Organization of support for children with disabilities in the context of the implementation of inclusive practice in a general educational preschool institution. Raising children in kindergarten with disabilities

Organization of individual support for children with handicapped health (HIA) specialists of preschool educational institutions.

senior caregiver

MBDOU "Kindergarten of combined

type No. 14 "Smirnova M.P.

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Relevance of the problem

The modern content of preschool education is closely connected with the ideas of individualization and humanization. (Humanism in education is, first of all, the recognition of the self-worth of each individual, ensuring his internal and external freedom

In the Convention on the Rights of the Child (1989), the UN Convention on the Rights of Persons with Disabilities (2006) - the right of every child to education, regardless of the state of health, is enshrined.

Law of the Russian Federation "On education in Russian Federation"No. 273-FZ dated December 29, 2012 ensures the right of every person to education, the humanistic nature of education, and the creation of conditions for obtaining education without discrimination quality education persons with disabilities, including through the organization of inclusive education.

In GEF DO, based on previous documents, one of the main principles is the personality-developing and humanistic nature of the interaction between adults and children. Its main task is to provide equal opportunities for the full development of each child, regardless of psychophysiological and other characteristics (including limited health opportunities) . The Standard takes into account the individual needs of certain categories of children, including those with disabilities, the possibilities for the child to master the Program for different stages its implementation

. GEF DO draws attention to the creation necessary conditions for children with disabilities: psychological and pedagogical (clause 3.2.2.), personnel (clause 3.4.3), financial (clause 3.6.3), providing an adaptive educational environment and a barrier-free environment for the life of these children.

Features of the organization of educational activities for persons with disabilities are also spelled out in the order of the Ministry of Education and Science of Russia dated August 30, 2013 No. No. 1014 "On approval of the procedure for organizing and implementing educational activities in the main general educational programs - educational programs of preschool education". It states that preschool education for children with disabilities can be organized both jointly with healthy children and in separate groups and is carried out according to adapted program taking into account the psychophysical development and individual capabilities.

Thus, the individual support of a child with disabilities in a preschool educational institution is an urgent problem at the present stage.

Individual support for children with disabilities is carried out through the development and implementation of an individual educational route for the development of the child.

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What is it? In relation to preschool education, there is no clear definition.

Most of the publications that reflect meaningful and organizational forms accompaniment, dedicated to the school period of a child's life.

An individual educational route is defined by scientists as a purposefully designed differentiated educational program, as a system of specific joint actions of the administration, main teachers, specialists of an educational institution, parents in the process of development of a child with disabilities (Vorobeva S.V., Labunskaya N.A., Tryapitsyna A.P., Timofeeva Yu.F. and others .).

slide4

Along with the concept of "individual educational route" there is the concept of "individual educational trajectory" (G.A. Bordovsky, S.A. Vdovina, E.A. Klimov, B.C. Merlin, N.N. Surtaeva, I.S. Yakimanskaya and others .), which has a broader meaning and involves several areas of implementation: meaningful (variable educational plans and educational programs that define an individual educational route); activity (special pedagogical technologies); procedural (organizational aspect).

Thus, an individual educational trajectory provides for the existence of an individual educational route (content component), as well as a developed method for its implementation (technologies for organizing the educational process).

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When designing an individual educational route, specialists and teachers of a preschool institution are guided by the educational needs, individual abilities and capabilities of the pupil. The route is created in order to maximize the implementation of educational and social needs children and is designed for children who do not master the basic general educational program of preschool education, and for children with disabilities. In an individual educational route, a ratio of forms and activities specific to a given child, an individualized volume and depth of content, specific psychological and pedagogical technologies, educational and methodological materials are determined.

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When developing an individual educational route, specialists and teachers are guided by a number of principles (T.V. Volosovets, T.N. Guseva, L.M. Shipitsyna and others):

• the principle of relying on the child's learning ability, the principle of correlating the level of actual development and the zone of proximal development. Compliance this principle involves identifying potential abilities to assimilate new knowledge as a basic characteristic that determines the design of an individual educational route.
• the principle of respecting the best interests of the child. L.M. Shipitsyna calls him "on the side of the child." The escort specialist is called upon to solve the problem situation with maximum benefit for a child.
• the principle of rejection of average rationing, i.e. avoidance of a direct evaluation approach in the diagnostic examination of the level of development of the child.
• the principle of close interaction and coordination of the work of specialists in the process of implementing an individual educational route.
• the principle of continuity, when the child is guaranteed continuous support at all stages of assistance in solving the problem. The specialist will stop support only when the problem is solved or the approach to the solution is obvious.

slide 7,8,9

Algorithm for psychological and pedagogical support of a child in a preschool educational institution

