Art therapy for children with disabilities: four effective techniques

Theoretical foundations of socialization of children with disabilities

Most often, socialization for a child with disabilities is much more difficult than for ordinary children.
A specific difference between the new generation of Federal State Educational Standards is that the result of the education of a child with disabilities is considered in the ratio of personal, meta-subject and subject-related educational results. Personal results include mastering the competencies necessary to solve practice-oriented problems and ensuring the formation of social relationships in various environments, as well as the formation of motivation for learning and cognition.

Meta-subject results (learning actions) include mastered universal learning actions (cognitive, regulatory and communicative), which form the basis of the ability to learn, ensure the mastery of interdisciplinary knowledge, the acquisition of cognitive experience and the implementation of various types of activities.

Subject results are associated with mastery of the content of each subject area, are characterized by the acquired experience of activity specific to the subject area to obtain new knowledge, and also evaluate achievements in the acquisition of knowledge and skills and the possibility of their application in practical activities and life.

The result of mastering the basic educational program by children with disabilities is “the introduction of the child into culture.” In this case, the child’s socialization will depend on the so-called “life competencies” formed during the learning process.

Competencies are considered as potential, psychological new formations: knowledge, ideas, programs (algorithms) of action, systems of values ​​and relationships, which are then revealed in competencies as personal characteristics. Mastering competencies means becoming a full-fledged member of society, being able to take responsibility for one’s own actions and showing interest in learning.

Competencies have a complex composition:

cognitive - knowledge that children acquire; activity - skills and abilities that a child can put into practice; reflective - transformation of new knowledge into skills

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Expected results of early assistance in terms of development of preschool education

1. Some children at risk will move to the group of children with normative development and will be able to receive preschool education in the general stream. They will not need to create the most extensive special conditions for education and training.
2. The overwhelming majority of implanted children will be able to move into the group of children with normative development and receive preschool education together with peers without disabilities.
3. Fewer children with severe forms of ASD, ODD, mental retardation will come to preschool groups, fewer children with severe developmental delays such as deafness, blindness, motor disorders, severe mental and multiple disabilities.
4. The level of development of all preschoolers with disabilities and children with disabilities who receive assistance in early education will be significantly higher than the level of development of children with similar health limitations and risks of developmental deviations who are not covered by early assistance.
5. Among the parents of children with disabilities and children at risk, the number of families capable of maintaining and developing the status of their family, capable of developing interaction with their child, mastering methods of family education that meet the special educational needs of their child, and taking a constructive position will increase. This will significantly facilitate the situation of interaction with parents of preschool education specialists and increase its effectiveness.
6. Among families covered by early assistance in education, the number of abandonments of children with disabilities, children with disabilities, as well as cases of social orphanhood and father leaving the family due to difficulties in raising his special child will decrease.

Art therapy in working with children with disabilities

Art therapy (from the English art - “art” + therapy) is a direction in psychotherapy and psychological correction, based on the use of art and creativity for therapy.
The art therapy method in correctional work allows you to get positive results:

1. Provides an effective emotional response, gives it (even in the case of aggressive manifestation) socially acceptable, permissible forms.
2. Facilitates the communication process for children with disabilities who are withdrawn, shy or poorly oriented towards communication.
3. Provides the opportunity for non-verbal contact (mediated by the product of art therapy), helps to overcome communication barriers and psychological defenses.
4. Creates favorable conditions for the development of arbitrariness and the ability to self-regulate.
5. It has an additional impact on the child’s awareness of his feelings, experiences and emotional states, and creates the prerequisites for the regulation of emotional states and reactions.
6. Significantly increases personal value, promotes the formation of a positive “I-concept” and increased self-confidence through social recognition of the value of the product created by a child with disabilities.

The goal of art therapy is not to create an object of art, but to work with one’s own self, with the inner world of a person.
She focuses not on the result, but on the process. That's why you don't have to have creative skills to go to art therapy or become an educational psychologist who practices this technique in his work. The art therapist must be empathic - it is extremely important for him to feel the state of the child who comes to the appointment. The specialist must be prepared not to use directive methods of behavior. It is important to be nearby and observe, to carefully follow the child, without imposing your vision of the world, without driving him into a framework.

What problems can be treated with art therapy?

1. Increased self-esteem and self-confidence.
2. Reduced stress levels.
3. Overcoming depression and anxiety disorders.
4. Overcoming age-related crises.
5. Resolving family conflicts.
6. Improving communication skills.
7. Self-knowledge (processes that help you better understand your life goals and desires).
8. Processing psychological trauma.
9. Overcoming phobias.

Principles of interpretation in art therapy

1. The principle of detail. We pay attention to every detail in the art therapy process: color combinations, lines, details.
2. Understanding the context. Analysis of internal and external factors: the degree of psychological protection, the child’s worldview.
3. The importance of phenomenological research. Attention is directed to bodily sensations - what a person experiences during art therapy.
4. Recognition of polysemy (content polyvalence) of images - we explore the work that happens during an art therapy session. Feelings, sensations, emotions, memories that arise in a child.
5. Revealing problematic psychological material with simultaneous attention to the author’s internal resources is important to show a person what potential he has.

“In art therapy there is no concept of “right” and “wrong”. It's not important to be able to draw here. The only important thing is how a person experiences his emotions during a session, how he conveys them in his work.”

Stages of art therapy

1. Preparatory stage. If you are working with a child with disabilities, it is important to meet with the parents and discuss the methods you will use.
2. The main stage is working with the child.
3. Formation of a system of psychotherapeutic relationships and the beginning of the child’s visual activity.
4. Strengthening and development of psychotherapeutic relationships and the most productive visual activity. What paints, pencils, plasticine or other materials does the child want to use? Give him a choice.
5. The final stage (termination).

“Art therapy is not the same as creativity. When we draw, we relax, relieve emotional stress, but art therapy is a loop into reality: the product of a child’s creativity must be put into words. You discuss every detail of his work, examine and study it with your child.”

