objects and carrying loads. Correct gripping of objects of various sizes and shapes with one and two hands. Reception and transmission of objects in a line, in a circle, changing direction. Throwing a bag of sand to each other, in a circle, in a hoop. Throwing medium balls from the bottom up. Throwing balls from below at a vertical target. Throwing a small ball away from a place from behind the head, facing in the direction of throwing. Throwing with one hand from behind the head at a vertical target. Carrying a bag of sand, a stuffed ball on the palms of both hands, stretched forward. Carrying gymnastic sticks (4-6 pieces).

Outdoor games.

"Owl", "Two Frosts", "Wolf in the Ditch", "Blind Fox", "Salka", "Fifteen", "Ball to the Neighbor", "Geese-Swans", "To Your Flags", "Sharp on Target" , “Who will throw further”, “Bring the balls”, “Catch the ball”.

The simplest relay games with special posture tasks including walking on all fours, kneeling, getting up from a kneeling position, rolling and throwing the ball

2.3 InteractionWiththe pupil's family

The goal is to create necessary conditions for the formation of responsible relationships between participants in educational relations in matters of physical development.

Parent Interaction Plan

Organizational section of the program

3.1 Daily routine

Daily routine for the cold period

Continuous direct educational activities

(with a break of 10 min.)

09.00 - 10.35

1 hour 35 min.

Preparing for a walk

10.35 – 10.50

15 minutes

Walk

10.50 - 12.15

1 hour 25 minutes

Return from a walk, preparation for dinner

12.15 – 12.25

10 min

Dinner

12.25 - 12.50

25 min

Preparation for sleep

12.50 – 13.00

10 min

daytime sleep

13.00 - 15.00

2 hours

Gradual rise, gymnastics after sleep, air, water procedures

15.00 - 15.15

15 minutes

Preparing for afternoon tea

15.15 – 15.20

5 minutes

Games, independent activities, reading fiction

15.20 –15.50

30 min

Preparing for a walk

16.00-16.10

10 min

Return from a walk, preparation for dinner

16.10-16.45

25 min

Preparing for dinner, dinner

16.45 – 17.00

15 minutes

Walk

17.00 –18.00

1 hour

Stay of children in the duty group

18.00 - 19.00

1 hour

The daily routine for the warm period

Planning individual work with a pupil with cerebral palsy

3.2. List of literary sources

The program of education and training of preschoolers with cerebral palsy (project) / Comp. N.V. Simonov. M., 1987. - 52p.

NOT. Veraksy, T.S. Komarova, M.A. Vasilyeva General educational program of preschool education "From birth to school", 2014.

Penzulaeva L.I. Outdoor games and game exercises for children 5-6 years old. – M.: Humanit. Ed. Center VLADOS, 2009.

Penzulaeva L.I. Physical education in kindergarten. preparatory group: Toolkit. - M .: Mosaic-Sintez, 2012.

Penzulaeva L.I. Physical education in kindergarten. Senior group: Methodological guide. - M .: Mosaic-Sintez, 2012.

Podolskaya E.I. Complexes of therapeutic gymnastics for children 5-7 years old: Volgograd, Uchitel, 2010.

Prishchepa S.S. Physical development and health of children 3-7 years old: Methodological guide. – M.: Moscow, 2009.

Collection of outdoor games: Methodological guide / Author-comp. E.Ya. Stepanenkov. - M .: Mosaic - Synthesis, 2011.

Osmanova G.A. New finger games for the development of fine motor skills: Card file of finger games. –SPb. : KARO, 2011

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MUNICIPAL BUDGET EDUCATIONAL
INSTITUTION OF ADDITIONAL EDUCATION
"CENTER OF CHILDREN'S CREATIVITY"
ACCEPTED APPROVED
Methodological Council Order MBOUDO "CDT"
Protocol dated "____" ____________ 20___
from "___" __________20___ №______
№____ Director_________ N.G. Vasiliev
Chairman of the MS______
ADDITIONAL EDUCATIONAL
GENERAL DEVELOPMENT PROGRAM
FOR CHILDREN WITH ICP
SOCIAL PEDAGOGICAL DIRECTION
Level: beginner
Addressee: student with disabilities at the age of 1314
Implementation period: 1 year
Author:
Pidgaetskaya Svetlana Ivanovna,
teacher additional education
v. Lovozero

2017
TABLE OF CONTENTS
Explanatory note………………………………………………………….3
Psychological and pedagogical characteristics of the student at the beginning
academic year……………………………………………………………….….12
Forms and methods of teaching ……………………………………………..……..13
Program of cooperation with the family..…………………………………..……14
Planned results of mastering IEM by students…………..………14
Contents of IOM…………………………………………………………..……15
Means for monitoring and evaluating the dynamics of learning ……………………… 15
Approximate content of IEM (curriculum)…………………..………….23

didactic materials for the implementation of the program……………………28
Literature Recommended for Parents………………………..…………29
2

Individual educational route
(Student's full name), date of birth, student of MBOU "... SOSH"
EXPLANATORY NOTE
Every year the number of requests to specialists increases.
systems of additional education from parents of schoolchildren,
experiencing difficulties not only in mastering the educational program,
but also in the process of socialization, i.e. having special educational
needs and disabilities.
A student with disabilities (hereinafter HIA) -
This individual having defects in physical and (or)
which have been confirmed by psychomedical
psychological development,
pedagogical commission (hereinafter referred to as PMPK) and which prevent obtaining
education without creating special conditions (part 16 of article 2 of the Federal
Law of December 29, 2012 No. 273FZ "On Education in the Russian Federation").
PMPK specialists examine a child aged 0 to 18 and
issued to the parent legal representative) conclusion. Conclusion
includes recommendations defining the educational program, form
training and direction of work of escort specialists.
Students with disabilities are children:
hearing impaired (deaf, hard of hearing, late deaf,
cochlear implanted);
visual impairment (blind, visually impaired);
severe speech disorders;
disorders of the musculoskeletal system;
3

Delayed mental development;
autism spectrum disorders;
with complex defects (severe and multiple disorders
development);
with mental retardation (intellectual disabilities).
Some children may have a certificate of disability and an opinion
PMPK - deaf, blind, children with severe and multiple disabilities
development, etc. The status of a disabled person is assigned to citizens of the Russian Federation by the Bureau of Medical
social expertise (clause 1 of the Rules for recognizing a person as disabled, approved.
Decree of the Government of the Russian Federation of February 20, 2006 No. 95).
Children with musculoskeletal disorders usually include
children with cerebral palsy (CP). Children's cerebral
paralysis is a group of movement disorders that
arise as a result of damage to the motor zones and motor
pathways of the brain.
The main feature of the development of children with
cerebral palsy - existence
movement disorders from birth and their close relationship with sensory
violations. All movement disorders constitute disorders in
motility, which always entails concomitant disorders. Children with
cerebral palsy are characterized not only by the impossibility of certain
movements, but also weakness in the sensation of these movements, because of this, the child
misconceptions about the necessary movements are formed, and with great
Orientation in time and space is formed by labor. Because of these
weak sensations, the child cannot recognize the object by touch. All this
strengthens and even more complicates the development of purposeful movements and in
in turn, has an adverse effect on the general mental
child development. Consistency in eye and hand movements is very
4

value for
development of cognitive activity,
development
practical skills and self-care skills.
Scientific soundness of the program
Category of children with disorders of the musculoskeletal system -
heterogeneous group of students. A group of students with
violations
of the musculoskeletal system unites children with
a significant spread of primary and secondary developmental disorders.
Developmental abnormalities in children with this pathology are different
significant polymorphism and dissociation in severity.
Depending on the cause and time of action of harmful factors
the following types of pathology of the musculoskeletal system are noted.
According to the typology of motor disorders proposed by I.Yu. Levchenko,
O.G. Prikhodko stand out:
I. Diseases of the nervous system: cerebral palsy,
polio.