Stage of medical-psychological-pedagogical support of a child with disabilities
Stage I - Preparatory.	Observing children, talking with them, Studying information about parents (legal representatives), talking with them, questioning; analysis of the situation of the child's social environment; study of data on the development of the child from medical records; analysis of PMPK protocols
Stage II - Comprehensive diagnostics.	Identification of the features of the physical, mental development, personal and cognitive spheres of the child: diagnostics of mental development, identification of individual psychological characteristics; diagnostics speech development; pedagogical diagnostics, identification of learning difficulties; determination of the level of actual development; fixing the nature of deviations in development; identification of a personal resource, determination of the zone of proximal development.
Stage III - Development of an individual educational route	According to the conclusions, as a result of in-depth diagnostics of the “team” of specialists, at a meeting of the psychological, medical and pedagogical council, an individual educational route is drawn up and approved, a plan of specific measures is developed aimed at solving the identified problems.
Stage IV - Activity stage. Correction-developing and educational work on the implementation of an individual educational route.	Individual and group lessons with a psychologist, speech therapist, defectologist, educator. Maximum opening personal resources the child and his inclusion in the educational space of the preschool educational institution. Advising and involving parents (legal representatives) in the implementation of the route

Slide 10

Educational route components:

• target (setting goals, defining tasks educational work);
• meaningful (Content of correctional and developmental work in sections of the program, which are planned by each specialist working with a child with a mark on the achievement of goals
• technological (definition of used pedagogical technologies, methods, techniques, systems of training and education, taking into account individual characteristics child);
• diagnostic (determination of the system of diagnostic support);
• productive (expected results are formulated, the timing of their achievement and criteria for evaluating the effectiveness of the measures being implemented).

slide11

There is currently no universal recipe for creating an IEM for a preschooler. The specialists of each kindergarten develop their own version of IEM, taking into account their conditions, the contingent of children, etc.

There are several options for designing individual educational routes.

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Let us dwell on the experience of our kindergarten in working with children with disabilities.

In our kindergarten, along with general developmental groups, there are two compensating groups: one for children with disorders of the musculoskeletal system, the other for children with intellectual disabilities (mild mental retardation). The size of these groups is 8 people. This year, there are 10 children with disabilities among them. In addition, in the kindergarten there is a group of combined orientation, in which, along with healthy children, children with speech disorders are brought up (this year there are 5 of them)

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- "Correctional-developing education and upbringing" The program of preschool educational institutions of a compensatory type for children with intellectual disabilities. Ekzhanova E.A., Strebeleva E.A.

- "The program of education and training in kindergarten" under the editorship of M.A. Vasilyeva and others.

- "Rodnichok" program of complex physical rehabilitation of children with disorders of the musculoskeletal system. ed. L.S. Sekovets

- "Education and education of preschool children with phonetic and phonemic underdevelopment" T.B. Filicheva, G.V. Chirkin.

Slide 20

Maintenance algorithm

Groups are formed on the basis of conclusions and recommendations issued by the district psychological, medical and pedagogical commission and with the consent of the parents.

After the child is enrolled in a compensatory or combined group, educators and specialists of preschool educational institutions conduct a diagnostic examination of children. The results of the diagnosis are analyzed at a meeting of the psycho-medical-pedagogical council created in the preschool educational institution, an individual route for accompanying the child is drawn up.

If necessary (changing circumstances, lack of effectiveness, etc.), the individual educational route of the child can be adjusted, changed. This decision is also made at the PMPK meeting.

In the process of implementing an individual educational route, teachers actively cooperate with the parents of children with disabilities. Parents get acquainted with the IOM, receive advice from specialists.

In the course of individual and thematic consultations, parent meetings, workshops, parents receive all the necessary information on how to create a calm, friendly atmosphere in relation to the child, organize the correct daily routine and nutrition, classes at home. Parents are active participants in holidays and entertainment, competitions and exhibitions, targeted walks and excursions.

At the end of the academic year, the implementation of IEM is analyzed, after the final diagnosis, a certificate is drawn up based on the results of the examination of the child, ways of his further development and recommendations (this may be a referral to the PMPK for transfer to another group, a preschool educational institution, graduation to school, or continuation of correctional and developmental education for a new IEM in this group).

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Escort routes.