Methods of art therapeutic process

1. Isotherapy - drawing with paints, pencils, finger paints.
2. Color therapy (chromotherapy) is a direction that uses the influence of colors.
3. Bibliotherapy (fairytale therapy) - reading fairy tales, retelling them, composing your own stories in which the main character is the child himself.
4. Sand therapy.
5. Water therapy.
6. Game therapy.
7. Drama therapy is the act out of negative situations that may appear in children’s lives through dramatization.
8. Dance movement therapy.
9. Puppet therapy - the use of theater and finger puppets.
10. Phototherapy is a relatively new field, dating back to the 1970s. It evokes a whole range of emotions, especially in children with disabilities.
11. MAC therapy - psychotherapeutic sessions using metaphorical cards.

Strategic directions for the development of early assistance

Mandatory introduction of psychological and pedagogical typology of children

The effective work of each department requires its own approaches to the typology of children. If medical classifications of children according to health limitations and diseases are effective for doctors, then a reasonable formulation of psychological and pedagogical tasks and monitoring the effectiveness of their solution in education requires a typology of a different kind - a psychological and pedagogical typology according to the characteristics of children's development, options for secondary developmental deviations, options for the risks of developmental deviations and their reasons.

From the point of view of creating early assistance in education, it is important to distinguish four groups of children:

• Children with obvious diseases and health limitations immediately after birth and the resulting threat of mental development disorders.
• Children with health limitations and mental development problems that are not obvious after birth, but become apparent in the first years of life. These are children at risk of developing disorders of the emotional-volitional sphere; delays in mental development of various natures, systemic underdevelopment of speech of varying degrees of severity, disorders of intellectual development of varying degrees of severity.
• Children without obvious health limitations, but with risks of delayed mental development identified at an early age due to an unfavorable social development situation.
• At the present stage, it is necessary to identify a growing group of children with disabilities with altered functional status due to the use of the latest biomedical and digital technologies: implanted deaf, implanted blind (in the future), with motor implants, with implants of parts of the articulation apparatus, etc.

The proposed initial typology of children with disabilities and disabilities is justified specifically in education, because it allows us to more accurately set psychological and pedagogical tasks, determine targets and differentiate the expected results of early assistance in education.

Changing ideas about the target group of early assistance in education

Considering that we are talking about infants and young children, education specialists simply cannot work exclusively with the child; the direct participation of the family is required. A young child can develop productively only in conditions of successful interaction with close adults; accordingly, correction of early development disorders can be ensured only in the context of developmental interaction between the family and their child, therefore the family of a young child with a disability, with disabilities and at risk becomes a subject of education . For the first time in the history of the development of the educational system, parents and the child simultaneously and jointly find themselves in the work of a specialist in early assistance in education, which for the first time requires the setting of interrelated tasks in relation to the child and his parents.

Introduction of the concept of “special educational needs of a family” raising a young child with disabilities, with disabilities and at risk.

Instilling the idea that the central task of an early intervention specialist in education is to establish developmental interaction between the family and their child, taking into account the limitations of his health and the specifics of mental development.

Despite all the differences in the described groups of children, the general principle of providing them with early assistance in the education system stands out - establishing developmental, emotionally significant interaction between the family and their child. This general principle can be successfully implemented in each individual case only taking into account the nature of health limitations, characteristics of mental development and the specifics of early assistance methods that meet the needs of the child and his family (specifics of methods of helping a deaf, blind child, a child with motor impairments, intellectual development disorders, emerging threat of impaired speech development, threat of development of ASD).

Development and implementation of monitoring of early assistance in education, which includes two mandatory and interrelated components - the dynamics of the mental development of the child himself and the dynamics of the development of interaction between the family and their child.

Despite all the differences between early assistance and preschool and school education of children with disabilities, it is important to preserve the traditional humanistic principle of special psychology and correctional pedagogy for assessing the dynamics of a child’s development - not only in relation to the trajectory of normative mental development by age, but also in relation to oneself. For the first time in the history of education of children with disabilities, it is proposed to make the dynamics of the development of interaction between the family and their child with disabilities, correlated with the dynamics of the child’s mental development, the subject of assessment.

Building a system of early assistance in education as a system that provides variability in the forms of organizing this assistance in education, so that parents can choose what is convenient for the family and what is necessary for the child:

• family education with special psychological and pedagogical assistance at home - in natural situations of caring for and raising a child;
• family education with regular special psychological and pedagogical assistance in the conditions of the nearest educational organization in the house;
• a combination of forms of family and public education.

In accordance with the age characteristics of children with disabilities and early age risk groups, forms of family education are leading, however, if necessary and desired by the family, the child may need and should be provided with assistance in the conditions of public education, but taking into account the health limitations and characteristics of the child’s mental development.

The development of forms of public education for young children with disabilities and at-risk groups should also include work on establishing and correcting disturbances in the interaction of the family with their child, which becomes a more difficult task than in the context of family education, however, without solving this problem, it is not possible to achieve the expected results of early assistance will succeed due to the age-related patterns of child development.

Art therapy techniques

Mandala technique

Goal: decoding (diagnosis) and correction of the child’s emotional state.
Materials: A4 or A3 sheets, drawing tools, blanks in the form of a circle, laptop or PC. The technique is very informative and resourceful. This is a gentle way to diagnose a child’s condition. A unique self-portrait of an individual that will tell you about your relationship to yourself, to the world and to others.

Rules for working with children

1. Give your child the right to choose from a set of blanks the mandala that is closest to his mood.
2. Invite your child to independently choose materials for work and colors.
3. Practice using background music—quiet, meditative music in the background.
4. Do not interfere with your child's work without his consent. Remember: we follow the child, stand a little to the side and watch him. We can conduct a dialogue with him, ask: what is happening now? what do you feel?
5. Do not make evaluative comments about the work. What the child did on his own is the information that will help you see his condition and problems.