II.
Congenital pathology of the musculoskeletal system:
congenital dislocation of the hip, torticollis, clubfoot and other deformities
feet, anomalies in the development of the spine (scoliosis), underdevelopment and
limb defects, anomalies in the development of the fingers, arthrogryposis.
III.
Acquired
support
motor apparatus: traumatic injuries spinal cord,
damage
diseases
And
brain and limbs, polyarthritis, skeletal diseases
(tuberculosis, bone tumors, osteomyelitis), systemic diseases
skeleton (chondrodystrophy, rickets).
Children with cerebral palsy are characterized by a peculiar
mental development due to a combination of early organic
brain lesions with various motor, speech and
sensory defects. An important role in the genesis of mental disorders
5

development play the limitations arising in connection with the disease
activities, social contacts, as well as special conditions
training and education.
The grounds for creating special conditions for the education of children with
HIA and disability serve as regulatory requirements; PMPK conclusion -
for students with disabilities (clause 23 of the Regulations on PMPK); individual
rehabilitation or habilitation program - for disabled children
(Appendix 3 to the order of the Ministry of Labor of Russia dated July 31, 2015 No. 528n3).
Conditions for children with disabilities and disabilities educational
the organization provides in accordance with Part 3 of Art. 79 Federal Law
No. 273FZ:
special educational programs and teaching methods;
special textbooks, study guides and didactic
materials;
special technical training aids;
services of an assistant (assistant) who provides students
necessary technical assistance;
group and individual remedial classes;
accessible environment (unrestricted access to the building and
territory, etc.);
The relevance of this program lies in the need
organization of social and pedagogical support for a child with
NODA in accordance with the request of parents (legal representatives)
student whose task is to correctly recognize
the most urgent problems of its development, timely provision
socio-pedagogical assistance to a child with cerebral palsy at home,
aimed at mitigating the negative features of emotional
development of a disabled child.
6

The novelty of the DOOP for students with disorders of the musculoskeletal
motor apparatus is to use in the implementation
programs of differentiated and activity approaches, as well as
active involvement in the educational process of the student's parents
based on the program of interaction and psychological and pedagogical
family accompaniment.
A differentiated approach is already at the stage of building a DOP for
children with NODA involves taking into account special educational needs
students,
inhomogeneities
these
opportunities for mastering the content of the educational program. This
which appear
V
provides for the possibility of creating, taking into account typological and
individual features of development different options SIPR
(special individual development program), including in the form of
individual educational route.
Application
provides
variety of content, giving children with NODA the opportunity
differentiated
approach
realize individual development potential.
The activity approach is based on the theoretical principles
domestic psychological
patterns of the process of education and upbringing of students with disabilities, and
revealing
Sciences,
main
is based on the recognition that the development of the personality of students with
NODA of school age is determined by the nature of the organization
activities available to them, in this particular case, subject
practical.
The pedagogical expediency of the program lies in a special
including support
individualized approach,
personal development of the child, the formation of psychological prerequisites
7

learning, optimization of parent-child interaction, overcoming
psychogenic disorders.
An individual program (IEP) for a child with cerebral palsy was developed in
in accordance with the Law of the Russian Federation "On Education", the Convention on the Rights of the Child
and is aimed at the correction, education and social adaptation of a child with
HIA (with severe disorders of the musculoskeletal system with
concomitant CRA), creation effective system socially
pedagogical assistance to a child with cerebral palsy at home, aimed at
mitigation of the negative features of the emotional development of the child
disabled person.
The literature has formulated requirements for working with children,
with cerebral palsy:
1. The teacher must reflect on what is happening
2. Show no pity.
3. Do not overwork the child (lesson time is no more than 20 minutes).
4. Requirements must be individualized.
5. The independence of children during classes should be encouraged
This program (IEM for a child with cerebral palsy)
developed in
the result of the social order of parents and is compiled with the aim of a comprehensive
development of a child with disabilities and psychological
educational assistance to his parents. The program is designed for
with cerebral palsy of middle school age. Systematic
boy
individual lessons, alternating between work and leisure, provide
positive effect on the psychophysical state of the body, the
most contribute to the development of compensatory capabilities of the body with
taking into account existing violations.
Student Age: Intermediate school age- 1314 years.
8

Terms of implementation: The program is designed for 1 year of work with
child, but depending on the level of mastering the course and physical
opportunities for the student, the implementation period can be extended up to 2 years.
The scope of the program is 72 hours.
Class mode:
Estimated frequency - 2 times a week for 1 hour.
The duration of the lessons is 2030 minutes, depending on the individual
characteristics and physical condition of the child.
Type of program: author's.
Orientation of the program: socio-pedagogical.
Functional purpose– providing individual
developmental needs of a disabled child, rehabilitation.
Forms of organization of the educational process:
cognition: the study of the objective world,
observation and
experimentation; mastering the rules of behavior in different contexts
immediate social environment; development of own physical
opportunities;
communication: establishing relationships with adults and peers
individual role-playing game based on samples given by
immediate social environment.
The program implementation process includes several
stages:
1. Diagnostic stage - work to clarify the request
(interaction with all participants in the educational process:
parents, teachers) in-depth study of cognitive processes with
using diagnostic methods.
2. The main stage is work aimed at correction and development
WPF.
9

1.Diagnostic stage.
Primary diagnosis - precedes the correctional development
work.
Tasks to be solved at this stage:
receiving a request;
clarification of the request;
selection of diagnostic methods for examination;
conducting a diagnostic examination.
The work of a teacher includes:
initial interview with a parent;
study of the personal and medical history of the child;
observation of a child in a natural situation (in different types
activities).
The information received by the teacher during the diagnostic stage,
needed to solve several problems.
a)
Carrying out preliminary work on the organization
individual educational route (IEM).
As mentioned earlier, during the adaptation period,
work that included:
collection of primary information about the child;
adaptation period tracking;
c) getting to know the child, establishing friendly relations with him
relations. This also includes a preliminary study of all information
about a child with a disability.
10

2. Preparation of an individual educational route, taking into account
individual characteristics of the child.
3. Preparation of materials for conducting classes.
2. Main stage.
Direct implementation of IOM.
Intermediate diagnostics - the dynamics of development and
correction efficiency.
The games themselves are used as diagnostic material.
exercises, and how the child performs them is the results of the diagnosis.
3. Analytical stage - conducting a diagnostic examination
in order to verify the effectiveness of the implementation of IOM, preparation
recommendations, planning further work on request.
Final diagnostics - carried out at the end of the study of IOM,
the state of the child "at the exit" is assessed.
Principles of building an individual educational
route
Accounting for the genetic course of the main lines of development involving
training based on the current level of development of the child and his zone
nearest development.
Accounting for the age and individual characteristics of the child.
The unity of requirements for the upbringing of the child in the family.
An active approach to the development of the child's personality, within the framework of the leading
and typical activities according to the interest of the child.
Corrective orientation of the educational process.
Accessibility repeatability and concentricity of the proposed
material.
Program goal:
11