• development of the child's personality (taking into account his individual physical and mental capabilities)
• implementation of full adaptation in the peer group
• carrying out correctional-pedagogical, psychological work with children
• preparation for schooling
• providing assistance and support to parents, advising on the upbringing and development of the child

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For each child with disabilities, there is a folder for individual support of the child, which includes:

1. Agreement for parents to organize individual educational support for the child by specialists of the preschool educational institution

2. General information about the child (date of birth, health group, PMPK conclusion, information about the family

3. An individual program for the rehabilitation of a disabled child, issued by federal government agencies medical and social examination (a photocopy is requested from parents)

4. Information about specialists implementing IEM (educator, teacher-defectologist, psychologist, speech therapist, music director, instructor in physical education

5. Extract from the protocol of the Gorodetsky PMPK (direction to the group)

6. Extract from the history of the development of the child and a sheet of medical reports (issued by the children's clinic)

7. Child development map (filled out by a defectologist) after examination)

8. Diagnostic examination cards by a defectologist, educators, music director, speech therapist)

9.Individual educational route

10. Interaction with the family (forms of interaction, content of work, responsible teacher)

11. Psychological and pedagogical characteristics of the child (submitted to the PMPK, compiled by teachers who work with the child)

12. Help on the results of the development of the program for academic year(composed by a defectologist teacher or a speech therapist teacher)

13. Children's work (drawings, applications, results of diagnostic tasks)

Thus, there is a continuous support of a child with disabilities from the moment the parents apply for the placement of the child in kindergarten and until the release to school.

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Model of interaction between specialists in the correctional educational space MBDOU "Kindergarten" combined type №14"

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Interaction of children with disabilities with the social environment

Slide25

The effectiveness of individual support for a child with disabilities.

The relationship in the work of all specialists gives a positive result:

High attendance of combined and compensatory groups

Analyzing the results of diagnostics, there is a positive trend in the development of the program by children

Graduates of preschool educational institutions continued their education in public schools, schools of types 5 and 8

Parents receive hope and confidence that their children will be adapted to society.

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Difficulties of individual support of children with disabilities:

The experience of kindergartens is little covered in the literature.

Insufficient provision necessary quantity specialists.

Insufficient provision of specialized literature (methods, diagnostic tools)

Insufficient material and technical base (specialized gaming and didactic equipment, special furniture, technical means)

There are no advanced training courses for teachers working with children with disabilities

Presence in one group of children different ages with different diagnoses

An increase in the number of children with a complex defect structure

However, there is the main thing - love, kind and respectful attitude towards children and their parents. Teachers want every kindergarten student to be comfortable, calm, joyful and interesting.

Slide 27

To do this, we try to create all conditions. The photographs show the Subject-Developing Environment in groups, sensory rooms, special equipment for children with disorders of the musculoskeletal system, specialists who provide individual support for children with disabilities.

Thank you for your attention!

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Organization of individual support for children with disabilities (HIA) by specialists of preschool educational institutions. Senior educator MBDOU"Kindergarten of the combined type No. 14" Smirnova M.P.

Relevance Convention on the Rights of the Child (1989) UN Convention on the Rights of Persons with Disabilities (2006) - Law of the Russian Federation "On Education in the Russian Federation" dated December 29, 2012 No. 273-FZ GEF DO Order of the Ministry of Education and Science of Russia dated August 30, 2013. No. 1014 "On approval of the procedure for organizing and implementing educational activities in the main general educational programs - educational programs of preschool education". ideas of individualization and humanization of education ensuring equal opportunities for the full development of each child, regardless of psychophysiological and other characteristics (including disabilities) taking into account the individual needs and opportunities for learning by the child Programs creating the necessary conditions for children with disabilities

An individual educational route is a purposefully designed differentiated educational program, a system of specific joint actions of the administration, main teachers, specialists of an educational institution, parents in the process of developing a child with disabilities (Vorobeva S.V., Labunskaya N.A., Tryapitsyna A.P. , Timofeeva Yu.F. and others).

The concept of “individual educational trajectory” (G.A. Bordovsky, S.A. Vdovina, E.A. Klimov, V.C. Merlin, N.N. Surtaeva, I.S. Yakimanskaya, etc.) has a wide meaning and implies several directions of implementation: . content - variable curricula and educational programs that determine an individual educational route. activity - special pedagogical technologies. procedural - organizational aspect.

The purpose of creating an individual educational route (IEM): maximum implementation of the educational and social needs of children IEM are being developed: for children who do not master the basic general educational program of preschool education For children with disabilities, children with disabilities. IOM focuses on: the educational needs of the pupil, the individual abilities and capabilities of the pupil

IEM construction principles (T.V. Volosovets, T.N. Guseva, L.M. Shipitsyna and others): the principle of relying on the child's learning ability, the principle of correlating the level of actual development and the zone of proximal development. the principle of respecting the best interests of the child. (L.M. Shipitsyna calls him “on the side of the child”). the principle of rejection of average rationing the principle of close interaction and coordination of the work of specialists the principle of continuity

