Working with parents of children with disabilities. Psychological and pedagogical work with parents of children with disabilities

The concept of " child from handicapped health(HIA) can be divided into two categories. One group of such children are children with congenital disorders work of various senses, physically handicapped or mentally retarded children.

Another group of children are those who entered the group of persons with disabilities as a result of prolonged illness. Raising a child with developmental disabilities, regardless of the nature and timing of his illness or injury, disrupts the entire usual rhythm of family life.

The disease of the child most often leads to a deep and prolonged social maladaptation all family.

The discovery of a developmental defect in a child almost always causes severe stressful condition. There are four phases of development of this stressful state:

one. " Shock» . It is characterized by a state of confusion of parents, the emergence of feelings of inferiority, helplessness, fear, aggression and denial. Family members are looking for the "guilty". Sometimes aggression turns to the newborn, the mother has negative feelings for him, seeing that he is not like other children. The mother may also feel guilty for giving birth to a child with disabilities.

2.Development of inadequate attitude to the defect. It is characterized by negativism and denial of the diagnosis, which is a kind of defensive reaction of the child's parents.

3. " Partial awareness of the child's defect» . There is a feeling of chronic sadness and grief for the desired healthy child. Parents begin to understand that they are responsible for the child, but feel helpless in matters of upbringing and care. The search for advice from experts begins.

4. " Development of socio-psychological adaptation of all family members» . Parents come to terms with what happened, accept the situation and begin to live with the fact that there is a child with disabilities in the family.

However, far from all families of children with disabilities reach the fourth phase, which carries a positive charge in the subsequent development of the family. There are many families that never achieve stabilization. A family with a child with disabilities is faced with medical, economic and socio-psychological problems that lead to a deterioration in the quality of life, the emergence of family and personal problems. Unable to withstand the difficulties, parents can isolate themselves, they fence themselves off from relatives, friends and acquaintances, preferring to endure their grief alone.

In this case, there should be help from relatives and friends. But often relatives and friends, having learned about the child's illness, also experience psychological stress. Some of them begin to avoid meetings with the parents of a child with disabilities. The reasons for this avoidance are rooted both in the fear of one's own feelings and emotions, and in the fear of the feelings of the parents of this child. Not knowing how to help and being afraid to be tactless, relatives and acquaintances sometimes prefer to remain silent, to pretend that they do not notice the current situation. All this only exacerbates the plight of the parents of this child.

Other children, if they are in the family, are deprived of attention. In addition, often the parents of a child with disabilities, out of fear that the misfortune may happen again, impose an internal prohibition on reproductive function.

Many parents hope for a miraculous healing of the child and are looking for more and more doctors or some special, the best hospital. In such families, correct ideas about the situation of the child, the possibilities of his treatment and development are not formed. Parents cannot come to an adequate understanding of the current situation. They often choose two extremes. Some decide to dedicate their whole lives to serving the child without a trace, someone tends to constantly shift the blame and responsibility onto others - and for this they persecute and constantly expose doctors, social workers, and teachers for the mistakes and inattention. Some parents do both.

Such families are more prone to conflict and disintegration than others. They deform the existing style of intra-family relations; system of relations with the outside world; features of the worldview and life orientations of each of the parents.

Life orientations are deformed differently in mothers and fathers. Mothers are with their children all the time. A child with disabilities requires much more time and energy from the mother than an ordinary child, he ties the mother hand and foot. Mothers often complain about the abundance of everyday worries associated with the child, which leads to increased physical and moral stress, undermines their strength and causes extreme fatigue. Often, such mothers are characterized by a decrease in mental tone and low self-esteem. They lose the joy of life, refuse further professional careers. Life circumstances are experienced as a feeling of the impossibility of realizing one's own life plans, as a loss of interest in oneself as a woman and a person.

The fathers of children with disabilities often have a different trend: the father does not accept a child with disabilities for health reasons and gradually moves away from the family. He treats the child coldly, denying him love and support.

Such an attitude towards the child on the part of the father injures the mother of the child, lowers her self-esteem, contributes to the formation of neurotic personality traits and psychosomatic diseases. The status of the spouse in the mind of the mother is reduced. The rejection of the child by the father becomes the reason for the alienation of the wife from her husband. A woman seeks to make up for the lack of love and care from her father with her maternal warmth. Devoting her life to a child, she gradually moves away from her husband, which leads to a break in marital relationships and divorce.

Divorce of parents is a fairly frequent and sad consequence of the appearance of a child with disabilities in the family. The appearance of a child with disabilities is not always the direct and only reason for divorce. Most often, parents of children with disabilities, explaining the reason for the divorce, refer to the spoiled character of the spouse (or spouse), the lack of mutual understanding, frequent quarrels and, as a result, the cooling of feelings that has arisen.

Research suggests that there are three types of parents of children with disabilities.

These parents are characterized by an active life position, they strive to be guided by their own convictions in everything. The beliefs and advice of relatives or specialists are not a decisive argument for them. Such parents have a strong desire to find a way out of the current situation, to cope with problems and alleviate the situation of the child. They direct their efforts to find the best doctor, the best hospital, best method treatment. They also turn to good teachers, famous psychics and traditional healers. Their efforts are aimed at overcoming emerging barriers. It is the parents of the authoritarian type who organize parent societies and establish close contacts with similar parent organizations abroad. These parents seek to solve the problem as a whole. Their goal: health improvement, education and social adaptation of the child.