The main goal of IOM is the social adaptation of the child, with
condition of promoting the development of the emotional-volitional sphere, the development
attention, memory, thinking, imagination, perception, speech, basic
motor skills and fine motor skills of the student's hands, the formation
and improving communication skills.
Program objectives:
1. Development of motor skills and abilities, development of fine
motor skills, coordinated hand movements, development of visuomotor
coordination
2. Development of ideas about the surrounding reality,
the formation of spatio-temporal relations and active
orientation in space and time.
3. Promoting the socialization of the child
Expected result:
social adaptation of the child;
creating a favorable environment for its development;
implementation by parents
knowledge about social psychology
pedagogical development and education of a child with disabilities, taking into account
individual characteristics of the child and family;
Participants of the program: parents, pedagogical psychologist.
Conditions for the implementation of the program:
Key positions in the implementation of the program belong to the teacher,
but parent participation is required.
Organization of a correctional developmental environment that stimulates
child's personal development.
Psychological and pedagogical characteristics at the beginning of the academic year.
12

The family is complete, consists of 3 people. Mom is an employee of the OS, dad
technical employee. The family lives in a comfortable house. All
family members are caring and friendly to the boy. Parents
interested in socialization and possibly an acceptable development option
child.
1
According to the conclusion of the PMPK, K. has severe mental retardation, cerebral palsy,
unformed language means on phonetic phonemic and
lexicogrammatic levels with a predominance of underdevelopment of semantic
sides of speech. The boy does not move independently, sits on
wheelchair with full fixation. K. perceives what is happening
around him through visual and auditory perception. Within 35
seconds holds the object invested in the hand. A look at the subject
fixes, the sound does not localize.
The emotional state of the child is stable. The boy is calm.
Reacts to noise and screams with vocalizations and facial expressions.
Understands addressed speech, relates himself to the name, emotionally
reacts to the intonation of the person speaking to him: smiles, vocalizes.
Characterized by the complete absence of verbal means of communication. He likes,
when others interact with him: tactile touches,
interaction games. Active speech is not developed.
K. calmly reacts to water, paint, loose, solid and viscous
materials.
The child has no control of secretions, he is in a diaper.
Eats mashed food. While eating, dressing, undressing
full adult assistance required.
FORMS AND METHODS OF TRAINING
13

A child with severe and multiple disabilities may
to produce very few actions and the determination of his interests is extremely
difficult. In this case, the task of the teacher is to take a more active and
creative position in stimulating the attention and interest of the child,
support the child's interest with the available materials (bright colors,
loud and unusual sounds, the texture of the material or its temperature), when
while observing the child's own actions and applying
intervention in accordance with them. An important prerequisite for the development
is the formation of perception and ideas about others
objects and phenomena. Perception must be developed in everyday
life through a special organization of various activities that
the child is taught to look, observe, listen, i.e. comprehension perceive
objects and phenomena of the surrounding world. All this enriches the horizons,
forms the function of active attention, and most importantly, develops in the child
generalized way of mental activity.
All classes are carried out on the basis of subject-practical
child's activities. The work combines the conduct of a teacher and / or
parents of a large number of gaming, subject-practical and
entertaining exercises (kinesiology exercises, finger
gymnastics, music therapy, listening to fairy tales).
PLANNED DEVELOPMENT RESULTS
FOR STUDENTS OF IOM
For children with disabilities, the effectiveness of education can be assessed
only strictly individually, taking into account the characteristics of the psychophysical
And
special
development
everyone
student. In this regard, the requirements for the results of development
educational
needs
14

individual educational route are a description
possible results of education of this category of student.
Education of this child is difficult due to low
performance, increased fatigue and exhaustion,
persistent cognitive impairment.
The program is aimed not only at the child, but also at his family, at her
informing, training in rehabilitation measures.
Family partnership program.
Tasks
Raise
awareness
parents about features
development and specific
educational
the needs of the child
Ensuring family participation
in development and implementation
SIPR, unity
requirements for
family student and
specialists
educational
organizations
Organization of a regular
exchange of information about
child, on the progress of implementation
SIPR and its results
development
Organization
participation
parents during extracurricular
events

Events
● individual consultations of parents with
specialists (once a month and on request
parents)
● individual consultations of parents on
topics: "Implementation of SIPR at home
conditions”, “Kinesthetic development
child”, “Motor development of children with
cerebral palsy"
● participation of parents in the development of SIPR
● attendance by parents of lessons/classes;
● counseling parents on issues
teaching a child at home
selection of common approaches and methods of work;
● home visiting
● personal meetings, conversations;
● discussion of video and audio recordings
activities with a child at home.
● involving parents in planning and
implementation of activities:
"1 September is the day of knowledge"
"Decade of the Disabled"
"New Year"
"March 8"
"Feast of the North"
15

Means of monitoring and evaluating the dynamics of learning.
Levels of mastering (performing) actions / operations
Conditional
designations
1. Passive participation / complicity.
the action is performed by an adult (the child allows something
do with it).
2. Active participation.
the action is performed by the child:
with significant adult help
with the help of an adult
according to sequential instructions (images or
verbally)
by imitation or model
completely on my own

dd
d
di
before
+
Ways to study the effectiveness of the program.
Supervision of the child in all activities
Test tasks helping parents understand how development is going
CONTENTS
Proposed program
designed with
psychophysical, intellectual and somatic characteristics of a child with
(IOM)
the purpose of developing gross and fine motor skills, thinking, attention.
The program (IOM) is divided into topics, sections (directions). Each
direction includes successive levels of difficulty, each of
which is an independent part in the development of the child.
These directions in the IOM are highlighted conditionally, because each
16

An exercise or game can have multiple goals. So, for example, tasks
for the development of fine motor skills correct and develop thinking and
attention.
SECTION 1. DEVELOPMENT OF ACTIVITIES
In this section, corrective development work is carried out according to
the following directions:
1. Formation of subject-manipulative and game skills
activities.
2. Development of fine motor skills.
3. Formation of elements of productive types of nursery
activities (drawing, designing, etc.).
1.1. Formation of subject-manipulative and game skills
activities.
Subject activity is the basic type of activity for
formation of all other activities. In development
object actions, the child develops correlative and instrumental
actions during which he becomes
orienting cognitive activity and there are prerequisites for
speech development. In addition, in the course of performing substantive actions,
the child improves the physiological capabilities of the hands, their consistency
and planning in actions, fine manual motor skills and visual
motor coordination. The first ideas about the world, things and phenomena
come to the child through the movements of his eyes, tongue, hands, through the movement
in space, through interactions with toys. The more
a variety of information enters his brain, the more intense it flows
his intellectual and mental development. Development of movements - one
from indicators of positive dynamics of neuropsychic development.
1.2. The development of fine motor skills.
17