Stages of individual support Stage of accompanying a child with disabilities Content of the work Stage I - Preparatory. Collection of information about the child. Observing children, talking with them, Studying information about parents (legal representatives), talking with them, questioning; analysis of the situation of the child's social environment; study of data on the development of the child from medical records; analysis of PMPK protocols and other documents

Stage of accompanying a child with disabilities Content of the work Stage II - Comprehensive diagnostics. Identification of the features of the physical, mental development, personal and cognitive spheres of the child: diagnostics of speech development; pedagogical diagnostics, identification of difficulties; determination of the level of actual development; fixing the nature of deviations in development; definition of the zone of proximal development. Stage III - Development of an individual educational route As a result of the diagnosis of the "team" of specialists at a meeting of the psychological, medical and pedagogical council, an individual educational route is drawn up and approved, a plan of specific measures is developed aimed at solving the identified problems.

Stage of accompanying a child with disabilities Content of the work Stage IV - Activity. Correction-developing and educational work on the implementation of an individual educational route. Individual and group sessions with a psychologist, speech therapist, defectologist, educator, and other specialists. Consulting and involvement of parents in the implementation of the route Stage V - Reflexive. Final diagnosis. Analysis of results. Monitoring the effectiveness of the implementation of an individual correctional and developmental program. Making a forecast regarding the further development of the child.

Components of the educational route: target (setting goals, defining the tasks of educational work); meaningful (selection of the content of the program material based on educational programs implemented in the preschool educational institution technological (determination of the pedagogical technologies used, methods, techniques, systems of education and upbringing, taking into account the individual characteristics of the child); diagnostic (definition of the diagnostic support system); effective (expected results are formulated, deadlines for reaching them).

IOM design options

MBDOU "Kindergarten of the combined type No. 14: 9 groups of general developmental orientation 1 group of compensatory orientation for children with disorders of the musculoskeletal system 1 group of compensatory orientation for children with intellectual disabilities (mild mental retardation) 1 group of combined orientation for children with speech disorders

Implemented programs: "Correctional-developing education and upbringing" The program of preschool educational institutions of a compensatory type for children with intellectual disabilities. Ekzhanova E.A., Strebeleva E.A. "The program of education and training in kindergarten" edited by M.A. Vasilyeva and others. "Rodnichok" The program of complex physical rehabilitation of children with disorders of the musculoskeletal system. ed. L.S. Sekovets "Education and education of preschool children with phonetic and phonemic underdevelopment" T.B. Filicheva, G.V. Chirkin.

PMPK tracking algorithm Basic PMPK diagnostics Development of IOM Implementation of IOM Final diagnostics of PMPK or PMPK (determination of a further route)

Escort routes. development of the child’s personality (taking into account his individual physical and mental capabilities) implementation of full adaptation in a peer group carrying out correctional and pedagogical, psychological work with children preparation for schooling providing assistance and support to parents, counseling on the upbringing and development of the child

Individual support folder: Agreement for parents to organize individual educational support for the child by specialists of the preschool educational institution General data about the child Individual rehabilitation program for a disabled child Information about specialists implementing IEM examinations Individual educational route Interaction with the family Psychological and pedagogical characteristics for the child Information on the results of mastering the program for the academic year Children's work

Model of interaction between specialists A child with disabilities Administrative support staffing groups in accordance with the decision of the PMPK creating a climate of psychological comfort for children with disabilities Forming a correctional and developmental environment in groups Medical support (pediatrician, nurse, psychoneurologist, masseur, physio nurse, exercise therapy instructor) Examinations children Anthropometric measurements Health-improving prevention Seasonal prevention of epidemics of influenza and SARS Conducting medical massage Physiotherapy Exercise therapy Participation in PMPk preschool educational institution Monitoring the organization of good nutrition Consulting teachers, parents: Psychological and pedagogical support Social teacher Coordinating support for disabled children Consulting teachers Working with families Teacher-defectologist Diagnosis of mental processes, cognitive activity Development of IEM, their implementation Remedial and developmental work Equipping and designing an office Consulting teachers, parents Participation in PMPK preschool educational institution Representing children at PMPK Educators Pedagogical diagnostics of GCD Creation of a subject-developing correctional environment Correctional orientation of regime moments Individual work on the instructions of a teacher-defectologist cultural and leisure activities for families Musical director: pedagogical diagnostics music classes Individual correctional work communication games, dances Holidays, entertainment Work with families Teacher-psychologist Classes in the sensory room Consulting teachers, parents on request Diagnostic examination, correctional classes on request

Interaction with society Child with disabilities Rehabilitation center for children and adolescents with disabilities Correctional school of the 5th type Correctional school of the Vlll type Central Children's Library Gorodetsky Fedorovsky Monastery Children's Museum on Kupecheskaya, Museum of Kindness Center for Social Assistance to Families and Children Children's Polyclinic

The effectiveness of the work high attendance of groups of combined and compensatory orientation positive dynamics in the development of the program by children graduates of preschool educational institutions continued their education in public schools, schools of types 5 and 8 parents receive hope and confidence that their children will be adapted to society.