Problems that can be solved using the Mandala technique

1. Enrichment of the emotional and figurative sphere of children.
2. Reducing anxiety, overcoming fear and uncertainty, increasing self-esteem.
3. Development of artistic thinking, fantasy and imagination.
4. Mastering visual skills.
5. Development of artistic and creative activity.

Age characteristics

• 1–2 years. Drawing in an empty circle (at this age color and shape are important). Together with mom, we draw with safe finger paints (three primary colors: red, yellow, blue).
• 3–5 years. Coloring ready-made mandalas of the child's choice and drawing your own. You will need a set of pencils (at least 12 colors), gouache, colored pastels, sanguine and charcoal, and work with colored sand.
• 6–7 years old. Coloring ready-made mandalas of the child's choice and drawing your own. You can already use more complex watercolor paints in your work.
• Later, children, teenagers and adults enjoy drawing with colored pens, ink, and a simple pencil.

Progress of the lesson

“Look at the magic circle! You can color it the way you like."

Meditative music plays and the child works in a calm environment. Children, as a rule, color the mandala from the center to the periphery, this is a way of relaxation (adults and teenagers should ideally color the mandala from the periphery to the center). There are no clear rules here; working with a mandala is creativity and intuition. At the end of the work, ask your child to come up with a name for his magic circle, which will be a code for understanding the image. If desired, you can color the background and cut out the resulting image.

“Now spin the magic circle, look at it from afar, admire it. Find him a place in the room."

During the lesson, ask your child if he likes what he drew.
If yes, then this is a resource state in which the child is comfortable to stay. This means that he draws inspiration and new positive emotions from his work, he likes that this opportunity has arisen - to create. And if the baby is not satisfied with his creation, the circle can be changed, cut or torn. At the end, don't forget to thank your child for a good job. If you wish, you can write a story for the resulting picture. Which feeling is greater, which is less? Why don't you like your drawing?

“Observe all the changes in the child, record the information in a notebook. This data will help you understand what psycho-correction program to use with your child in the future.”

Color Meanings

Red
is a symbol of vital energy, strength, self-confidence (if there is too much of it, then self-confidence or even aggressiveness),
Orange
indicates ambition, high self-esteem, as well as difficulties in communication.
Yellow
is a sunny color, often used in mandalas by people of art, it symbolizes creativity, adds optimism, joy, promotes the development of creative potential, and successful new beginnings.
Green
is a symbol of renewal and may indicate the strength of parental feelings, ability and willingness to raise children (if there are too many, overprotection).
Blue
- fortitude, calmness, endurance, prudence, developed intuition.
Blue
is a symbol of friendliness, compassion, and responsiveness.
Purple
- in the mandala indicates that a person strives for harmony; this shade inspires and purifies.
However, if the center of the mandala is colored purple, this may indicate a strong connection (if not complete dependence) of the author with his mother. Brown
is the color of the earth, it is rootedness, practicality, the desire for stability and security.
Black
is the color of mystery, shadow, darkness.
Its presence in a mandala drawing may indicate a depressive state, emptiness, loss of support and faith in life. White
is a protective color, a symbol of purity and spirituality, but if there is too much of it, this may indicate a lack of energy in the author of such a mandala.

Diagnostic points

1. How does the child complete the task (immediately or after thinking about it)?
2. What elements does it use and in what quantities?
3. From what part of the circle does one begin to build a mandala?
4. How symmetrical is the pattern?
5. What colors does he use?
6. Does he make adjustments to his work (what, how often)?
7. How much does it fill the inner space of the circle?
8. How does the central part of the mandala relate to the outer circle?
9. How does the job end?

Interpretation

1. General composition and color scheme.
2. The presence of a center and boundaries; color, shape, structure, sequence of the image.
3. Asymmetry.
4. Signs of the stages of the “Great Mandala Circle”.
5. Analysis of the symbols used.

Phototherapy technique

Goal and tasks:

• develops creative abilities;
• broadens the mind;
• helps to notice what is happening around;
• teaches you to live “here and now”;
• destroys stereotyped thinking;
• increases self-confidence;
• allows you to understand your inner world;
• eliminates anxious thoughts, fears, and depression;
• relieves nervous tension;
• helps to distract yourself;
• improves relationships with loved ones.

Materials: camera, smartphone, flash card, laptop or PC.

“With phototherapy, we allow the child to create their own product, work with complex technology and take greater responsibility for their actions.”

Main goals

1. Enrichment of the emotional and figurative sphere of children.
2. Reducing anxiety, overcoming fear and uncertainty, increasing self-esteem.
3. Development of artistic thinking, fantasy and imagination.
4. Mastering visual skills.
5. Development of artistic and creative activity.

You can work with this method with children of different ages, starting from three years old.

Main functions

1. Updating
   - associated with the ability of photography to revive events from the past and work through the emotions of experiencing those events with an educational psychologist.
2. Stimulating
   - when creating and viewing images, different sensory systems are activated: vision, tactile sensitivity, kinesthetics, etc.
3. Deconstructing
   - freeing a person from false attitudes and meanings.
4. Meaning-forming
   - helps a person see the meaning of his actions and experiences.
5. Reframing
   is creating photo collages to change the meaning of what happened.
6. Protection
   - building a distance from traumatic events or unpleasant situations that happened in the past.
7. Holding
   - photography can keep feelings from unconsciously breaking into reality, and at the same time they can be calmly studied.
8. Expressive-cathartic
   - repeated, deeper experience of the child’s feelings.

Main groups of phototherapy methods

• Group A.
  Development of memory, attention, thinking, fine motor skills.
• Group B.
  General topics. Contains techniques that help the awareness of feelings and emotions, and also promotes their outburst and expression. This includes techniques for self-discovery, for the disclosure of internal resources, improving the ability to self-control, etc.
• Group B.
  Self-perception. It contains techniques that help you explore your own “I” and your inner world.
• Group D
  - contains techniques and exercises for pair work.
• Group D
  - includes techniques for collaboration between participants, allowing them to solve a number of problems in much the same way as in group D.
• Group E
  is a set of techniques combined with each other from the previous paragraphs.