The formation of a child's thinking and speech begins when
finger movements achieve sufficient accuracy. In other words,
the formation of these processes is carried out under the influence of impulses,
coming from the hands. This is important both in timely mental development,
and in those cases when this development is disturbed. In addition, it has been proven that
both the thought and the child's eye move at the same speed as the hand.
Therefore, systematic exercises for training movements
fingers are a powerful tool for improving performance
Used to develop fine motor skills
brain.
"finger games" These games contribute to the development of thinking, attention,
memory and speech of the child. During the "finger games" the child activates
motor skills of hands, thought processes are stimulated.
Except finger gymnastics and kinesiology exercises
differentiated movements
classes included exercises on
fingers and hands following the example and with the help of an adult; finger
relevant
exercises,
accompanied
word

sequences;
1.3. Formation of elements of productive activities.
Work on the development of activities is carried out:
 in the process of direct communication with the child in the classroom;
 during games and exercises to familiarize the child with
spatial and qualitative properties and features of objects;
 in the course of special didactic games aimed at
formation of orienting research actions;
 in work on the development of communicative behavior;
With the help of corrective developmental exercises, the teacher will
to form in the child an interest in performing images with various
means - felt-tip pens, pencils, paints;
18

Learn how to hold a pencil correctly.
learn to observe the actions of an adult when drawing,
correlate graphic images with real objects and phenomena
nature;
form a positive attitude of interest in the process
construction, games with building materials;
familiarize yourself with the basic forms building material(cubes,
bricks, plates);
 An approximate list of games: finger gymnastics: "My family",
"Magpie", "Castle", "Friendship", "Bunnies", "Goat and Goat", "Snowy
com" and others.
 for design: “Let's build a tower: cube by cube”, “Different
houses”, “Car in the garage”, etc.
 for drawing: “Roll up a big snowball”, “Balls”, “Traces
in the snow”, “Leaves are falling”, “Grass has grown”, “Paths”, “Palms” and
others

"ACTIVITY DEVELOPMENT":
The child can learn:
 perform coordinated and coordinated eye movements and
hands, focus on one activity;
 make movements with the hand at the same time as pronouncing
teacher text nursery rhymes or rhyming stories, perform movements
by imitation;
 distinguish between beans, pasta in games with a "dry pool",
grab them with your thumb and forefinger;
 play with a pyramid, remove and string rings on a rod,
show emotional responsiveness when perceiving illustrations,
19

toys, objects and natural phenomena; rejoice in what they have created
individual and team work;
 be able to pick up a pencil with your fingers, hold it and correctly
act with him;
 depict individual objects, phenomena with the help of rhythmic
smears, color spots (“leaves”), strokes with a pencil, felt-tip pen
(“rain”), straight and closed lines, horizontal, vertical
(“tracks”, “ribbons”, etc.);
SECTION 2. COGNITIVE DEVELOPMENT
2.1. Sensory perception
 formation of sensory-perceptual ability: to teach a child
perceive individual objects, highlighting them from the general background;
 development of visual, auditory and tactile-kinetic
perception and concentration;
 development of visual-auditory communication system;
 learning to compare and distinguish objects in shape, size,
color;
 enrichment of sensorimotor experience;
 formation of the need for subject "novelty".
Approximate list of games:
 to select objects from the background: “Colored backgrounds”, “Identical
toys”, “Objects and pictures”, etc.
 to identify objects and movements: “Who is doing what?”,
“Like - don’t like”, “What does it sound like?” and etc.
 on the development of ideas about the shape of objects: “What rolls, what
doesn’t roll?”, “Colored balls”, “Boxes of various shapes”,
 on the development of the perception of relations in size: “Garages and
cars”, “Matryoshka”, “Pyramids”, etc.
2.2. Acquaintance with the surrounding world.
20

 formation of a holistic perception of ideas about
the surrounding world.
 introduce objects and objects of the immediate environment, their
purpose and functions, expand ideas about the nearest
environment.
 form initial ideas about macrosocial
environment (human activities, transport).
 to form an interest in objects and natural phenomena.
2.3. Development of mental functions.
Development of attention:
 attracting the attention of the child with the help of objects related to
satisfaction of his organic needs;
 stimulation of involuntary attention using
stimuli of different modality;
 development of stability of involuntary attention;
 formation of prerequisites for the development of voluntary attention;
expanding the scope of attention;
 Development of the ability to switch attention.
Memory development:
 development of recognition on the basis of the simplest conditioned reflexes;
 expansion of the range of recognizable objects;
 development of memories based on the formation in the child
elementary ideas about objects;
 development of involuntary memory;
 increase in the amount of memorized material;
 Improving the processes of memorization and reproduction.
Formation of thinking:
 create prerequisites for the development of visual-figurative thinking;
21

 establishment of connections “perception - image”, “object - action”,
establishing regular connections through mental operations,
which at this stage of development are inseparable from practical actions with
items;
 Indicative list of games:
"Matryoshka", "Find a bear", "A path for bunnies", "Noisy forest",
"Draw a ball", "Find toys", "The story of the arms and legs", "Where are
our fingers?”, “Close the window”, “Who is playing?”, “Musical
minute”, etc.
2.4.
Development
spatial and
elementary
mathematical representations.
 acquaintance with the spatial properties of objects (development
geometric shapes and forms circle, square, triangle);
 identification of relations between groups of objects by quantity and number
(many, few, one, none).
 teaching orientation in the scheme of one's own body and the main
directions away from you.
Approximate list of games:
"What's Rolling?", "Garages and Cars", "Close the Boxes",
"Matryoshka", "Pyramid", "Get a ring", etc.
EXPECTED RESULTS FOR THE SECTION
"COGNITIVE DEVELOPMENT":
The child can learn:
 perceive individual objects from the general background, highlighting them according to
at the request of an adult;
 identify objects and movements in the environment;
 distinguish various sounds and noises, imitate them.
 distinguish the properties and qualities of objects (size, shape, color).
22

Consider 23 objects sequentially and clearly
perceive;
consciously direct attention to certain objects;
switch your attention from one toy to another;
understand and follow the instructions of an adult;
master the ways of actions with objects, use objects
tools in gaming and everyday situations;
perceive holistic plots (situations) depicted on
pictures.
distinguish between geometric shapes and forms - a circle, a square,
triangle;
group objects by size and shape;
distinguish groups of objects by number and number (many, few,
one, none);
navigate in the scheme of one's own body and the main
directions away from you (front, rear, top, bottom);
SECTION 3. SOCIAL AND PSYCHOLOGICAL DEVELOPMENT
 form ideas about one's "I", about one's family and
family relationships.
 form ideas about the parts of their own body, their
appointment, location, own capabilities and skills.
 to form an interest in emotional business contact with
adults.
 to form the need for emotional and personal contact with
adults.
 form adequate behavior in a particular situation: raise
hand, point finger, move legs, etc.
23

 to form interest in toys, objects and adequate
ways to deal with them.
 to teach the implementation of elementary speech instructions,
regulating any action of the child in a certain situation.
 draw attention to various emotional states
a person, to learn to imitate the facial expression of an adult and his actions.
 Develop the ability to express your mood with the help of
facial expressions.
Approximate list of games:
Theatrical games based on fairy tales: "Kolobok", "Turnip", "Teremok",
"Ryaba Hen"; "ABC of moods", "Like - do not like", "Cat and
kittens”, “Bunnies in a clearing”, “Visiting a hedgehog”, “Mood Zoo” and
others
EXPECTED RESULTS FOR THE SECTION "SOCIAL
PSYCHOLOGICAL DEVELOPMENT»
The child can learn:
demonstrate readiness for joint action with an adult,
accept the help of an adult;
perform object-play actions with toys and objects
from the immediate environment;
behave appropriately in familiar situations;
perform 23 elementary actions according to the speech instruction with
toys.
EXAMPLE CONTENT OF IOM
(SYLLABUS)
Once
cases
№
Subject
What should be able to
materials,
equipment
24