The main difficulties in the work The experience of kindergartens is little covered in the literature. Insufficient provision of the necessary number of specialists. Insufficient provision of specialized literature ( methodological developments, diagnostic tools, etc.) Insufficient material and technical base (specialized gaming and didactic equipment, special furniture, technical means) There are no refresher courses for teachers working with children with disabilities

Developing space preschool educational institution

Special equipment

Therapeutic massage Medical examination Complex of exercise therapy Lesson with a teacher-defectologist

Music lessons Physical education Activities and games with teachers

Interaction with the speech school Interaction with museums Interaction with parents

Thank you for your attention!

Prepared by the teacher-psychologist Arutyunyan A.V.

MUNICIPAL PRESCHOOL EDUCATIONAL INSTITUTION COMBINED KINDERGARTEN No. 18 "TRAFFIC LIGHT" OF THE MUNICIPALITY OF THE CITY DISTRICT OF Lyubertsy, MOSCOW REGION

Accompaniment is not a one-time assistance, but long-term support for a child, which is based on a clear organization aimed at choosing a solution to his problem. actual problems. We consider support as a system of activities of all specialists aimed at creating conditions for the successful development of the child.

The idea of ​​accompaniment unites the work of all specialists in solving the problems of the child. the child is a whole being. To correct the development of children in our kindergarten, there is an escort service. Which includes:

Medical workers: they monitor the health of pupils, fill out health sheets that note the features of the somatic development of preschoolers, and carry out recreational activities - exercise therapy, massage, etc.

Teacher-psychologist: conducts psychodiagnostics, correctional and developmental work, education and counseling of teachers and parents.

A speech therapist teacher: conducts diagnostic monitoring, deals with the correction and development of speech, develops recommendations for other specialists on the use of rational speech therapy techniques in working with children.

Teacher-defectologist: pedagogical diagnostics, development and clarification of educational routes, providing individual, subgroup classes with children in accordance with the selected programs.

Musical director: implementation of the used music education programs, programs additional education with elements of museum, music, dance, theater therapy.

Physical education instructor: development and implementation of physical education programs, determination of the level of physical fitness of children, in accordance with age, development of recommendations for educators.

Educator: determining the level of development different types activities of the child, features of communicative activity and culture, the level of formation of purposeful activity, self-service skills according to the age stage, implementation of the recommendations of a speech therapist teacher, psychologist, teacher-defectologist, doctor (organization of the regime, developing and corrective games).

The purpose of the escort service is to create conditions for the maximum personal development of a preschooler.

It is in the situation of interaction that we can achieve this goal and the result of the support process will be a preschooler who has a sufficient level of readiness for learning at school.

We all know and understand very well that the effectiveness of our work depends and is possible only if parents and teachers take an active, interested position. Of course, the teacher has been and will be the main figure, the conductor of various influences and influences on the child. , which allows you to organize a situation of cooperation in solving problems, issues related to pupils and the professional tasks of the teacher himself. As a rule, we are expected "prepared recipes" or "how to proceed?" I try not to take on the role of an omniscient specialist, "the smartest" and not to take responsibility for the results of the discussion, but to find ways and methods of certain arising, interesting questions through equal cooperation.

enlightenment of all teaching staff through various forms: - thematic consultations - workshops - speaking at pedagogical councils. Psychoeducation contributes not only to increasing psychological competence, but also the information and knowledge obtained allow teachers in groups to create conditions for the successful development of the child, to carry out an individual approach to each.

It is also very important to work with parents. The purpose of this work is to create conditions for involving the family in accompanying the child. Tasks: it is necessary to create a situation of cooperation, to form the attitude of parents in relation to the problems of the child. The work is being built in two directions. EDUCATION. Purpose: the transfer of psychological knowledge. Various forms are used - lectures, workshops, trainings, games. CONSULTING. Tasks: 1) informing parents about the features and problems of the child's development; 2) optimization of child-parent relationships; 3) support if the child has serious problems.

And in conclusion, if we talk about the effectiveness of support, then probably the first indicator will be emotional condition and children's attitudes towards attending kindergarten. The result of the implementation of support in the DL system at the present stage is considered through the integrative qualities of the child: compliance with the norms of physical development, possession of basic cultural and hygienic skills; curiosity, activity, emotional responsiveness; possession of means of communication and ways of interacting with adults and peers; the ability to manage one's behavior, plan one's actions based on primary value ideas, adherence to elementary generally accepted norms and rules of conduct; the ability to solve personal problems adequate to age; the formation of primary ideas about oneself, family, society, state, natural world; possession of the universal prerequisites for educational activities, the ability to work according to the rule and according to the model, listen to an adult and follow his instructions; possession of the necessary skills and abilities to carry out various kinds children's activities.