However, authoritarian parents often make unrealistic demands on their child without understanding them. real opportunities. Some of these parents tend not to notice the peculiarities of the development of their children. They believe that specialists make excessive demands on their child. It can be difficult for specialists to communicate with these parents, as they tend to oppose themselves to the social environment and disagree with public opinion.

The channel of emotional reaction of the problem in them is transferred to the external plane of experiences and manifests itself in the form of scandals, aggression and screaming.

Authoritarian parents tend to overprotect their children, preventing them from learning to take responsibility for their actions and for their lives. They often do not take into account the real interests and needs of their children (including in matters of vocational training), as they are accustomed to listening only to their own opinion.

2.neurotic parents.

This type of parents is characterized by a passive personal position, they tend to fixate on the lack of a way out of the situation. As a rule, they do not develop a tendency to overcome the problems that have arisen, and they do not believe in the possibility of improving the health of their child. Such parents justify themselves by the fact that they do not have instructions from specialists, relatives or friends on what should be done with the child. Such parents tend to go passively through life. They do not have an understanding that a number of their child's problems are secondary and are associated not with the disease itself, but with their parental and pedagogical failure.

Like authoritarian parents, they are prone to overprotection and seek to protect their child from all possible problems, even those he can handle on his own. Such parents are inconsistent in their relationship with the child, they lack the necessary exactingness, they tend to make concessions to the child. As a result, they often have difficulties in matters of obedience to the child.

The personality of such parents is often dominated by hysterical, anxious, suspicious and depressive traits. They tend to avoid difficult life situations and decisions, refuse to real solution emerging problems. In relation to the child, they demonstrate increased anxiety, constantly fearing something that could harm their child. Such anxiety can be transmitted to the child, causing the formation of neurotic character traits in him.

Their own personal impotence does not allow such parents to look positively at their future and the future of the child. Life is perceived by them as unhappy, ruined by the birth of a child with disabilities. Mothers of this type feel that they have failed to realize themselves in the family and in the profession. The future of the child seems unpromising and tragic to them.

The channel of emotional reaction of the problem that suppresses their psyche is transferred to the external plane of experiences and manifests itself in the form of tantrums and tears.

3.psychosomatic parents

These parents exhibit traits inherent in parents of both the first and second types. They have more frequent shifts. emotional states: either joy or depression. Some of them have a clearly visible tendency to dominate, like authoritarian parents, but they do not make scandals and in most cases behave correctly.

The channel of emotional reaction of the problem in this category of parents is transferred to the internal plane of experiences. Problems with a child, often hidden from outsiders, are experienced by them from the inside. This type of response to problems becomes the cause of health and mental disorders that occur as psychosomatic disorders.

These parents are characterized by the desire to devote their lives and their health to their child. All efforts are directed to helping him. Mothers of this type can devote all their time to the child, straining and exhausting themselves as much as possible. These parents tend to feel sorry for the child, and they also tend to overprotect their children.

Psychosomatic parents, as well as parents of an authoritarian type, strive to find for their child the best specialists. In a number of cases, they themselves become such, actively participate in the activities of children's educational institutions, receive professional education changing profession according to the needs of their child. Some of them become outstanding specialists in this field.

Understanding the typology of personality changes in the parents of children with disabilities allows us to determine the set of necessary psycho-corrective means aimed at helping families.

The psychological characteristics of the parents of children with disabilities also differ in accordance with the category of persons with disabilities their children belong to.

As a psychotraumatic factor that determines the personal characteristics of parents of children with disabilities, there is a complex of mental, sensory, speech, motor and emotional-personal disorders that characterize one or another category of children with disabilities. The severity of violations, their persistence, duration and irreversibility also significantly affect the depth of the parents' experiences and their personal deformation.

To a large extent, the psychological characteristics of parents are affected by the presence or absence of external severity of a health disorder in their child. We can talk about two large groups of parents.

Children of the parents of the first group have outwardly imperceptible health disorders (for example, somatic diseases, joint diseases), adapt well to education in an educational institution, have good academic performance in subjects and are included in communication with healthy peers.

Children of parents of the second group have outwardly pronounced disorders - for example, musculoskeletal disorders (cerebral palsy, hand deformity), mental deficiency. Such children have a hard time adapting to learning, their performance in subjects is often low, and communication with peers is limited.

Studies show that the most traumatic to the psyche of parents are outwardly pronounced disorders, for example, noticeable external movement disorders in children with cerebral palsy. These disorders are accompanied by external ugliness: the disfigured figure of the child, grimaces, characteristic speech disorders, voice modulations, constant salivation attract the attention of others and, thus, significantly injure the mind of the child's parents.

Parents of both the first and second groups are worried about the social adaptation of their children in the main areas: professional and family. However, a comparison of the ideas of the parents of the first and second groups about the possible professional prospects of their children shows a significant difference. If the parents of the first group are more focused on the success, achievements, prospects of their children, then the parents of the second group are dominated by ideas related to the adaptation of their children to existing conditions, and fears about their possible unsuccessful professional and family future.

At the same time, a significant part of the parents of the first group believe that they themselves should control their children in connection with their illness. This idea is based on the fear of parents for the life and health of their child.

The ideas of a significant part of the parents of the second group are aimed at expecting help from society and specialists. They don't count on their own forces. The way of behavior they have chosen is in the nature of adaptation, the solution of problems comes through the search for people and organizations that can help the child.