Exercises Using Photos

Goal: reconstruction of the problem field, formation of existential skills, self-expression, enrichment of life experience, activation of all sensory systems of the child, overcoming sensory deprivation, formation of motivation for self-development and self-realization.
Approximate topics of the photo marathon: “My anxieties and fears”, “Spring... Awakening”, “A thousand and one paths to the future”, “Meanings and values”, “Songs of the soul”, “Confrontation”, “Hell and heaven on earth”, “ My reflections”, “Parade of fantasies”, “I am in the world and the world is in me”, “Thirst for growth”, “Dreams”, “In search of God”, “Light and shadow”, “People and masks”, etc.

Work format:

• individual;
• group.

Progress:

1. The child (or group) is asked to take pictures on a given topic throughout the week. This could be a scene staged by a child or a group, or a spontaneous photograph of an episode from life or an event that corresponds to the theme. If necessary, the territorial border of the photo trip is specified.
2. A title is given to the finished photographs. Each photograph is reviewed and discussed. When working in a group, teenagers break into pairs and exchange pictures. The task of everyone in a couple is to understand what their partner wanted to convey in the photograph. At the end of each marathon, a thematic exhibition is held.

“Mobile photo report” technique

Goal: re-experiencing an event in order to react to it, obtain an emotionally positive resource, search for new meanings, relieve psycho-emotional stress associated with events of the past or present, build a life perspective.
Sample photo marathon topics: “One day in the life of my family”, “First day of vacation”, “One day in my life”, “One day in the life of my class”, “Change at school”, “Hurray, disco!” , “Exam”, etc.

“The technique will help you see relationships in the family, see what kind of emotional space surrounds the child. The technique can be used both for diagnosis and for correction of the condition of children.”

Work format:

• individual;
• group.

Progress:

1. The teenager is asked to take a series of photographs. This should be a photo chronicle of the event specified by the topic.
2. The printed photographs are arranged on a piece of Whatman paper according to the chronology of the event. Each photo must have its own frame and name. Then the author presents his photo report.
3. When working in a group, photo reports can be viewed and discussed.

Technique "Art and Photo"

Goal: social identification, development of variability of thinking, obtaining an emotionally positive resource, searching for new meanings, relieving psycho-emotional stress associated with rejection of certain traits of one’s personality and the personalities of parents, developing interest in oneself, increasing self-esteem, correcting parent-child relationships.
Necessary materials: paper or cardboard, oval-shaped cardboard blanks, scissors, paints, brushes, a glass of water, glue, pencils, markers, crayons, colored paper, foil.

Work format:

• individual (child and parent);
• group.

Progress:

1. The child is asked to draw a favorite animal or fairy-tale character on a piece of A3 paper. Moreover, initially he needs to give out blanks made of cardboard in the shape of ovals. These were supposed to be the “faces” of the heroes; they were not painted. While drawing, children take turns pronouncing those qualities of the selected animals or characters that they like.
2. Then you need to cut out ovals and get blanks for photographs. Then you can insert faces into the cut out ovals and take pictures.
3. Exchange drawings with parents and take photographs again. Discuss the photographs.

“Parents will be able to take a fresh look at their child - they will see a personality capable of creativity, self-fulfillment, feeling, sensing and expressing their emotions. And children, in turn, will discover childlike spontaneity in their parents.”

MAC therapy

Metaphorical association cards (MAC) are a special type of art therapy based on the principles of projective techniques.
What is important is not the meaning initially put into the picture by the psychotherapist, but the emotional response of each client to the picture he comes across. Projection is when we assign to something outside the properties of what is inside us. This is how cards allow you to see the inner world of a child.

Principles of working with MAC

1. A psychologist or psychotherapist never argues with what is happening to the child. And, thus, returns to the child what he has very little - power, confidence. Working with cards, he looks, he sees something, he makes some associations - the child acts as an expert.
2. Maps are not a means for making a diagnosis and drawing up a conclusion, but a source of information about a person.
3. There are no right or wrong cards, no right or wrong choices. You shouldn't draw straightforward conclusions from your clients' choices, and you certainly shouldn't evaluate them.
4. There is no clearly defined sequence of actions, questions that must be asked in a certain order. Moreover, there is no strict correlation of this or that type of cards (material) with this or that issue.

Target guidelines for specialists and families in the upbringing and education of young children

First year of life

It is fundamentally important to ensure that children are introduced into the early intervention system already in the first year, and, if necessary, in the first months of life. As numerous scientific studies have shown, the success of involving a child with disabilities in developmental interaction with close adults in the first year of life determines the dynamics of his entire further mental development and allows him to maximize his potential.

Immediately after birth, early intervention providers will deal with three groups of babies:

• Children with an obvious need for comprehensive early care immediately after birth due to identified health limitations (hearing and vision impairments of varying nature and severity, genetic disorders, organic lesions of the central nervous system, motor sphere, etc.) and the threat of mental disorders arising on this basis development.
• Children with health limitations and mental development problems that are not obvious after birth, but become apparent in the first year of life. These are children at risk of developing disorders of the emotional-volitional sphere; delays in mental development of various natures, systemic underdevelopment of speech of varying degrees of severity, disorders of intellectual development of varying degrees of severity.
• Children without obvious health limitations, but with risks of delayed mental development identified during the first year of life due to the unfavorable social situation of the child’s development in the family. If in the past such risks arose in socially disadvantaged families, where relatives pay insufficient attention to the child, now they are also present in families with high incomes, where parents also do not interact enough with their child, entrusting these functions to invited and frequently changing personnel.