I. V. Avilova, N. A. Tarasova
educational psychologists MBDOU
"Child Development Center-
kindergarten No. 8 "Sun",
Khanty-Mansiysk
With the introduction of inclusive education in Russia, the number of children with disabilities (HIA) is increasing in kindergarten groups. As practice shows, the general educational program of the kindergarten is not suitable for children with disabilities. Therefore, teachers, specialists (psychologists, speech therapists, physical education instructors, art leaders) and parents face many problems in the education and upbringing of children with disabilities. In this regard, we conducted a survey among teachers, specialists and parents to identify the difficulties they experience in teaching and raising children with disabilities.

Download full abstract

According to the results of the survey of teachers, the following were revealed:
Difficulties in the process of interaction between teachers and children with disabilities:
ignorance of techniques and methods when working with children with disabilities was found in 75% of teachers working with this category of children;
the impossibility for most teachers (95%) to implement an individual approach to children with disabilities, due to the large number of children (30 people) in kindergarten groups;
the low rate of work of children with disabilities during educational activities was noted by 85% of teachers.
According to the diagnostic data of preschool educational institutions, children often encounter the following difficulties in the process of mastering the program and in communicating with peers:
lack of motivation for cognitive activity;
the rate of completion of tasks is very low;
need the constant help of an adult;
low level of development of attention properties (stability, concentration, switching);
low level of development of speech, thinking (classification, analogies);
difficulty understanding instructions;
infantilism;
violations of coordination of movements;
low self-esteem;
increased anxiety;
high level of psychomuscular tension;
low level of development of fine and gross motor skills.
When questioning parents, the following difficulties were identified in children with disabilities:
ignorance of the psychological age characteristics of the development of the child;
incompetence in the use of techniques and methods in raising a special child;
difficulties in adapting the child to the kindergarten group (do not make contact with children and adults, sleep disturbances, tantrums, negativism, etc.);
bad habits in children, etc.
All these identified difficulties among teachers, specialists and parents can lead to a deterioration in the psychological and physical development of the child. May lead to secondary disorders in this category of children. Therefore, we faced the question of organizing comprehensive individual support for children with disabilities by participants in the educational process. Moreover, in preschool education there is no globally developed, comprehensive individual support for a child with disabilities. And every day there are more and more such children in preschool educational institutions.
How to implement this support in a kindergarten? How to ensure the full development of a child with disabilities in a preschool? After all, the main goal of the kindergarten is the socialization of the child in society, which in turn is impossible to implement without the effective organization of the activities of all participants in educational relations.
After analyzing the experience of other psychologists in this area, we developed an individual route and adapted it for working with children with disabilities in MBDOU TsRR-d / s No. 8 "Sun".
The purpose of the individual development route of a child with disabilities is to organize comprehensive support for a child with disabilities (HIA) by specialists of preschool educational institutions. To achieve the goal, we set the following tasks:
1. Define and draw up the structure of an individual educational route (see Appendix 1).
2. Describe the conditions for organizing the escort of specialists for children with disabilities.
3. Describe the meaningful stages of an individual educational route.
As a result of implementation in 2012–2013 of a comprehensive individual route for the development of accompaniment of children with disabilities by specialists of preschool educational institutions, the following positive changes can be noted in children with disabilities and parents, identified in the process of diagnosis by teachers and specialists:
improved fine and gross motor skills in children;
increased cognitive activity;
when explaining the task to adults, they independently began to perform tasks;
increased self-esteem;
children began to better understand the speech of an adult addressed to them;
children began to cope with exercises that require repetition of physical movements, according to the mode of action shown;
parents have increased psychological and pedagogical competence in the upbringing and education of children.
In this regard, we can note the effectiveness of the individual route we have developed for children with disabilities and conclude: comprehensive, individual support of a child with disabilities by preschool specialists allows you to successfully socialize in the kindergarten group, as well as develop harmoniously in the cognitive and emotional-volitional sphere .
Appendix 1.
The structure of an individual educational route for the development of a child with disabilities:
1. Agreement for parents to organize
Individual educational support of the child by specialists of preschool educational institutions (Appendix 1.1.);
2. Information about specialists (educator, psychologist, music director, speech therapist, physical education instructor, etc.) who implement an individual educational route for the development of a child with disabilities (Appendix 1.2.);
3. An individual program for the rehabilitation of a child with a disability, issued by federal state institutions of medical and social expertise (a copy is requested from the parents);
4. Socio-demographic passport of the family (a copy is requested from educators);
5. Individual route of development of a preschool child with disabilities (Appendix 1.3.);
6. Perspective plans individual work with the child of specialists working with this child;
7. Journal of registration of correctional and developmental work with the child (fixes individual educational activities child development specialists: psychological, speech therapy, physical and musical);