Thus, the presence or absence of an outwardly pronounced defect in a child with disabilities largely affects the parents' ideas about the professional future of their children. At the same time, the parents of the first group have ideas about the professional career of their children aimed at possible achievements. And among the parents of the second group, ideas about a professional career are mainly concentrated on fears about possible failures and possible social exclusion of their children.

However, there are also sufficient similarities between the parents of children with disabilities. Many of them believe that the fact that their child had a disease affected the failure of their own professional career. Single mothers are also failures in their personal life associated with the presence of the disease in their children. Thus, many parents of persons with disabilities tend to associate their failures in life with the illness of their child. This attitude of parents often negatively affects the self-esteem of their children.

To ensure constructive interaction with parents of children with disabilities, it is necessary to use various forms of work, both group and individual. The purpose of such work should be to form in the parents of children with disabilities an adequate image of their own child and real ideas about the possibilities of developing his professional career. In addition, it is necessary to develop adequate ideas in the parents of children with disabilities about the possibilities of their own contribution to the vocational training of their children.

To achieve these goals, when interacting with parents of children with disabilities, the following tasks should be solved:

1) to form in parents adequate ideas about both the possibilities and the limitations of their children in the process of their vocational training and subsequent building of a professional career;

2) to create in parents an understanding that they must form in their children responsibility for themselves, the ability to make vital decisions independently;

3) to form in parents an understanding that their own failures or successes in life do not directly depend on the disease of their child.

Parental inadequacy in accepting a child with disabilities, lack of emotionally warm relationships often provoke the development of ineffective forms of interaction with society in children and form maladaptive personality traits. The predominant negative personality traits are aggressiveness, conflict, anxiety, isolation from the outside world, communication disorders.

In this regard, it is necessary to implement the following areas of work with parents of children with disabilities:

1) training parents in special techniques necessary for conducting classes with a child at home;

2) teaching parents the educational techniques necessary to correct the child's maladaptive personality traits;

3) correction of parents' understanding of their child's problems - exaggeration or, conversely, denial of the existence of problems;

4) correction of non-constructive forms of parental behavior (aggression, hysterical manifestations, inadequate behavioral reactions);

5) correction of the position of parents - transition to the position of searching for the realization of the child's capabilities.

There are several crisis periods in the life of parents of children with disabilities.

1st period — when parents find out that their child has a disability. This can happen in the first hours or days after the baby is born; in the first three years of a child's life; when entering school.

2nd period — when a child gradually realizes that he is not like everyone else.

3rd period — when it comes to obtaining a profession and subsequent employment. Parents are increasingly thinking about what will happen to their child when they are gone.

Each of these periods can become a source of severe personal deformation of the parents of a child with disabilities. It is during these periods that the help of specialists becomes especially relevant.

Literature

Vrono E.M. Unhappy children make difficult parents: observations of a child psychiatrist. - M., 1997.

Drozhzhina E.S. Accompanying the professional career of persons with disabilities. - M., 2008.

Levchenko I.Yu.,Tkacheva V.V. Psychological assistance to a family raising a child with developmental disabilities. - M., 2008.

Solntseva V.A.

Patience is a tree whose roots are bitter and whose fruits are very sweet.
(Persian proverb)

Children with physical and mental disabilities face additional difficulties and barriers in achieving full socio-psychological integration, the result of which is a fulfilling life.

A full-fledged existence, in our opinion, is such a stay in the world, such a being that allows a person to live the fullness of human essential states, situations and feelings: creativity, love, overcoming, the joy of achieving a goal, etc.. How ready such a child will be for a truly human, and not a flawed, isolated existence, depends on parents and teachers, that is, on people who are directly related to the formation of his inner world. The transmission of negative, symbiotic attitudes towards oneself, one's own characteristics, one's place in the world, which are introjectively assimilated by children when communicating with significant adults, reduces the possibility of adaptation to a minimum. Negative attitudes, such as, for example, an unconstructive attitude towards illness, the need for constant care, can take away from the child even those opportunities that he has left. In turn, the translation of positive, from the point of view of updating adaptive capabilities, attitudes allows you to change the quality of a child's life due to the constructive organization of the system of relations in which he exists. Therefore, it is important that adults themselves have the ability and opportunity to maintain internal personal integration and peace of mind.

Our work is based on the idea L.S. Vygotsky about the development of higher mental functions through an interpsychic mechanism: the development of the psyche consists in the internalization by the child of the structure of his external activity, joint with the adult and mediated by signs.

The main provisions that teachers and parents should be guided by in raising a disabled child, according to L.S. Vygotsky, the following:

• Between the world and man there is a social environment that refracts and directs in its own way everything that comes from man to the world and from the world to man. There is no bare, non-social, direct communication between a person and the world. The lack of an eye or an ear means, therefore, first of all, the prolapse of serious social functions, the rebirth of social relations, the displacement of all systems of behavior.
• Any bodily defect, be it blindness, deafness or congenital dementia, not only changes a person's attitude to the world, but, above all, affects relations with people. An organic vice or defect is realized as a social abnormality of behavior.
• If psychologically a bodily handicap means a social dislocation, then pedagogically educating such a child means bringing him back into life, just as a dislocated diseased organ is adjusted.
• Instead of biological compensation, the idea of ​​social compensation for a defect should come forward. It is important to learn to read, "and not to see the letters." It is important to learn to recognize people and understand their condition, and not just to have physical ability listen to the sound of human speech. It is important to be able to include yourself in different relationships with people, and not just physically move in space.