The differences between these groups must be taken into account to differentiate psychological and pedagogical tasks, the content of work, differentiated definition and assessment of expected results. At the same time, despite all the differences between the children of these three groups, it is necessary to highlight the general principle of providing early assistance in the education system - establishing developmental interaction between the child and close adults, in this regard, early assistance to a child in the first year of life is, first of all, help to the family. The success of involving a child in developmental interaction with close adults in the first year of life determines, as numerous scientific studies have shown, the dynamics of his entire further mental development and allows for the maximum realization of the rehabilitation potential of children with disabilities and disabilities.

This general principle - establishing developmental interaction between a child and close adults - is implemented taking into account the nature of health limitations, characteristics of mental development and the specifics of early assistance methods that meet the needs of the child and his family.

In monitoring the dynamics of a child’s mental development, an obligatory component is to assess the dynamics of the development of his interaction with close adults in the first year of life. It is necessary to develop a system of coordinated assessment by specialists of different profiles of the dynamics of the mental development of a child in the first year of life, and by specialists in psychological and pedagogical profiles of the dynamics of the development of his interaction with close adults.

An assessment of the dynamics of a child’s development should be carried out not only in relation to the trajectory of the normative mental development of a child in the first year of life, but also according to the principle accepted in correctional pedagogy - “the child’s progress in development is assessed in relation to himself,” i.e. individual progress is assessed.

The results of monitoring the well-being of the dynamics of a child’s development in medical aspects should be taken into account by psychological and pedagogical specialists. This is necessary for targeted and effective psychological and pedagogical early assistance, and it is necessary to clarify the mechanism for coordinating the professional activities of specialists of various profiles involved in the system of early comprehensive assistance to children with disabilities and children at risk in the first year of life.

Early intervention specialists at the present stage will have to deal with a new group of children. We are talking about children with an altered functional status due to the development of high-tech medicine, the use of the latest biomedical and digital technologies: these are implanted deaf, blind (in the near future), with motor impairments, with impairments of the articulatory apparatus. Studies of deaf children who have undergone cochlear implantation in the second half of life show that they all need special psychological and pedagogical rehabilitation aimed at guaranteeing the child’s transition to the path of development typical for a normally hearing child. There is reason to believe that children with other types of implants (visual, motor, etc.) will need similar psychological and pedagogical rehabilitation, since high-tech medicine creates the prerequisites, but does not ensure the normalization of the child’s mental development. And even after successfully completed rehabilitation, implanted children will remain at risk and will need the support of an early comprehensive care system.

The system of assistance to children in the first year of life should immediately be built as a system that provides variability in the forms of organizing this assistance, so that parents can choose what is convenient for them and what the child requires:

• family education with psychological and pedagogical assistance from a specialist at home;
• family education with regular psychological and pedagogical assistance during the first year of a child’s life in the conditions of the center closest to home in the educational system.

In accordance with the age-related characteristics of mental development, the forms of family education of children in the first year of life are leading. If necessary and desired by the family, the child in the second half of life may need and should be provided with assistance in a short-term stay group, taking into account health limitations and characteristics of mental development.

The specialists’ targets for the end of the first year of life of a child receiving early assistance in education should be:

• Positive dynamics in the development of interaction and communication between a child and close adults.
• Positive dynamics of the child’s mental development as a whole.
• Normalization of the prospects for the child’s further development:
• transfer of some children from the risk group to the group of children with normative development;
• prevention of the growing threat of the formation of the most severe forms of autism spectrum disorders (ASD), general speech underdevelopment (GSD), mental retardation (MSD), severe mental development disorders with deafness, blindness, motor disorders, multiple health limitations.

Second year of life

By the beginning of the second year of life, early intervention specialists will be dealing with three, but different groups of children:

• Children with persistent health limitations and a realizable threat of mental development disorders (hearing and vision impairments of varying nature and severity, genetic disorders, organic lesions of the central nervous system, motor sphere, consequences of diseases suffered in the first year of life, etc.).
• Children with normal mental development as a result of effective assistance in the first year of life, but in need of dynamic observation, regular advisory assistance to the family (we are talking about children with hearing and vision impairments of varying nature and severity, genetic disorders, organic lesions of the central nervous system, motor system, a consequence of birth injuries and diseases suffered in the first year of life, etc.).
• Children without obvious health limitations, but with an unfavorable social development situation and therefore increasingly manifested risks of delayed mental development and emerging difficulties in the emotional-volitional sphere.

Despite all the differences between these three groups of children in the second year of life, the general principle of providing them with early assistance in the educational system is the establishment by specialists of the developmental interaction of the child with close adults and now with peers (on the playground, in a short-term group). This general principle is implemented taking into account the nature of the child’s health limitations, variants of deviant development and special methods of early assistance that meet the needs of the child and his family.

In monitoring the dynamics of a child’s mental development in the second year of life, an obligatory component remains the assessment of the dynamics of the development of his interaction with close adults - family members, but is also added with peers. A coordinated assessment by specialists of different profiles of the mental development of a child in the second year of life and the dynamics of the development of his interaction with his immediate environment is required.

An assessment of the dynamics of a child’s development should be carried out not only in relation to the trajectory of the normative mental development of a child in the second year of life, but also according to the principle accepted in correctional pedagogy for assessing his individual progress - “in relation to himself.”

At the same time, the results of monitoring the well-being of the child’s development dynamics carried out by different specialists should be correlated and interpreted within the framework of interdisciplinary interaction for targeted and effective early assistance. It is necessary to clarify the mechanism for coordinating the professional activities of specialists in various fields involved in the system of early comprehensive care for children with disabilities and children at risk in the second year of life.

Early intervention specialists at the present stage can deal with a new group of children in the second year of life - children with an altered functional status due to the use of the latest biomedical and digital technologies. Deaf, blind and children with motor impairments who underwent implantation in the second year of life need special psychological and pedagogical rehabilitation aimed at transferring the child to a developmental path typical of a healthy peer. After successfully completed rehabilitation, implanted children of the second year of life continue to be at risk and require support from an early assistance system. It is required to monitor the well-being of further mental development and, if necessary, provide special psychological and pedagogical assistance to the child and his family.