Comprehensive support for children with disabilities in an inclusive group of preschool educational institutions

Belgorod MDOU kindergarten of combined type No. 81

In the modern world, the number of children with disabilities who experience difficulties in mastering the preschool program is increasing. They need to create special conditions for education and upbringing, and there is a need for comprehensive support for such children in the conditions of preschool institutions.

In our kindergarten, comprehensive support for children with disabilities is based on the interaction of special services of the kindergarten: psychological - medical - pedagogical commission, teachers - speech therapists, teachers - psychologists, medical workers, physical education instructors, group educators with mandatory involvement in educational process families of children with disabilities.

The main form of co-organization of these subjects is the medical-psychological-pedagogical council, which functions in accordance with the developed plan of activity. The council provides a discussion of the course of the intermediate results of the correctional and developmental impact, analyzes the dynamics of the development of children, corrects the content of classes, their forms, and develops recommendations for further work.

Teachers - speech therapists diagnose the speech of children and, in case of violations, plan, develop and organize a program of speech therapy support.

Teachers-psychologists develop programs to create health-saving and correctional-developing conditions in kindergarten in terms of maintaining and strengthening the psychological health of children with disabilities of preschool age.

Medical workers carry out treatment - preventive work on the improvement of children and advise a physical education instructor who conducts massage sessions with children with disabilities and physiotherapy exercises. A physical education instructor must take into account the characteristics of each pupil, have medical examination data, constantly consult with a doctor and plan physical activity in a differentiated way.

Group educators conduct classes on developmental and correctional programs, applying the principle of an individual approach to children with disabilities.

In our dow work with the family occupies one of the main places in the system of comprehensive support for children with developmental disabilities. The experience of our work shows that a family where a child with disabilities grows and is brought up requires special care and attention, since the condition of the child is a mental trauma for parents as well.

As part of the psychological and pedagogical support for parents, lectures, seminars, conversations are held, where they are introduced to the characteristics of the development of children and care for them, form an understanding of the child's problems in the intellectual, speech, mental and physical development, teach methods of education and special skills of interaction with children, taking into account the individual characteristics of the child.

The main purpose of these conversations is to equip parents with a variety of practical knowledge and skills that they may need in the process of living and raising children with disabilities in the family.

A special place in the accompaniment of families raising children with developmental problems is occupied by consultations of a psychologist, defectologist, speech therapist. Thus, psychologist's consultations are aimed at optimizing intra-family relations, forming a positive view of the child in parents, strengthening the parents' faith in the possibility and prospects for the development of the child.

Speech therapist talks about general rules organization of speech mode at home - slow pace speech, intelligibility, literacy, accessibility. The speech therapist necessarily aims parents at a systematic and long work with baby.

As part of the comprehensive support for children with disabilities in our kindergarten, a concept is being developed for a special psychological and pedagogical adaptation and rehabilitation of children with disabilities in a combined preschool institution.

The team maintains informational contacts with the participants international project"Special Pedagogy" - teachers and scientists from educational institutions in Dusseldorf, Cologne, Essen, Krefeld North Rhine - Westphalia (Germany). As part of this activity, the study of foreign theoretical and practical experience of integrating children with disabilities into the environment of healthy peers was carried out.

In September 2007, a special integrated group was created in the kindergarten, it has 13 children: five of them are children with special educational needs and eight are their normally developing peers.

During the day, children interacted with each other not only in the classroom, but also in all types of activities, i.e., integration took place in all directions.

Despite the fact that the fact that healthy preschoolers, due to their age, have not yet developed the dismissive or wary attitude towards the disabled, which is common in our society, may be the key to the success of integration, it should be recognized that the natural interest and desire to have close contact with an unusual peer also did not have. Such a child may be perceived as boring, sad, angry, cautious, younger and stupid. Therefore, the need to communicate with him must be stimulated. To do this, a conversation of a moral order is not enough. It is necessary to constantly include children in joint activities.

We considered the determining mechanism of corrective action to be the emotional support of children with special educational needs, which they received through awareness of the similarity of their own and other people's needs, moods, desires, experiences. We tried to create conditions for children in which positive contact would be established between healthy and special children.