For a child with HIA parents(first of all, the mother) are, due to the limited possibilities of contacts with the world, the most important carriers of ideas about " big world”, which forms its semantic field. And the meaning that parents give to the peculiarities of his development, his illness, lays in the child one or another scenario for the unfolding of life.

Work goals

The work is aimed at teaching parents how to build a system of interaction and living with the child, which allows for integrative adaptation to the society. Ways of working are grouped into four blocks, as it is advisable to conduct training in four areas:

Cognitive information block

Part of the difficulties in upbringing is removed if the participants in the educational process (parents, psychologists, teachers) will have enough complete, objective information that allows them to make decisions regarding different kind vital situations, in particular, information about physical, psychosomatic and psychological features a child with a particular disease, about the forms of manifestation of the symptom and its dynamics. Parents should form a correct realistic idea of ​​the inner picture of the child's health. In terms of training, it will be more effective to train parents in the following technologies:

• independent search for information;
• independent decision making.

It is advisable to direct the efforts of specialists to the formation of the necessary motivation for this. In the process of learning, “permission” (E. Bern) is given to get rid of rent infantile attitudes (“No one but you can accept correct solution. Only you can do that."

Motivational-semantic block

A full life with a child “who is not like everyone else” is possible if the parents were able to find a certain meaning for themselves in this situation. One of the ways to achieve this goal may be as follows: parents accept the idea, paradoxical from the point of view of an average person or an outside observer, that a sick child is not a burden, but a source of spiritual development.

Emotional-energy block (work with feelings, experiences)

It is supposed to work on understanding and responding to the negative, destructive experiences of the participants in the educational process themselves, arising in the form of emotional blocks, defenses and projections as reactions to a sick child. It is well known that in the so-called symbiotic relationship "mother-child", when they form, as it were, emotionally communicating vessels, the mother's neuroticism is the cause of the growing neuroticism of the child. At the birth of a sick child, prerequisites are created for the emergence of chronic stress in parents. Options for emotional reaction can range from complete self-denial, withdrawal from other people, taking the position of "victim", to rejection of the child, inconsistency in communication and complete apathy. The typical dynamics of emotional reactions to a diagnosis reported by doctors is anger, despair, numbness, indifference, sheer grief. Psychological assistance to parents should be aimed at changing attitudes from negative to positive. Parents, together with psychologists, find sources of strength to maintain spiritual and emotional balance.

Municipal budgetary educational institution "Vilyui secondary comprehensive school them. hero Soviet Union Nikolai Savvich Stepanov"

Working with parentschildren with disabilities

Fulfilled a: Sergeeva A.A.

Teacher of correctional classes of the VIII type

Vilyuysk

Organizational forms of assistance to parents

The child grows and develops in the family, receives "from the hands and mouth of the mother" a certain amount of knowledge, which is the basis for the formation in the child's mind of an understanding of the characteristics of the surrounding space, self-service skills, and relationships with people. The educational work of parents in the family is, first of all, self-education. Therefore, every parent needs to learn to be a teacher, learn to accept their child as he is, learn to manage relationships with the child. But not all families fully realize the full range of opportunities to influence the child. The reasons are different: some families do not want to raise a child, others do not know how to do this, others do not understand why this is necessary. In all cases, qualified pedagogical assistance is needed, which will help in determining the right path: how to educate, what to teach, how to teach. The cooperation of the family and the teacher is a necessary condition for a successful correctional and educational impact on the development of the child.

The tasks of the consultative, educational and preventive work with parents are:

- prevention of secondary, tertiary disorders in the development of the child;

- prevention of overload, the choice of an adequate mode of work and rest for the psychophysical development of the child in an educational institution and at home;

- providing professional assistance in matters of education, in solving emerging problems;

- the choice of a relationship strategy, taking into account the age and individual characteristics of the child, the structure of the violation of his development;

- preparation and inclusion of parents (relatives) in the process of solving correctional and educational tasks, the implementation of individual comprehensive programs for correcting development.

When studying a family and establishing contacts with its members, I use the following methods: questionnaires, interviews, conversations with family members, observation of the child (purposeful and spontaneous), the method of creating pedagogical situations, recording parents' questions, composing parents on the topic "My child", fixing child's day.

For consultative, educational and preventive work, I use the following organizational forms:

Individual consultation on appeals, based on the results of the survey;

Educational counseling (explaining the steps correctional program, demonstration of correctional work techniques, demonstration of correctional and developmental tasks, games and exercises);

Step-by-step counseling (adjustment of development and correction programs, collection of additional information about the child, obtaining " feedback»).

Depending on the purpose, I conduct counseling in the form of a conversation, a conversation using a questionnaire, as a training in corrective work techniques, drawing up recommendations.

The most optimal form of correctional and educational work with parents is individual work, which includes: individual counseling.

The first stage of work is the creation of a trusting, frank relationship with parents (denying the possibility and necessity of cooperation). For this purpose I use conversation.

The second stage is carried out based on the results of a comprehensive examination of the child. At this stage, the following goals are set: a detailed discussion of the general state of the mental development of the child; clarification of specific measures to help the child, taking into account the structure of his defect; discussion of the problems of parents, their attitude to the difficulties of the child; planning subsequent conversations in order to discuss the dynamics of the child's progress in the context of corrective action. At the stage of corrective work, the tasks and forms of individual influence in the course of counseling change. The main thing at this stage is the formation of “educational competence” in parents through expanding the circle of their defectological knowledge; involvement of parents in specific corrective measures with their child. The most effective among the forms of individual influence are: joint discussion with parents of the course and results of correctional work; analysis possible causes slight progress in work and joint development of recommendations to overcome negative trends in the development of the child; individual workshops on teaching parents joint forms of activity with the child, which are corrective (various types of productive activities, performing articulatory gymnastics, exercises for the development speech communication, the formation of sound pronunciation), viewing the teacher's classes with the child, regime moments; involvement of family members in various forms of joint activities with children and the teacher (preparation of performances for the child (with his participation), sports entertainment organization of integration events and joint participation in them).