The system of assistance to children in the second year of life should also be built immediately as a system of walking distance, providing variability in the forms of organizing this assistance, so that parents can choose what is convenient for them and necessary for the child:

• family education with advisory psychological and pedagogical assistance from a specialist at home (foster care);
• family education with regular advisory psychological and pedagogical assistance during the second year of the child’s life in the conditions of the center closest to home in the educational system (at the request of parents).

Forms of family education of children in the second year of life continue to be leading. If necessary, the child and family may be offered special assistance in a short-term residential group.

The system of early assistance in education for children of the second year of life should provide the opportunity for the family to choose, if necessary, a form of public education, but they should not prevail over the forms of family education for children of this age, so as not to reduce the possibility of maximizing the development potential of children.

By the end of the child’s second year of life, specialists’ targets should be:

• positive dynamics in the development of the child’s interaction with close adults in the family, with peers on playgrounds;
• positive dynamics of indicators of the child’s mental development;
• positive dynamics in the development of self-care skills, communication, mastering the way of life at home and in a short-term group, focusing on praise and instructions from a close adult, following the most basic rules of safe behavior;
• normalization of the prospects for the child’s further development:
• removing some children in the second year of life from the risk group to the group of children with normative development;
• prevention of the growing threat of the formation of the most severe forms of ASD, mental retardation, neurodevelopmental disorder, etc.;

Third year of life

By the beginning of the third year of life, early intervention specialists in education will be dealing with three, but changed, groups of children:

• Children with persistent health limitations and the actual threat of mental development disorders (hearing and vision impairments of varying nature and severity, genetic disorders, organic lesions of the central nervous system, motor sphere, consequences of diseases suffered in the first and second year of life, emerging systemic underdevelopment of speech , mental retardation, RAS, etc.).
• Children with stable health limitations (hearing and vision impairments of varying nature and severity, genetic disorders, organic lesions of the central nervous system, motor system, consequences of diseases suffered in the first year of life, etc.), but normalizing mental development due to the provision of effective assistance for first and second year of life. At the same time, they continue to need psychological and pedagogical dynamic observation and regular advisory assistance to the child and family.
• Children without obvious health limitations, but with increasingly evident risks of delayed mental development and emerging difficulties in the emotional-volitional sphere due to an unfavorable social development situation.

Despite all the differences between these groups of children in the third year of life, the principle of providing early assistance remains common - the establishment by specialists of the developmental interaction of the child with family members, in a peer group on the playground.

This general principle is implemented taking into account the nature of the child’s health limitations, variants of deviant development and special methods of early assistance that meet the needs of the child and his family.

In monitoring the dynamics of the mental development of a child of the third year of life, an obligatory component remains the assessment of the dynamics of the development of his interaction with close adults in the family circle, with peers on the playground, with peers and adults in a short-term group, general developmental, combined and compensatory focus. This requires a coordinated assessment of mental and social development.

An assessment of the dynamics of the development of a third-year child himself should be carried out, as before, not only in relation to the trajectory of normative mental development, but also according to the principle of assessing individual progress accepted in correctional pedagogy.

At the same time, the results of monitoring the well-being of the child’s development dynamics in medical and psychological-pedagogical aspects should be taken into account by specialists of both profiles, therefore, it is necessary to clarify the mechanism for coordinating the professional activities of specialists of different profiles involved in the system of early comprehensive care for children with disabilities and children at risk in the third year of life.

Early assistance specialists in the education of children of the third year of life can also deal with a new group of children with an altered functional status due to the use of the latest biomedical, digital implantation technologies. After successful implantation and subsequent psychological and pedagogical rehabilitation, implanted children with hearing, vision, movement, and articulation impairments continue to remain at risk and require the support of an early assistance system - first of all, monitoring the well-being of further mental development and, if necessary, special psychological and pedagogical assistance to the child and his family.

The system of assistance to children in the third year of life should immediately be built as a system that provides variability in the forms of organizing this assistance, so that parents can choose what is convenient for the family and what the child needs:

• family education with systematic regular psychological and pedagogical assistance from a specialist at home;
• family education with psychological and pedagogical assistance in the educational organization closest to home, with the possibility of contacting a specialized specialist outside of it if necessary and maintaining an advisory relationship with him;
• a combination of family and public education in a short-stay group, a combined focus, a compensating focus at the place of residence.

Forms of family education for children in the third year of life continue to be leading, but if necessary, the child and family can be offered help in a short-term stay group at the place of residence. At the same time, forms of public education of children in the third year of life should not yet prevail in order to preserve the determining role of the family and not reduce the possibility of maximizing the rehabilitation potential of children.

By the end of the third year of a child’s life, the targets of early intervention specialists in education should be:

• positive dynamics in the development of play and everyday interaction of the child with close adults and children in the family, in a peer group on the playground, with peers and adults in a short-term stay group;
• development of emotional relationships and communication with close children and adults, adequate orientation to praise, instructions and disapproval of a close adult, formation of the first positive experience of patience and reaching a compromise, agreement with close adults;
• general positive dynamics of the child’s mental development;
• positive dynamics in the development of self-care skills, active participation in home life and in the life of a short-stay group, following the rules of safe behavior, accumulation of general ideas and information about the environment;
• the maximum possible normalization of the prospects for the child’s further development:
• transfer of some children from the risk group to the group of children with normative development;
• prevention of the growing threat of the formation of the most severe forms of ASD, ODD, mental retardation;
• reducing the group of disabled children who need an individual, expensive and most special educational route at preschool and school age;

MAGAZINE Preschooler.RF

Completed by: Olga Vasilievna Polishchuk, Teacher of MBDOU No. 75 “Swan”

Explanatory note

In accordance with the Constitution of the Russian Federation, a person, his rights and freedoms are the highest value. At the same time, every citizen of the Russian Federation has all rights and freedoms on its territory.

Children with disabilities are children whose health condition prevents them from mastering educational programs outside of special conditions of education and upbringing. These are disabled children or other children aged 0 to 18 years who are not recognized as disabled children in the established order, but have temporary or permanent deviations in physical and (or) mental development and require the creation of special conditions for education and upbringing.