In her classes, the psychologist used various game methods, dramatization, art therapy methods. Such classes fulfilled important tasks of the direction that we chose to support special children: 1) they cheered up, set the tone and formed a desire to communicate, and 2) helped to acquire communication skills, to become aware of themselves and others.

1st direction: the main role is assigned to work with children with disabilities by narrow specialists. The work is aimed at the rehabilitation of a disabled child through the impact on visual, auditory, emotional and other channels - communication, and is carried out through music classes, visual arts, educational games with elements of speech development, speech therapy classes, psychological classes, exercise therapy.

2nd direction: the main attention is paid to the integration of children into society. This approach is two-sided and involves mutual movement: the readiness of society to “accept” a disabled person and, on the other hand, the readiness and ability of a disabled person to build their relationship with society. The work is structured as follows: public opinion to people with disabilities through various forms (organization of joint events, stands, newspapers about people with disabilities; joint classes, games, walks).

3rd direction: work with parents of both healthy and special children. The interaction of normally developing and special children is undoubtedly greatly influenced by their parents. Children project the behavior of their parents into life, therefore, the attitude of normally developing children to their special peers depends on the attitude towards people with disabilities in each individual family.

When creating an integrated group, the parents of healthy children (the parents of special children were not opposed in advance) were asked for their consent to raise children in this group.

And after some time it turned out whether the parents see the difference between the mass and the integrated group; whether the parents are satisfied with the stay of their children in kindergarten and whether the child attends the group with pleasure.

Absolutely all parents (both healthy and special children) noted that they are satisfied with the children visiting the integrated group, and the children go to the garden with pleasure. Parents saw the difference between the mass and this group in a more calm, balanced, comfortable psychological climate and in an attentive individual approach to children, but not in external, regime or any other differences.

4th direction: establishment of close effective interdepartmental relations with various institutions to accompany children with disabilities. Disabled children visit special institutions for their main diagnosis and are observed in the polyclinic by their attending physician.

Significant changes were also required by the subject-developing environment of the preschool educational institution. Improving the developing environment, we paid attention not only to the microenvironment (group rooms), but also to the macroenvironment (other premises of the preschool educational institution). In addition to specially equipped rooms for specialists (teacher - psychologist, teachers - speech therapists), was equipped massage room and a corner of exercise therapy.

In equipping the developing environment of the integrated group, recommendations, methodological developments and didactic materials of the German teacher Dr. Christel Rittmeyer were used.

Thus, the entire process of upbringing and education was aimed at facilitating adaptation to the environment of normally developing peers of special pupils and providing them with the degree of integration that is useful and accessible to each of them at this stage of development.

Analyzing their work, the team noted that the tasks were completed, the goal was achieved, children with disabilities were released into mass classes general education schools. Undoubtedly, a team of healthy peers had a positive effect on children with special educational needs. Special children, previously limited in contacts with their peers, began to learn the world in a new way. Even if for some reason they did not participate in the game with healthy children, it was a great pleasure for them to simply watch them, discuss the game with an adult, and give advice. And if in a game or in a lesson a special child gave the correct answer that healthy peers did not know, this raised his self-esteem, filled him with joy for the whole day.

The music lessons and the walk were replenished with a new meaning - the children who came from the mass group brought new ideas and games. All this gave a powerful impetus to the development of special children.

As for normally developing children, communication with special peers gave them the opportunity to see the world around them in a new way, to understand that people can be different, but each person has the right to communication, friendship, respect.

Healthy children realized that their special peers also want to play, communicate, make friends, but due to their physical defects they cannot always express it. The children remembered that special peers should not be offended, laughed at.

Some results of the work can be viewed in the diagram:

1. Taking the initiative of normally developing children to come into contact with children with disabilities.

2. Desire for normally developing children to play together with children with disabilities.

3. The desire of normally developing children to help children with disabilities in everyday life.

4. The desire of children with disabilities to play with normally developing children.

5. The number of children with disabilities who take an active part in the activities of the preschool educational institution: matinees, entertainment, competitions, etc.

The experience of raising older children in a group of combined orientation for 2 years suggested the possibility of earlier integration, which will help a child with deviations achieve an equal or close level of general and speech development in terms of the age norm and allow him to merge into the environment normally at an earlier stage of his development - developing peers.

Therefore, in September 2009, on the basis of the 1st junior integrated group, new experiment"Education of tolerant interpersonal relations in a group of combined orientation in the conditions of inclusive education of a preschool educational institution."

Currently, the development and testing of correctional and developmental methods used in the process of education and upbringing, the development of a system for the interaction of social services in working with children with disabilities to form their basic social knowledge, skills and abilities.

The team of teachers of the preschool educational institution is convinced that the social adaptation and integration of children with disabilities into the environment of healthy peers plays one of the most important roles in the comprehensive support of special children.