An incentive for the active participation of parents in the pedagogical process is the creation of a library of games and exercises, which presents a demonstration of the successful results of the activities of parents; a photo album with moments of the activity of the child (parents) captured in it, artistic creativity parents with children - an allowance made in the family for classes with a child; exhibitions of works have an important psychological effect on the child and adults; holding a theater together with a child (for a child), holidays, integration events that contribute to the development of communication skills, consolidating the material covered, increasing self-esteem awareness of the need for classes with adults.

The system of targeted work with parents to improve their competence and form an adequate assessment of their child's condition should be part of a comprehensive program of corrective impact on the development of a child with disabilities. The use of these forms of work with parents will allow the child to better assimilate the material covered, to engage in the future with interest, increase the level of mental and speech development of the child, and increase the activity and competence of parents in the pedagogical process.

Prospective planning of work with parents

September

1. Consultation based on the results of a cross-section of the child's knowledge, skills, obtained during the initial diagnostic examination.

	Topic	Work form
	"School of health	Mini-lecture with practical work: "Health-saving space at home"
	"Game is Serious"	Consultation: "Why does a child need a game?"
		Consultation: "The role of parents in the development of children's speech" (acquaintance with the exercises, training in performing exercises for the development of articulatory motor skills)
		Consultation: "The importance of the development of fine motor skills of hands for the comprehensive development of children" (crafts from vegetables and fruits "Gifts of Autumn")

October

	Topic	Work form
	"School of health	Consultation: " healthy eating- guarantee of health
	"Game is Serious"	Consultation - workshop: "What toys does your child need?"
	"Teach me how to speak properly"	Practical lesson: "Visiting a cheerful tongue" (learning to perform exercises for the development of the articulatory apparatus)
	“Workshop of good deeds; manual skill"	Consultation - workshop: "The use of finger gymnastics in working with children with disabilities" with a demonstration of exercises, an exhibition of literature
	visibility	- additions to the folder "Healthy lifestyle of the child preschool age– all about health”; - design of the folder "Speech breathing";

November

	Topic	Work form
	"School of health	Conversation: " Hygiene requirements for clothing and footwear
	"Game is Serious"	Consultation - workshop: "Play with the child"
	"Teach me how to speak properly"	Practical lesson: "Games and exercises for the development of breathing"
	“Workshop of good deeds; manual skill"	Family opening day: “Come on, finger, surprise!” (finger theater in the hands of children and parents»
	visibility	- design of the screen "A set of exercises for the eyes"; - addition to the folder "Speech breathing"; - addition to the folder "Fine motor skills"

2. Consultation on the results of interim diagnostics within the framework of the ongoing program.

December

	Topic	Work form
	"School of health	Conversation: "A little about the regime"
	"Game is Serious"	Consultation - workshop: "Family New Year»; family entertainment (integration into society) "A Christmas tree was born in the forest"; participation of parents in the week winter games;
	"Teach me how to speak properly"	Consultation: "The ABC of communication with the baby" exchange of experience "You ask - we answer"
	“Workshop of good deeds; manual skill"	Seminar - workshop: "Workshop of Santa Claus" (making crafts for the new year)
	visibility	- Creation of the folder "DO NOT SORE - ka" – design of the stand “Zimushka – winter” - addition to the folder "Articulation gymnastics"; - addition to the folder "Fine motor skills"

January

	Topic	Work form
	"School of health	Health holiday: "Sport, game, friendship"
	"Game is Serious"	Practice: Play with your child
	"Teach me how to speak properly"	Consultation: "Grandmother's basket" - about the meaning of nursery rhymes, tongue twisters for the development of children's speech activity
	“Workshop of good deeds; manual skill"	Practical work: "Do-it-yourself feeder" (at home with dad)
	visibility	– design of the “Games for Health” screen; - addition to the folder "Healthy lifestyle of a child of preschool age"; - addition to the folder "Articulation gymnastics"; - addition to the folder "Fine motor skills"

February

	Topic	Work form
	"School of health	Blitz tournament: “For a child to grow up healthy and strong”
	"Game is Serious"	Exhibition - information: "Dad in the life of a child." Family entertainment "Our boys"
	"Teach me how to speak properly"	Consultation - workshop: "I'll tell you a story, my friend" - learning to tell, retell / show using gestures, facial expressions (story - acting out - reading)
	“Workshop of good deeds; manual skill"	Practical work: "Cookies for grandma)
	visibility	– production of the folder “Fundamentals of life safety”; - addition to the folder "Games for health"; – design of the photo exhibition “My dad is a soldier” - addition to the folder "Articulation gymnastics"

3. Consultation on the results of interim diagnostics within the framework of the ongoing program.

March

	Topic	Work form
	"School of health	Consultation: “Mom, dad, I am a sports family”
	"Game is Serious"	Exhibition - information: "Mother's hands". Family entertainment: "Beloved, dear, dear"
	"Teach me how to speak properly"	Practical lesson “Speech development of children in communication with peers (with other children). Experience exchange
	“Workshop of good deeds; manual skill"	Practical work: "Rug for mom" (making crafts using plasticine, cereals)
	visibility	– design of the exhibition “The most charming and attractive” – design of the stand “Spring” – updating the folder “Components of health”; - addition to the folder "Articulation gymnastics"