E
AND
T
AND
IN
W
A
R

E
ABOUT
H
b
L
E
T
A
IN
A
H
W
ABOUT
P

2
L
E
D
W
A
R
Formation
concepts
Perception
space
Development of small
motility.
functional
usage
items and
symbolic
a game
Development
spatial
and elementary
mathematical
representations.
visual
perception
1. Reacts differently to
warm and cold, smooth and
rough.
2. Reacts differently to
family members and strangers.
3. Reacts differently to children
and adults (both their own and others).
4. Laughing or smiling when
flirting with him.
1. Switches
attention
(visual fixation, orientation
body) from one object to another.

Items and
toys
Bell,
sounding
toy
2. Hurts
sounding
bell to call
babysitter.

3. Looking for
eyes toy,
which fell, while uttering
sound.
1. Brings hand to mouth.
2. Examines objects with the mouth.
3. Plays with toys that
toys
rattles,
tweeters
holds in his hand, shakes, knocks with them.
1. Pushes a large object
round shape to suit
hole in the box.
2. Moves a large object
V
form
square

forms
corresponding

hole in the box.
By

Toys
big
size: circle and
square
26

dictionary
» Prediction/
E
AND
T
AND
IN
W
A
R
E
ABOUT
TO
WITH
E
H
AND
G
ABOUT
L
ABOUT
X
AND
WITH
P
ABOUT
H
b
L
A
AND
C
ABOUT
WITH
«
gestures

Imitation: sounds and
emotional
support
1. Signals certain
about the state of hunger,
discomfort, pleasure.
2. Laughs.
3. Voice shows three and
more feelings.
4. Babbles sound combinations from
vowels and consonants.
5. Uses 2 or more
gestures associated with language
concepts (“no”, “pokapoka”).
6. Speaks meaningfully or
shows "no".
1. Calms down with sounds
emotional
vote.
2. Looks towards the person,
support
who speaks.
3. Repeats
What
sounds produced when an adult
imitates him.
only

L
E
D
W
A
R
4. Changes own sounds,
pronounced
imitating sounds
adults.
5. Simulates

intonation
(e.g. voice pitch).
6. Tries to imitate new ones
sounds.
7. Simulates the sounds of the environment
Answers to
environment during play.
1. Turns around
communication
called by name.
when it
emotional
support
2. Stops action when
he is called by name.
3. Answers,
using
correct gestures for "hello" or
"pokapoka".

4. Responsive
on
(stops action).
"it is forbidden"
5. Identifies two parts
bodies when they are called or
point to them.
6. Follows simple commands
27

colloquial
skills
(show your tongue, put your tongue away, swallow
saliva, kiss, etc.).
1. Smiling at a person who
emotional
support
speaks.
2. Vocally expresses protest or
dissatisfaction with actions or
events.
3. Repeats

which
adult.

cause
vocalization,
reaction

4. “Requests” a familiar song or
game, starting to move, publish
sounds.
5. Waits for an adult to
queue will do something.

listen
6. Begins
–
coordinates observations with
listener.
7. Changes
volume
produced sounds depending on
from the power of desire. notices and publishes
sounds when the parent is going
leave. Or when you visit them
stranger.
emotional
support
Independence
Social
skills
1. Resist
8. Greets family members and
familiar with the corresponding sound.
attempts
adults, help him during the game.
2. Expresses his dissatisfaction
when you turn off your PC or TV.
cry,
calms down if they start with him
talk.
1. Stops

2. Smiling in response to
sound and tactile stimulation.
3. Greets the teacher in front of
the start of the lesson.
4. Demonstrates
goodwill,
OK
(shows air kiss
lip movement).
5. Reacts differently to
28

family members and strangers.
Self-service
1. Brings a spoon to his mouth,
Cup, spoon
nie
bites the spoon.
tea room
2. Cleans the lower lip with teeth.
3. Makes intentional actions with
language.
4. Helps when drinking from a cup
held by an adult.
1. Reacts differently to
cold or hot, rough and
smooth.
2. Reacts differently to
family members and strangers.
shallow skills
motility:
tactile
integration
shallow skills
1. Actively moves his arms,
seeing or hearing an object.
2. Releases one item,
to take another.
Various
items,
"dry
pool"
Sounding
subject or
toys
motility:
stretching,
grasping and
release
object from hand
shallow skills
hand motility:
manipulation
shallow skills
hand motility:
bilateral
skills
shallow skills
hand motility:
possession
pencil and
drawing
Major skills
motility: in
sitting position
chair and lying on
back
1. Looks towards the hand or
toys.
2. Determines the location
"sounding" toy by sound.
sounding
toys
1. Moves the palms as for
emotional
support
A4 sheet and
pencil,
bell
Sound
signals
cotton.
1. Spontaneously doodles on
sheet of paper.
2. Commits
oscillatory
hand movements, calling
bell.

1. Turns
head out
side to side, responding to
sound and visual stimulus.
2. Bends and straightens the brushes
hands, raises alternately legs.
3. Brings hands to mouth.
4. Stretches out his hand, lying on
back.
Major skills
motility:
1. Pulling up

hands
emotional
(adult helps), gets up.
support
29

vertical
position
The list of necessary technical means and
didactic materials for the implementation of the program.
● Elevator, wheelchair, stander.
● Toys and objects with light, sound effects, samples
materials, different in texture, viscosity, temperature, density,
touch panels, sets of aroma jars, ball sujok, hand massager
● Means for fixing legs, head; soft shapes and fixtures
to give a reclining position, sitting;
● Foam, dough, plasticine, finger paints, cereals, natural
material (chestnuts, acorns, cones)
● Musical toys, music Center, audio recordings, musical
instruments (tambourine, bells different sizes wooden spoons,
music Box).
30

Literature for the teacher
1. Blinova L.N. Diagnosis and correction in the education of children with a delay
mental development: Proc. allowance. – M.: Izdvo NTs ENAS, 2006.
2. Bolshakova S.E. Formation of fine motor skills of hands: Games and exercises.
- M .: TC Sphere, 2006.
3. Children with developmental problems: research and correction. SPb., 1999
4. Defectology. Dictionary - reference book / Auth. - comp. S.S. Stepanov; Ed.
B.P.Puzanova - M.TC "Sphere" 2007
5. Ilyina M. V. "We feel, we know, we think." M.: ARKTI, 2004.
6. Karelina I. O. "Emotional development of children". Yaroslavl: "Academy
development", 2006.
7. Complex methodology of psychomotor correction // Ed. A.V.
Semenovich, 1998
8. Kryazheva N. L. "The World of Children's Emotions". Yaroslavl: "Academy of Development",
2001.
9. Productive activities with young children. Aut.-stat.
E.V. Polozova. - Voronezh, 2007.
10. Svetlova I.E. We develop fine motor skills and coordination of hand movements. -
Moscow: Eksmo, 2003.
11. Strebeleva E.A. Formation of thinking in children with disabilities
development. - Moscow: Vlados, 2005.
LITERATURE RECOMMENDED FOR PARENTS:
1. Dichenskova A.M. The country of finger games: ideas for the development of small
motility. – Ed. 3e. – Rostov n/a: Phoenix, 2013.
2. Svetlova I.E. Develop fine motor skills and coordination
hands – M.: Eksmo, 2003.
31

Natalia Zaitseva
Adaptive educational preschool program for children with disabilities (cerebral palsy)

Adaptation educational program of a preschool educational institution for children with disabilities(cerebral palsy).

