Increasingly, teachers of preschool and school educational institutions in their practice are faced with children who, due to some of their characteristics, stand out in the society of their peers. As a rule, such children hardly learn the educational program, they work more slowly in the classroom and lessons. Not so long ago, the definition of "children with disabilities" was added to the pedagogical dictionary, but today the education and upbringing of these kids has become an urgent problem.
Children with disabilities in modern society
Specialists involved in the study of the contingent of children in educational institutions, argue that in almost every group of kindergarten and in the secondary school class there are children with disabilities. What it is becomes clear after a detailed study of the characteristics of a modern child. First of all, these are children whophysical or mental disabilities that prevent the child from successfully mastering the educational program. The category of such children is quite diverse: it includes children with speech, hearing, vision, pathologies of the musculoskeletal system, complex disorders of intelligence and mental functions. In addition, they include hyperactive children, preschoolers and schoolchildren with severe emotional and volitional disorders, phobias and problems with social adaptation. The list is quite wide, therefore, the answer to the question: "HVD - what is it?" - requires a fairly detailed study of all modern deviations from the norm in the development of the child.
Special babies - who are they?
As a rule, the problems of special children become noticeable to teachers and parents already at preschool age. That is why in the modern preschool educational society, the organization of the integration of special kids into society is becoming more widespread. Traditionally, two forms of such integration are distinguished: inclusive and integrated education of children with disabilities. Integrated education takes place in the conditions of a special group in a preschool institution, inclusive education takes place in ordinary groups among peers. In those preschool institutions where integrated and inclusive education is practiced, rates of practical psychologists are introduced without fail. As a rule, children normally perceive not quite he althy peers, because kids are more tolerant than adults, so in children's society there is almost always “communication without boundaries”.
Organization of education and upbringing of special children in a preschool institution
When a child enters a preschool institution, first of all, specialists pay attention to the degree of severity of deviations. If developmental pathologies are strongly expressed, then helping children with disabilities becomes a priority activity of the relevant kindergarten specialists. First of all, the educational psychologist plans and conducts a special study of the child, based on the results of which an individual development map is developed. The basis of the study of the baby includes such areas as an individual conversation with parents, the study of a medical record, an examination of the mental and physical development of the child. Specialists of a certain profile are connected to the work of a psychologist, depending on the nature of the pathology. The educator of the group visited by a child with disabilities is introduced to the data obtained and the individual educational route of the special pupil.
Adaptation of a child with disabilities to the conditions of a preschool institution
The adaptation period for a child who does not have pathologies in development, as a rule, proceeds with complications. Naturally, preschoolers with disabilities get used to the conditions of children's society much more difficult and problematic. These kids are accustomed to the every minute guardianship of their parents, constant help from their side. Establishing social contacts with peers is difficult due to the lack of experience of full communication with other children. The skills of children's activities are developed inthey are not enough: drawing, appliqué, modeling and other activities loved by children with special kids are somewhat slower and with difficulty. Practitioners involved in the integration of children with disabilities into the preschool society recommend, first of all, to conduct psychological training for pupils of those groups to which preschool children with disabilities will come. The baby will be more comfortable if other children, who develop normally, will perceive him as an equal, not noticing developmental deficiencies and not exposing barriers in communication.
Special Educational Needs for a Child with Disabilities
Teachers working with children with disabilities pay attention to the main difficulty - the transfer of social experience to a special child. Peers who develop normally, as a rule, easily accept this knowledge and skills from the teacher, but children with severe developmental pathologies need a special educational approach. It is organized and planned, as a rule, by specialists working in an educational institution visited by a child with disabilities. The training program for such children includes determining the direction of an individual approach to the baby, additional sections corresponding to special educational needs. It also includes opportunities to expand the educational space for the child beyond the educational institution, which is especially important for children with difficulties in socialization. The most important condition for the implementation of the educational function is to take into account the special educational needs of the child, due to the nature of the pathology and the degreeits expression.
Organization of education and upbringing of special children in school
Teaching students with disabilities is becoming a difficult problem for school staff. The educational program for school-age children is much more complicated than pre-school, so increased attention is paid to the individual cooperation of a special student and teacher. This is due to the fact that, in addition to socialization, compensation for developmental deficiencies, conditions should be provided for the child to master the general educational program. A large burden falls on specialists: psychologists, speech pathologists, sociologists - who will be able to determine the direction of the corrective impact on a special student, taking into account the nature and severity of the pathology.
Adaptation of a child with disabilities to the conditions of a school educational institution
Children with disabilities attending preschool institutions are much better adapted to the children's society at the time of entering school, as they have some experience of communicating with peers and adults. In the absence of relevant experience, students with disabilities go through the adaptation period much more difficult. Difficult communication with other students is complicated by the presence of pathology in the child, which can lead to the isolation of such a student in the classroom. School specialists dealing with the problem of adaptation are developing a special adaptive route for a child with disabilities. What it is is clear from the moment of its implementation. The process involves teachers working with the class, parents of the child, parents of othersstudents, the administration of the educational institution, medical workers, sociologist and psychologist of the school. Combined efforts lead to the fact that after a certain period, usually 3-4 months, a child with disabilities is sufficiently adapted in the school community. This greatly simplifies the process of his further education and assimilation of the educational program.
Interaction between families and educational institutions on the integration of children with disabilities into children's society
An important role in improving the quality of the learning process of a child with disabilities is assigned to the family. The progress of a special student directly depends on how closely the cooperation of teachers with parents is established. Parents of children with disabilities should be interested not only in the assimilation of the educational material by their son or daughter, but also in establishing a full-fledged contact of the child with peers. A positive psychological attitude will fully contribute to success in mastering the program material. The participation of parents in the life of the class will contribute to the creation of a single psychological microclimate of the family and the school, respectively, and the adaptation of the child in the class will take place with minimal manifestation of difficulties.
Organization of psychological support for children with disabilities
When developing an individual educational route for children with severe pathologies in development, specialists without fail take into account the support of the child by a teacher-psychologist, social pedagogue, defectologist, rehabilitologist. Psychological support for a special student is carried out by a school psychological service specialist and includes a diagnostic study of the level of development of intellectual functions, the state of the emotional-volitional sphere, the level of formation of the necessary skills. Based on the analysis of the obtained diagnostic results, it is planned to carry out rehabilitation measures. Correctional work with children with disabilities who may have a different nature and degree of complexity is carried out taking into account the characteristics of the identified pathologies. Carrying out corrective measures is a prerequisite for organizing psychological support for children with disabilities.
Special methods of teaching children with disabilities
Traditionally, teachers work according to a certain scheme: explaining new material, completing assignments on the topic, assessing the level of knowledge acquisition. This scheme for schoolchildren with disabilities looks somewhat different. What it is? Special teaching methods, as a rule, are explained at professional advanced training courses for teachers working with children with disabilities. In general, the scheme looks roughly as follows:
- step by step explanation of new material;
- dosed performance of tasks;
- repetition by the student of the instructions for completing the task;
- providing audio and visual learning aids;
- a system of special assessment of the level of educationalachievements.
Special assessment includes, first of all, an individual rating scale in accordance with the success of the child and the efforts expended by him.