April

	Topic	Work form
	"School of health	Seminar - workshop: "Organization healthy lifestyle family life"
	"Game is Serious"	Practical lesson: "Playhouse in the family circle"
	"Teach me how to speak properly"	Consultation: "Adults and children"
	“Workshop of good deeds; manual skill"	"Children's book" - joint production of a homemade book by a child and parents
	visibility	- an exhibition of children's books, didactic aids, games; - addition to the folder "All about health"; - addition to the folder "Articulation gymnastics"; - addition to the folder "Fine motor skills"

	Topic	Work form
	"School of health	“What we have learned in a year” - summary (health status of children)
	"Game is Serious"	Consultation - workshop: "Movement is life" (outdoor games)
	"Teach me how to speak properly"	“What we have learned in a year” - the result (the state of speech development of children)
	“Workshop of good deeds; manual skill"	Family puppet theater: "Three Bears"
	visibility	– design of the stand “Hello, summer!”; - addition to the folder "Fundamentals of life safety"; - updating the folder "All about health" (outdoor games); - addition to the folder "Articulation gymnastics" - tasks for the summer - exhibition of children's works

4. Consultation based on the results of a cut of knowledge, skills and abilities within the framework of the ongoing program of ongoing pedagogical diagnostics.

Elena Kalinina
Forms and content of work with parents of children with disabilities

One of the important directions in the activity of the psychological and pedagogical service is work with families(parents) children with disabilities.

Working with parents of children with HIA, it is no coincidence that quite a lot of attention is paid. For such children, whose contact with the outside world is narrowed, the role of the family immeasurably increases. The family owns significant opportunities in solving certain questions: upbringing children, their inclusion in the social and labor spheres, the formation children with disabilities as active members of society.

What does it mean work with parents? Collaboration, inclusion, participation, learning, partnership - these terms are commonly used to define the nature of interactions. Let's focus on the last concept - "partnership" because it most accurately reflects ideal type joint activities parents and professionals. Partnership implies full trust, exchange of knowledge, skills and experience in helping children with special needs in individual and social development. Partnership is a style of relationship that allows you to define common goals and achieve them with greater efficiency than if the participants acted in isolation from each other. Establishing partnerships takes time and certain efforts, experience and knowledge.

The process of implementing psychological support parents is lengthy and requires the mandatory comprehensive participation of all specialists observing the child (teacher-psychologist, teacher-defectologist, music director, doctor, etc., however, the main role in this process belongs to the psychologist, since he develops specific measures aimed at psychological support parents.

Based on the foregoing, taking into account the problems that arise in families where children with disabilities are brought up, we have determined the overall goal of the psychological and pedagogical work with parents of such children: boost pedagogical competence parents and assistance to families for adaptation and integration children with disabilities in society.

To achieve this goal in work set a number of tasks:

1. Teach parents effective ways interaction with the child;

2. Equip with the necessary knowledge and skills in the field of pedagogy and developmental psychology;

3. Form adequate self-esteem.

Numerous studies testify to that the appearance of a child with disabilities in the family disrupts the existing life families: the psychological climate of the family, marital relations are changing. child's parents faced with a similar situation in their lives, they experience many difficulties. Deformation positive life stereotype, caused by the birth of a child with developmental disabilities, entails violations that can manifest themselves at the social, somatic, psychological levels. Among the reasons for the low effectiveness of corrective family work, one can also name personal attitudes parents which in a traumatic situation prevent the establishment of harmonious contact with the child and the outside world. Such unconscious attitudes can be assigned:

1. Rejection of the personality of the child;

2. Non-constructive forms relationship with him;

3. Fear of responsibility;

4. Refusal to understand the existence of problems in the development of the child, their partial or complete denial;

5. Hyperbolization of the child's problems;

6. Belief in a miracle;

7. Considering the birth of a sick child as a punishment for something;

8. Violation of relationships in the family after his birth.

Issues that concern parents may include issues of education and upbringing children, formation they have normative rules of behavior, as well as many personal problems in which parent of a child with disabilities.

Availability Options parents to cooperate

1. Adequacy of assessment parents and other adult family members of the state of development of the child in this period;

2. Degree of initiative parents in terms of cooperation;

3. Recognition of the leading role of specialists and the productive use of both psychological and pedagogical and medical recommendations.

Principles work with parents of children with disabilities

1. Person-centered approach to children, to parents where the focus is on the personal characteristics of the child, family; providing comfortable, safe conditions.

2. Humane and personal - all-round respect and love for the child, for each family member, faith in them.

3. The principle of complexity - psychological assistance can only be considered in a complex, in close contact of a teacher-psychologist with a teacher-defectologist, educator, music. leader, parents.

4. The principle of accessibility

The concept of interaction between the preschool educational institution and the family

1. The family is the center of a child's life.

2. The family holds in its hands the most important levers of the child's well-being and development.

3. The family is a constant value, while teachers, educators and children's institutions come and go.

4. Everyone parent- an expert on his child, his first educator and teacher.

5. Educators are professional consultants, assistants and trustees parents in the matter of upbringing and education, which, with the return of the child to Kindergarten does not cease to be their own business.

Forms organization of psychological and pedagogical assistance to the family.