Education is moving away from derogatory language that refers to people's functional deficiencies. New terms are being introduced: children with disabilities, children with health problems, children with special needs, children with special educational needs. The definition of the upbringing process is very multifaceted; the process itself is very complex even when it comes to healthy children. Of course, it turns out to be especially difficult when raising children with developmental disabilities.

Today we need to address the main problems of organizing the education of children with disabilities:

• insufficiently developed regulatory framework ensuring joint education of children with disabilities and normally developing peers in educational institutions
• the lack of a system for early diagnosis and identification of children with disabilities to provide timely correctional assistance and build an individual educational route for the child
• lack of preparedness of teaching staff to work with children with disabilities in conditions of joint education of children with disabilities and normally developing peers in educational institutions.

Therefore, in educational institutions, teaching staff undergo training, retraining and advanced training to work with children with disabilities. Programs are being formed to create a barrier-free educational environment that ensures unimpeded access for children with disabilities to educational institutions, as well as to ensure the organization of the educational process of children with disabilities using special technical means;

A particularly important comfortable psychological environment is one that allows a child with disabilities to feel normal in any organizational and pedagogical conditions. To do this, we, educators, must instill a tolerant attitude towards children with disabilities.

The purpose of the lesson is to help children cope with experiences that hinder their adaptation and socialization in the educational environment, and to optimize their intellectual activity by stimulating mental processes.

Tasks:

1. Formation of adequate forms of behavior.
2. Relieving the state of emotional discomfort.
3. Correction of the cognitive sphere (memory, attention, thinking, perception)
4. Development of gross and fine motor skills.
5. Development of forms of constructive interaction and communication.

Integration of educational areas: “Cognitive development” , “Socio-communicative development” , “Artistic and aesthetic development” , “Speech development” , “Physical development” .

Group: senior preschool age 5-6 years

Basic terms and concepts: treasure island, pirates, chest, fairy, captain, tasks, treasure, opposite words.

Equipment and materials: pictures for the islands, a bottle, a letter from pirates, a treasure map, notes with tasks, a treasure chest, beads, monkey toys, a fairy toy, nuts, small animal figures, geometric shapes, a sandbox, flags, a tape recorder, pictures and illustrations "Emotions" .

Progress of the lesson

Warm-up

Goal: creating a positive atmosphere, liberation of participants.

Exercise "Greetings". Children are divided into pairs and, at the instructor’s command, quickly greet each other with different parts of the body: right hand to right hand, nose to nose, heel to heel, hip to hip, back to back, ear to ear, etc. Children can change several partners.

1. Organizational moment

Educator - Guys, on the way to work I noticed that there was an unusual bottle lying near the root of the tree. As I got closer, I began to wonder what was in it. And now, look at that very bottle... Let's see together what's in it?

And in it we found a letter.

Children are a treasure map.

Educator - let's go on an exciting journey together using this map. I will be the captain, and you are all my sailors. We have to go to different islands, solve riddles, solve tasks! And in the end, if we succeed, we will definitely find the treasure.

You can take your seats on the ship and raise the anchor. We straightened our arms and depicted waves, the noise of the wave “sh-sh-sh” . Let's swim!

Children: shhh...

Go ahead for adventure!

Children - Hurray!

2. "Island of Wild Monkeys"

Educator - here is the first island “Island of Wild Monkeys” . Our task is to count all the monkeys that live here. Can we handle it?

Children - Yes! Certainly! We are daring pirates, simple mathematicians. We solve all the tasks, count the monkeys.

"Let's Free the Monkeys"

Goal: develop logical thinking; practice ordinal counting, increasing and decreasing numbers by one.

"Where's the monkey"

Goal: to teach to perceive distance, to show that the result of actions not only in near, but also in far space depends on it; pay attention to the direction of movement in space and independently choose this direction.

Educator - Well done guys, and for completing the task correctly we are entitled to a pirate key.

And you and I are sailing further on our ship.

Children: shhh...

3. Psycho-gymnastics

Educator: Guys, pirates can be evil. Show it on your face. There are sad ones. Act sad. And our pirates are kind and cheerful. Show it on your face.

Children complete tasks.

4. "Island of Talking Parrots"

Educator - I see the next island along the route - “Island of Talking Parrots” . Our task is to get the next key. Are you ready for the challenge?

Children are always ready! Teacher - then take the telescope. Children make a spyglass out of their fingers. Teacher - what do you see?

Children are parrots!

The teacher tells the children that parrots are very smart, and they want to find out if the children can name words that are opposite in meaning to those that he will now name:

Deep - shallow Damp - dry Sunny - cloudy Cheerful - sad

Greedy - generous Fat - thin Large - small High - low

Long – short Wide – narrow Curly – bald Dark – light

Wonderful - terrible

Educator: Well done guys! The parrots are happy with your answers and for this task we get a second coin.

It's time to move on. Forward to the ship!

Children: shhh...

5. Finger gymnastics

Educator: Well, now we’ve got our fingers ready for gymnastics. We are strong and brave pirates, we are not afraid of storms or thunderstorms. We will follow our captain even in snowstorms and frosts!

• "Sea Sprays" . Children shake off the “sea spray” - pat their bodies from feet to shoulders.
• "Visorless Cap" . They adjust the “ribbons of the cap” - they stroke the forehead with the hands moving towards the back of the head.
• "Kiss of the Sea Wind" . The warm wind caresses the face, touches the lips, on which the salt of the sea is felt - they stroke the face.
• "Horizon" . Children bend over and look to the sides, hands near their eyes - through “binoculars” they look at the horizon.
• "Apple" . Children stand in a circle, hold their shoulders, sway, and smile. Then they throw and catch colorful balls.
• "Ship on course" . Gymnastics are carried out, reminiscent of the nautical alphabet, signals with flags.