I. Target section

1.1 Explanatory note of the individual adapted program for children with disabilities(cerebral palsy)

1.2. Goals and objectives of implementation programs

1.3. Principles and approaches to implementation Programs

1.4. Characteristic children with cerebral palsy.

Results. The work of specialists in adaptation educational program.

1. Target section.

1.1 Explanatory note.

At the present stage, in the context of the introduction of the Federal State Educational Standard, the concept of integrated training and education is the leading direction in the development of special education in our country. Uniform inclusion of developing in conditions of insufficiency (mental, physical, intellectual) personality in all possible and necessary spheres of social life, its worthy social status and self-realization in society is the provision of timely psychological and pedagogical assistance to children with disabilities at all age stages of their individual development.

The organization of the process of education and training should provide for the implementation of individual adapted program for every child with a disability.

Individual adapted program for a child with disabilities(autism) (Further - Program) developed on the basis of legal documents regulating the functioning of the system of preschool and correctional education in the Russian Federations:

Federal Law No. 273-FZ dated December 29, 2012 "About education In Russian federation"

Order of the Ministry of Education and Science of Russia dated October 17, 2013 N 1155 "On approval of the federal state educational preschool standard education»

Letter of the Ministry of Education and Science of Russia dated 07.06.2013 No. IR-535/07 "On Corrective and Inclusive children's education»

Decree of the Chief State Sanitary Doctor of the Russian Federation dated May 15, 2013 No. 26 “On Approval of the Sanitary and Epidemiological Requirements for the Arrangement, Maintenance and Organization of the Working Mode of Preschool educational organizations» (SanPiN 2.4.3049-13).

Individual program rehabilitation of a disabled child.

1.2 Tasks programs.

Target: implementation of the correction of deficiencies in physical and mental development children with disabilities (disorders of the musculoskeletal system).

Tasks:

1. Adaptation

2. Creation of a psychological basis for the development of various types of activities.

3. Formation of primary skills and abilities of the game, cognitive activity, creativity, self-service.

4. Providing the necessary physical activity of the child in accordance with his diagnosis.

5. Primary diagnosis.

6. Adaptation child in preschool.

7. Creation of a psychological basis for the development of various types of activities.

8. Formation of primary skills and abilities of the game, cognitive activity, creativity, self-service.

9. Providing the necessary physical activity of the child in accordance with his diagnosis.

10. Primary diagnosis.

1.3. Construction principles work:

1. Construction of a correctional educational work based on a thorough study of preserved and altered body functions.

2. A differentiated approach - taking into account the capabilities of the child and building exercises that are in the zone of his proximal development

3. Individual approach to every child

4. Consistency - based on the idea of speech as a complex functional system, the structural components of which are in close interaction, in this regard, the study of speech, the process of its development and correction of disorders involves the impact on all components, all aspects of the speech functional system;

5. A comprehensive medical and pedagogical impact implies the implementation of psychological and medical measures aimed at restoring and developing the destroyed functions of the body. Medical impact includes medication and physiotherapy, exercise therapy, massage

6. Compliance with the protective regime. The child should be in the position that most contributes to muscle relaxation.

7. Developing education - is associated with the need not only to overcome the backlog and normalize development, but also to enrich it, that is, to amplify development; determination of the individual capabilities of a child with visual impairment is possible only with the active participation of teachers who "lead" development of the child, reveal his potential, the zone of proximal development”;

8. Accounting for the leading type of activity - the main focus is on the organization of independent children's "discoveries" in progress variety of activities for children(game, communication, research, etc.); The teacher acts primarily as an organizer educational process;

9. Variability children are given the opportunity to choose materials, types of activities, participants in joint activities and communication, information, methods of action;

10. Continuity - continuity is ensured in the content, technologies, methods between preschool and primary general education, the vector for the long-term development is determined;

1.4. Characteristic children with cerebral palsy.

Cerebral palsy (cerebral palsy)- This is a serious disease of the nervous system, which often leads to disability of the child. Cerebral palsy develops as a result of underdevelopment or damage to the brain in early ontogenesis.

The main clinical symptom of cerebral palsy is a violation of motor function associated with developmental delay or abnormal development of statokinetic reflexes, pathology of muscle tone, paresis. In most cases, movement disorders are accompanied by visual and hearing impairments (20-25%, speech, etc. In some children concomitant syndromes: convulsive, cerebellar, hypertensive, hyperkinetic and others. Such a complex clinical picture and forced immobility creates a deficit in the mental development of a child with cerebral palsy, which has a very negative effect on his cognitive activity in general. The most common form of impaired mental development in this disease is mental retardation. (50% of the total population children with cerebral palsy) and about 20-25% have mental retardation varying degrees of severity.

It should be noted that cerebral palsy is not progressive disease. With age at proper treatment, rehabilitation and correctional and pedagogical work, the child's condition, as a rule, improves.

The severity of movement disorders varies in a wide range, where the grossest violations are on one pole, and the minimum on the other. Mental and speech disorders, as well as motor disorders, have varying degrees of severity, and a whole gamut of different combinations can be observed.

Movement disorders in children with cerebral palsy have varying degrees of severity.

Heavy. Children do not master walking skills and manipulative activities. They cannot serve themselves.

Average. Children master walking, but move with the help of orthopedic devices (crutches, Canadian sticks, etc.) Their self-service skills are not fully developed due to violations of the manipulative function.

Light. Children walk on their own. They can serve themselves, they have a well-developed manipulative activity. However, patients may experience incorrect pathological postures and positions, gait disturbances, movements are not dexterous enough, slowed down. Reduced muscle strength, there are deficiencies in fine motor skills.

With mild to moderate damage (and such children more than 70% among all those suffering from cerebral palsy) children can attend correctional educational children's institutions. The most seriously ill patients are brought up and trained in special boarding schools for children with disorders of the musculoskeletal system.

Medical science has accumulated vast data on the causes of cerebral palsy. Numerous studies testify about violation of fetal development under the influence of various harmful factors. It has now been proven that more than 400 factors can have a damaging effect on the central nervous system. developing fetus. Accepted allocate: prenatal, perinatal and postnatal adverse factors related to the origin of cerebral palsy.

prenatal factors.

mother constitution,

somatic, cardiovascular, endocrine, infectious diseases expectant mother (viral infections, rubella, toxoplasmosis, cytomegalovirus,

bad habits (smoking, alcoholism, drug addiction);

physical trauma, fetal bruises;

complications of a previous pregnancy;

physical factors (overheating or hypothermia, vibration, radiation);

some medicines;

incompatibility of the blood of the mother and fetus according to the Rh factor or blood groups;

environmental problems (water and air polluted by production waste; the content of a large amount of nitrates, pesticides, radionuclides, various synthetic additives in food products, elevated level radiation).