1. Collective forms of interaction.

1.1. General parent meetings. Conducted by the administration of the preschool educational institution 3 times a year, at the beginning, in the middle and at the end of the school year.

Tasks:

- Informing and discussing with parents the tasks and content correctional educational work;

Solving organizational issues;

- Informing parents on issues of interaction of preschool educational institutions with other organizations, including social services.

1.2. Group parent meetings. Conducted by specialists and group educators at least 3 times a year and as needed.

Tasks:

Discussion with task parents, content and forms of work;

Message about forms and content of work with children in the family;

Solving current organizational issues.

1.3. "Open Day". Conducted by the administration of the DOW.

A task:

Acquaintance with the preschool educational institution, its directions and conditions work.

1.4. Thematic reports, planned consultations, seminars.

Tasks:

Acquaintance and training parent forms providing psychological and pedagogical assistance from the family to children with developmental problems;

Familiarization with tasks and forms of preparing children for school.

1.5. Organization of children's holidays and entertainment. The preparation and holding of the holidays are carried out by specialists of the preschool educational institution with the involvement of parents.

A task: - Maintaining a favorable psychological microclimate in groups and extending it to the family.

2.Customized forms of work.

2.1. Conversations and consultations of experts. Conducted on request parents and according to the plan of individual work with parents.

A task:

Providing individual assistance parents on issues of correction, education and upbringing.

2.2. parent hour. Conducted by teachers-defectologists once a week in the afternoon.

A task: - informing parents educational work with a child.

2.3. Questionnaires and surveys. Conducted according to the plans of the administration, speech pathologists, psychologist, educators and as needed.

Tasks:

Collection of necessary information about the child and his family;

Defining queries parents about additional education children;

Definition of grade parents work efficiency professionals and educators.

Definition of grade parents work preschool educational institution

2.4. .“Service of trust”. work services are provided by the administration and a psychologist. Service working with personal and anonymous appeals and wishes parents.

A task: - prompt response of the administration of the preschool educational institution to various situations and proposals.

3. Forms of visual information support.

3.1. Informational stands and thematic exhibitions. Stationary and mobile stands and exhibitions are located in convenient parents places(for example, “Getting ready for school”, Developing a hand, and therefore speech”, “Game in child development”, “How to choose a toy”)

A task: - informing parents on the organization of correctional and educational work in preschool.

3.2. Children's exhibitions works. Conducted according to the plan of educational work.

Tasks:

Familiarization parents with uniforms productive activity children;

Attracting and activating interest parents to the productive activities of your child.

3. 3. Open classes professionals and educators. Tasks and Methods works are selected in the form comprehensible parents. They are held two or three times a year.

Tasks:

Creating conditions for an objective assessment parents of their children's success;

visual learning parents methods and forms additional work with children at home.

Participation in these activities encourages parents, inspires them. Here they learn not only meaningful interact with their child, but also learn new methods and forms of communication with him. In addition, in the classroom parents learn to align opportunities child and their requirements.

As a result, such work: parents see that around them there are families close to them in spirit and having similar problems; are convinced by the example of other families that active participation parents in the development of the child leads to success; an active parent is formed attitude and self-esteem.

Such cooperation with specialists from the DOE helps parents apply the acquired knowledge and skills in work with your children at home and accept the child as he is - in all its manifestations.

Expected Result

The emergence of interest parents to work preschool educational institution

Competence building parents in psychological, pedagogical and legal issues

An increase in the number of requests to teachers with questions, for individual consultations with specialists, in "trust service"

Increasing interest in events held at the preschool educational institution

Growth in satisfaction parents work teachers and preschool educational institutions in general

Municipal budgetary educational institution of the city of Novosibirsk "Secondary school No. 000"

Working programm

To work with parents of children with disabilities

Novosibirsk city

Explanatory note

In conditions when the majority of families are concerned about solving the problems of economic and sometimes physical survival, the tendency of self-withdrawal of many parents from solving the issues of upbringing and personal development of the child has intensified. Parents, not possessing sufficient knowledge of the age and individual characteristics of the development of the child, sometimes carry out education blindly, intuitively. All this, as a rule, does not bring positive results.

Families in which children with developmental disabilities are brought up live under the burden of numerous problems. This complicates the intra-family atmosphere, and sometimes inflames it to the limit. Not every parent is able to accept the child's illness and adequately respond to his problems that constantly arise in the process of life.

An adequate perception of the problems associated with raising a child with disabilities in a family is not achieved immediately and not by all parents. It is known that a prolonged psycho-traumatic situation has a psychogenic, frustrating effect on the psyche of the parents of problem children and indirectly negatively affects their attitude towards the child. Some parents endure the impact of stress very hard, and the tragedy of the situation breaks their fate. Others find the strength to resist the difficulties that have arisen, are able to fulfill themselves and achieve maximum success in the socialization of the child. Thus, it turns out that with similar variants of the frustration load, the reactive abilities and adaptive capabilities of different parents manifest themselves differently. Parents who experience difficulties in interacting with problem children need to provide them with special psychological assistance. It is these facts that explain the urgent need to organize and conduct psycho-corrective measures with families raising children with disabilities.

The fundamental principles of corrective work with children and their parents are as follows:

The principle of unity of diagnostics and correction of development.

The correctional and pedagogical process requires constant monitoring of the dynamics of the child's development and the effectiveness of the implementation of correctional programs.
Overcoming the identified violation depends on the correctness and accuracy of its establishment.

The principle of humanistic orientation of psychological assistance.

This principle is based on the recognition of the inherent value of the personality of a child with developmental disabilities and the creation of conditions for its harmonious development.

The principle of integrative use of psychological, pedagogical and psychotherapeutic methods and techniques.

Complex systems approach in the application of various means, methods and techniques of psycho-correctional influence, it makes it possible to take into account the characteristics of various developmental disorders and successfully carry out their correction.

The principle of harmonization of the intra-family atmosphere.

This principle focuses psycho-correctional work on resolving personal and interpersonal conflicts between family members.

The principle of providing person-oriented assistance.

Using this principle, psychological correction of personality deviations is carried out in a child with developmental disabilities, members of his family and persons who interact directly with him.

The principle of forming a positive attitude towards a child with developmental disabilities.

This principle presupposes the formation of positive value orientations and attitudes of the child's parents, acceptance of his violations by family members and persons of the social environment.

The principle of optimization of educational methods used by parents in their relationship with a child with developmental disabilities.

Through the implementation of this principle, pedagogical literacy, psychological competence and the general culture of parents are increased. Raising the cultural level of parents is a factor that ensures the strengthening of the family's adaptive mechanisms.

The principle of unity of the educational impact of the family, educational institutions and specialists of the psychological and pedagogical service.

The success of correctional work with a child is possible only if there is close cooperation between the family, a special (correctional) educational institution, and specialists in the family psychological assistance service.

The purpose of this program: increasing the pedagogical competence of parents and helping families to adapt and integrate children with disabilities into society.

Tasks:

1.Teach parents effective ways to interact with their child;

2. Equip with the necessary knowledge and skills in the field of pedagogy and developmental psychology;

3. Form an adequate self-esteem.

Phased psychological and pedagogical work with parents of children with disabilities

1. Primary diagnosis of the child and his family. At this stage, the first acquaintance of parents with specialists who will continue to carry out corrective measures. On the this stage it is important to create a trusting attitude to the specialist, the interest of parents in participating in the process of development and education of the child at school and in the family.

2. Deeper acquaintance of the specialist with the parents, establishing close contact. At this stage, parents are familiarized with the forms of work of the school with the family.

3. Next, a group of psychological, medical and pedagogical support (PMPs) for children with disabilities and diagnostic data of specialists draws up an individual support program for each child with disabilities. In this program, specialists determine the individual educational route for each child.

Work plan

Direction	Work form	Timing
	Collective and individual	During a year
Consultations	collective, individual, on request, thematic, operational. These forms of work are aimed at informing parents about the stages of the psychological development of the child, the organization of the subject-developing space for the child in the family, and the patterns of abnormal development.	During a year
parent meetings	Work structured in this way helps to solve not only personal problems, but also to develop certain social skills to overcome difficulties in raising children with disabilities.	During a year
Individual and group lessons with children with the participation of parents.	Participation in such classes stimulates parents, inspires them. Here they learn not only meaningful interaction with their child, but also master new methods and forms of communication with him. In addition, in the classroom, parents learn to match the capabilities of the child and their requirements for him.	During a year
Holding joint holidays, competitions, entertainment.	group work	All the time (as needed)

As a result of such work: parents see that there are families around them that are close to them in spirit and have similar problems; are convinced by the example of other families that the active participation of parents in the development of the child leads to success; an active parental position and adequate self-esteem are formed.

Such cooperation with specialists helps parents apply the acquired knowledge and skills in working with their children at home and accept the child as he is - in all its manifestations.

Literature

1.
Krause with developmental disorders: psychological assistance to parents: - M .: Academy, 2006.

2.
Medical-psychological-pedagogical service: Organization of work / Ed. E..A. Karalashvili. - M .: TC Sphere, 2006.

3.
Psychological assistance to parents in the upbringing of children with developmental disorders: a guide for psychologists / Pod. ed. , - M .: VLADOS, 2008.

4.
Solodyankina child with disabilities in the family. – M.: ARKTI, 2007.

Reminder for parents

Development of communication skills with children:

1. Changing the behavior of an adult and his attitude towards a child:
- build relationships with the child on mutual understanding and trust;
- control the child's behavior without imposing strict rules on him;
- avoid, on the one hand, excessive softness, and on the other hand, excessive demands on the child;
- do not give the child categorical instructions, avoid the words "no" and "no";
- repeat your request with the same words many times;
- use visual stimulation to reinforce verbal instructions;
- remember that excessive talkativeness, mobility and indiscipline of the child are not intentional;
- listen to what the child wants to say;
- do not insist that the child must apologize for the act.

2. Changing the psychological microclimate in the family:
- give the child enough attention;
- spend leisure time with the whole family;
- Do not quarrel in the presence of the child.

3. Organization of the daily routine and place for classes:
- establish a solid daily routine for the child and all family members;
- reduce the influence of distractions during the child's task;
- avoid as much as possible large crowds of people;
- remember that overwork contributes to a decrease in self-control and an increase in hyperactivity.

4. Special behavioral program:
- do not resort to physical punishment! If there is a need to resort to punishment, then it is advisable to use sitting in a certain place after the act;
- Praise your child more often. The threshold of sensitivity to negative stimuli is very low, so children with disabilities do not perceive reprimands and punishments, but they are sensitive to rewards;
- do not allow to postpone the execution of the task for another time;
- help the child to start the task, as this is the most difficult stage.

But still, in our opinion, parental love and the professionalism of specialists will help the child cope with any difficulties.