All of the above factors disrupt the uteroplacental circulation, which leads to malnutrition and oxygen starvation of the fetus (intrauterine hypoxia). The development of the nervous system of the fetus under these conditions is disturbed.

Factors that interfere with fetal development include the following: weight less than 1500 gr., microcephaly, abnormal position of the fetus, low weight of the placenta, pregnancy for less than 37 weeks, anomaly of the limbs, genetic factors.

perinatal factors.

These factors include birth trauma, birth asphyxia. The combination of intrauterine pathology with birth trauma is currently considered one of the most common causes of cerebral palsy. Birth trauma, on the one hand, affects the brain, like any mechanical injury, on the other hand, it causes a violation of the brain. blood circulation and in severe cases, cerebral hemorrhage. The causes of birth injuries can be mechanical damage at birth (the use of forceps, a vacuum extractor (15%, improper presentation of the fetus (7%), a narrow pelvis of the mother, especially during pregnancy with a large fetus, transient births (11%, prolonged attempts, artificial birth - caesarean section ( 8%, pathology of the placenta or umbilical cord, entanglement of the umbilical cord, weakness of labor (27%, premature discharge of water (18%) .

The effect of birth trauma is usually combined with asphyxia - a pathological condition of the body, characterized by a lack of oxygen in the blood and excessive accumulation of carbon dioxide, respiratory and cardiac activity.

The incidence of cerebral palsy among children, born in asphyxia, varies according to different researchers from 3 to 20%. A clear relationship can be traced between birth asphyxia and cerebral palsy in children born prematurely.

postnatal factors.

At the postnatal stage, the following reasons are distinguished deviations:

Injuries of the skull and bones, subdural hematomas;

- infections: meningitis, encephalitis, brain abscess,

- intoxication: medicinal substances, antibiotics, lead, arsenic, etc.,

- oxygen deficiency: suffocation, drowning,

Complications after vaccinations,

At neoplasms and other acquired deviations in brain Key words: tumors, cysts, hydrocephalus.

In about 2% of cases, the genetic factor plays the main role in the development of cerebral palsy.

.The educational program includes 3 blocks:

Diagnostic block (comprehensive advanced diagnostics of the actual development of the child, history taking, diagnostics of intra-family relations, filling in individual card development of the child) is carried out by all specialists of the educational institution.

Monitoring of the dynamics of the development of the child is carried out 2 times a year - in autumn and spring.

The cognitive block is built on the basis of complex thematic planning. Areas : , "Cognitive Development", "Speech development" "Physical development" implement exercise therapy instructor, massage therapist, educators. Leading role in defining educational program belongs to the defectologist teacher.

The correctional and pedagogical block is built on the basis of complex thematic planning. Areas general education programs are implemented as follows:"Social and personal development", "Cognitive Development", "Speech development"- implemented by a teacher-defectologist, teacher-psychologist, teacher-speech therapist, educators; "Artistic and aesthetic development" implemented by the music director, educators; "Physical development" implement exercise therapy instructor, massage therapist, educators.

Diagnostic block.

Target: To identify the level of development of mental functions, the ability to learn new things. Optimal forecast further schooling.

Tasks: Determine which functions are developing successfully, which are lagging behind in development.

Diagnostic results displayed in pedagogical documentation - individual maps of mental development.

cognitive block.

Directions of cognitive work with preschool children with disabilities OH YEAH:

Development of gaming activities

The development of speech, communication with peers, the formation of coherent speech, replenishment of the active and passive vocabulary

Development of thinking, memory, attention

Development of spatial and temporal representations

Development of fine and gross motor skills, preparation for writing

Formation of elementary mathematical representations

Formation of psychological readiness for schooling.

correction block.

The development of cognitive activity is carried out by a teacher-defectologist

The development of speech and the correction of dysarthria disorders are carried out by a speech therapist teacher

The teacher-psychologist corrects violations of personal development, working directly with children and their environment

Physical therapy instructor conducts physical education classes

The educator forms self-service skills during regime moments, organizes activities in the classroom, outside of class, on walks.

2.2. The work of specialists in Adaptation educational program.

The activities of the teacher defectologist:

Diagnostic: (September, January, May)

Correction-developing:

Carrying out work:

Acquaintance with the surrounding world;

On the development of elementary mathematical concepts.

Educational activities

Game exercises.

Reminder.

Explanation, showing.

Educational games

Frontal, subgroup, individual lessons. classes.

Integrated lessons.

Game lessons using various gaming equipment.

Helping children with difficulties.

Inclusion of specialists in the correctional process.

Independent activity children

Games (didactic, developing, mobile).

Experimental games.

Observations.

Integrated children's activities

(inclusion by the child of the experience gained in his practical activities - subject, productive, playful).

The activities of the teacher psychologist:

Diagnostic: (September, January, May). Examination of the cognitive, emotional-volitional and communicative sphere.

Psychocorrection of emotional-volitional spheres:

To give children primary knowledge about some basic emotions: joy, surprise, fear, anger, grief, interest.

Learn children distinguish emotions by their schematic images.

Learn children convey a given emotional state.

Develop at children empathy(ability to empathize).

Develop arbitrariness of behavior, self-regulation

Educational activities, carried out during regime moments

Educational games, sand games.

Integrated lessons.

Modeling and playing out problem situations.

Independent activity children

Role-playing games.

Games with rules.

Looking at illustrations and pictograms.

Drawing

Individual and group games - classes:

Outdoor games,

Elements of relaxation exercises.

The activities of the teacher speech therapist:

The main task of the teacher - speech therapist is to teach children of independent, coherent, grammatically correct speech and verbal communication skills.

The correctional process uses health-saving technologies, game forms of training children.

The system of speech therapy work with children with ODA disorders includes: development and correction of auditory perception; development and correction of visual perception; development and correction of speech-auditory and speech-motor analyzers.

Articulation gymnastics is of great importance in speech therapy work. It is combined with bioenergetics.

Work is underway to develop motor skills of the hands and fingers. She includes:

1. finger gymnastics

2. work in notebooks - development of elementary graphic skills;

3. exercises for the fingers and hands using various objects.

Activities of educators: Group tutors for children with musculoskeletal disorders, except educational goals, perform correctional and developmental tasks aimed at comprehensive development children.

Speech development

Development of subject and game activities.

Carry out work in regime moments.

Labor education

pictorial activity and design.

Results:

1. At present, a system of special preschool educational groups for children with disorders of the musculoskeletal system. In these groups, conditions are created for optimal development for preschool children with cerebral palsy.

2. Work experience has shown that appropriate to complete groups that are clinically and psychologically heterogeneous both in terms of musculoskeletal pathology and in terms of intellectual development. This not only allows you to solve organizational problems, but really affects personal development. children.

3. Medical-psychological-pedagogical impact on children should be implemented in a comprehensive manner through the efforts of a number of specialists. It is important to clearly define the system of interaction between specialists for rational organization work.

4. As the leading idea of modern special education favored orientation educational process to the next social adaptation and integration of children.

Children with cerebral palsy are characterized by a peculiar mental development, due to the combination of early organic brain damage with various motor, speech and sensory defects.

Long-term experience of domestic and foreign specialists working with children with cerebral palsy has shown that the earlier the medical, psychological and pedagogical rehabilitation of these children is started, the more effective it is and the better its results.

Therefore, corrective work started in a timely manner with sick children is important in the elimination of speech defects, visual-spatial functions, and personal development.

But, often, many children with disabilities, especially in rural areas, are deprived of the opportunity to attend preschools of a compensatory type and rehabilitation centers due to their absence. Children with cerebral palsy (with minor disorders of psycho-motor functions) enter kindergartens of a general developmental type already at an older preschool age, which significantly reduces the effectiveness of correctional and developmental work and its effectiveness.

Psychological assistance is one of the components of a comprehensive psychological, medical, pedagogical and social support for preschool children with cerebral palsy. Individual psychological correction is one of the important links in the system of psychological assistance to children with cerebral palsy of varying degrees of severity of intellectual and physical defects.

Planning and definition of tasks for individual correction is carried out after a comprehensive diagnosis with the participation of various specialists: doctors, teacher-defectologist, teacher-speech therapist, teacher-psychologist. In particular, psychological examination is aimed at studying the personality of the child, determining the level of development of sensory-perceptual and intellectual processes and analyzing the motivational-need sphere.

In order to diagnose sensory-perceptual and intellectual processes, we use a set of psychological methods proposed by Mamaychuk I.I. , as well as sets Zabramnaya S.D., Borovik O.V. and Strebeleva E.A.

At the end of the examination, a conclusion is drawn up, which describes in detail the features of the child's behavior during the examination, the emotional-volitional sphere, the features of the development of higher mental functions, general and fine motor skills, the level of development of activity; recommendations are made to parents and educators, group and individual (if necessary) correctional and developmental programs are developed.

Conclusion on the results of the examination of Sasha T., 5l. 5 months

In the process of psychological examination, the following features of the emotional-volitional sphere and behavior of the child were noted: contact does not come into contact immediately, in the subsequent contact is unstable due to high fatigue, low performance. Emotional reaction to the examination situation is manifested in the form of excitement, alertness. Encouragement causes a reaction colored with positive emotions. After a remark, he first refuses to take further action, closes, then tries to correct the mistake.

The emotional background throughout the examination is disturbing. There is a weak expression of emotions, frequent mood swings. Communication is passive with reduced mental activity. Criticality is reduced.

The activity of the child is characterized by the following indicators: shows a pronounced interest at the beginning of the task, but disappears due to increased distractibility, low performance. The overall goal of the task and the elements of the instruction are accepted. Cannot complete tasks independently due to low concentration of attention, inability to build a program of action. The nature of the activity is unstable: purposefulness and activity fall sharply due to the high exhaustion of attention. The dynamics of activity is uneven, the pace is extremely slow. The performance is reduced. When performing tasks, the child needs organizing, visual-effective and educational assistance from an adult.

The results of the study of mental functions

visual perception insufficiently developed: distinguishes colors (selection by name): yellow, blue, green, black, white, there are difficulties in distinguishing tint colors; correlates and differentiates objects by size; partially correlates objects in shape (circle, square). Significant distortions are observed in the transfer of the form of a holistic image and its parts.

Temporary representations not formed, spatial representations are partially formed: names and shows parts of the body and face, does not differentiate the right and left sides.

Attention scattered, exhaustible, volitional effort is minimal, unstable. The gaze fixes on the subject for a short time, there is a mechanical sliding of attention from one object to another, the maximum concentration of attention on the task for 3-5 minutes. The volume of visual attention is much lower than the average for the age group. When performing tasks, constant individual training assistance from an adult, external stimulation is required.

Memory.Slow memorization and fast forgetting. Involuntary, mechanical memorization prevails. The volume of auditory and visual memory is reduced.

Horizon limited, knowledge fragmentary, unsystematic. Thinking is visual and actionable.
When performing tasks that require analysis, synthesis, comparison, highlighting the main thing, adult learning assistance is required, although it often does not give the desired effect.

fine motor skills.Violation of coordination of movements. Lack of hand coordination. Tremor of the right hand, movements are limited; the movements of the left hand are sharp, angular, there is no smoothness, it is difficult to hold the pencil.

State of speech. Articulatory apparatus: tremor of the tongue, deviation to the right; vocabulary - onomatopoeia "kiss", "moo-mu", "meow", "bee-bee", "woman", "mom", "dad", "give", sound pronunciation is grossly impaired, phonemic hearing is impaired, the syllabic structure of the word not formed, grammatical structure is not formed.. Understands simple instructions. The answers are monosyllabic, speech is slurred, in speech he uses separate syllables and monosyllabic words: “Yes”, “No”. Connected speech is not developed.

The level of assimilation of educational material: the stock of general ideas is low, ideas about the quantity are not formed enough, differentiates the concepts of “one” - “many”, the child is taught, the help of an adult is not used enough, the transfer of knowledge is difficult.

Conclusion: ICP, diplegic form, moderate severity, residual stage. Symptomatic epilepsy, non-attack period. Delay in speech development, combined with a delay in intellectual development. General underdevelopment of speech I - II level. Dysarthria.

This individual program was developed in connection with a decrease in cognitive activity, insufficient development of cognitive processes: perception, memory, attention, thinking, delayed speech development in a child with cerebral palsy who had not previously attended preschool.

Program goal: correction and development of sensory-perceptual and intellectual processes in a preschooler with cerebral palsy.

Program objectives:

Development of cognitive processes: perception, memory, mental operations, attention correction, development of space-time representations, general and fine motor skills.
Teaching game skills, skills of arbitrary behavior.
Reduction of emotional and muscular tension, development of communication skills, skills of interaction with a teacher in order to prevent maladjustment to the conditions of a preschool educational institution.

Block 1. is aimed at the development of visual-motor gnosis based on ideas about size, shape, color, the development of the integrity of perception, tactile-kinesthetic sensitivity.

Block 2. Correction and development of stability, volume, concentration and arbitrariness of attention, development of spatial orientations and temporal representations, development of memory.

Block 3. Development of visual-figurative thinking, the formation of mental operations: analysis, synthesis, comparison, exclusion, generalization

Classes are held once a week, the duration is from 15 minutes (at the beginning of the school year) to 25 minutes (at the end of the school year), the total number of classes is 24 ( Annex 1 )

The finger games and exercises used at the beginning of each lesson (“Good morning!”, “Fingers say hello”, “Our baby”, etc.) contribute to the child’s fearless attitude towards the teacher, develop the coordination of the movements of the child’s fingers. Sand games are also used to develop tactile-kinesthetic sensitivity and fine motor skills.

Relaxation games and exercises that are carried out at the end of each session reduce psycho-emotional and muscle tension ( Appendix 2 ).

As a result of the implementation of the program, the child increases cognitive activity, interest in joint activities with an adult, the child's need for communication through speech develops.

Expected results:

1. Increasing cognitive activity, increasing efficiency, developing arbitrariness and stability of attention.
2. The ability to use the acquired knowledge in group correctional and developmental work.
3. Decreased psycho-emotional and muscle tension.

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