6. "Island of Tsar Saltan"

Educator: And now children, let’s go straight east, past Buyan Island,

To the kingdom of the glorious Saltan...” There we will solve the tasks, get the key and hurry. We will all find the miracle treasure, and we will go home.

To get the key from Tsar Saltan, we must complete 3 tasks.

The first task will be as follows - some villain mixed up all the magic nuts of the squirrel from the fairy tale “About Tsar Saltan” . Your task is to return everything to its place and distribute the nuts in the plate (by color, size, shape) and distribute them among the compartments. For this task, the teacher prepared and decorated different types of nuts.

The second task is to lay out strips of beads of different colors. With the help of the teacher, shape the rainbow, choosing the right color.

Goal: learn to manipulate small objects, develop tactile perception, fine motor skills, and grasping with a pinch.

Task number three - For a good mood, we will create a common sunshine. I have rays and a smiley face on a piece of paper where our sun will appear. We take the rays and glue them to the sun!

For this task we receive the third key and move on. Forward to the ship!

Children: shhh...

7. Psycho-gymnastics

Oh, what great guys!!! Aren't you tired?! Now we will all return to the circle, take two deep breaths and exhale, close your eyes. Imagine that you are in the most extraordinary place on earth. Let's say hello to the sun!

Hello, golden sun! Hello, blue sky! Hello, free breeze! Hello, little oak tree!

We live in our native land, I love you all!

8. "Treasure Island"

Educator - we have sailed to treasure island! New adventures and a treasure hunt await us!

Exercise “Unearth a treasure” (we do the exercises using a table for drawing with sand). Variation of the game “Wonderful bag”

This version of the exercise is offered to the child in the form of a fairy tale: “In a fairy-tale country there lived a beautiful fairy. She lived in a magical forest with fabulous inhabitants. But she also really liked the sandy country next door. She loved to fly over this sandy country and admire the dunes and sandy seas. One day, when she was flying over a sandy country, a sandstorm arose, so strong that the Fairy lost all her magic figures. The fairy was very upset, because without these figures her country would perish. Let's help find them and bring the fairies back. And for this, she will give us the last key to the magic treasure chest.

Children complete tasks, look for figures in the sand (animal toys and geometric shapes).

Educator: Personally! You found the figures, and for this the good fairy gave us the last key. Now we can open the magic chest and get treasures.

Children insert keys into locks and open the chest. At the bottom they find “gold medals” , pencils and books.

9. Summing up

Educator: Our journey has come to an end. Did you guys like it?

What do you remember most?

Which task was the most difficult?

You all were great today, thank you all very much.

Expected Results

• development of children's cognitive activity;
• development of general intellectual skills: techniques of analysis, comparison, generalization, grouping and classification skills;
• developing the ability to navigate a task, developing self-control and self-esteem;
• social prevention, development of communication skills, correct behavior.

Conclusion.

After writing and implementing the methodological development of educational activities for children with disabilities, I came to the conclusion that these children are no different from healthy children. “uniques” in their own way , to whom we need to find the right approach.

Before writing the lesson notes, I read special literature on how to properly organize and interest children with disabilities. The lectures that I read on the website where I am undergoing advanced training helped me a lot in my work.

Enormous work was carried out with the help of specialized specialists. I consulted with a staff psychologist, speech therapist, and physical education instructor. By collecting important information bit by bit, how to make classes interesting and, in turn, uncomplicated and exciting.

An important step in writing the final work was working with parents. It is very important for them that their children are treated with love and understanding.

Based on the above, I came to the conclusion that in order to achieve positive results in working with children with developmental disabilities, various methods, techniques and techniques are combined - traditional and non-traditional.

Experience has shown that psycho-corrective games are effective in corrective activities with children with a complex structure of the defect.

In order to organize work with children in society, it is necessary to teach them to play, perform the necessary actions, speak correctly, etc. and the result of all correctional and developmental activities is the transfer of knowledge acquired during the learning process into play activities. Therefore, correctional and developmental work with children is planned in close cooperation with teachers, parents, medical personnel, kindergarten staff and other institutions.

When preparing my notes, I made psycho-gymnastics important to me. It is adjacent to psychological and psychotherapeutic methods, the common goal of which is to preserve mental health and prevent emotional disorders in children. With the help of psycho-gymnastic exercises, children learn the ABCs of expressing emotions - expressive movements. With the help of psycho-gymnastic exercises, children master communication and empathic abilities, observation, visual, motor-auditory, kinetic and spatial memory, fine and gross motor skills of the body, and the ability to cope with negative emotions. They become more restrained and resistant to stressful situations. There is an activation of children's imagination, creative self-realization in movement. In addition, children develop the following skills: to navigate the diagram of their own body, change the state of muscles (tighten and relax them), copy complex movements (specific movements of animals, etc.), control facial expressions and pantomime, describe their condition, adequately use language gestures and facial expressions.

I implemented all of the above in my lesson. Children are enthusiastic

they made faces, showed their emotions, tried to imagine themselves as pirates.

There were also some difficulties. At first I noticed that the guys were shy and timid. For this case, I had prepared pictures with emotions. We started looking at these files, copying and showing them. There were children who did not want to show “emotions on themselves . They simply picked up pictures with emotions and tried to change them correctly when changing the task. Basically I can say that psycho-gymnastics is very useful. Since the child receives moral peace, relaxation, he feels more open and relaxed.

Working with families of students with disabilities. The goal of this stage is to optimize parent-child relationships and increase the level of psychological and pedagogical competence of parents.

In modern society, parents are not always able to devote enough time to their children. Therefore, I provided for the involvement of parents in events in the lives of children related to work in the association of additional education. Participation in events (excursions, competitions, weekend trips) of parents with their children contributes to the formation of common interests, awakens emotional and spiritual closeness, which ultimately leads to a positive result.

After class, we (unfortunately) did not do many Treasure Island- . But next time I plan to organize an exhibition of joint drawings on this topic. The “Pirate costume competition made from waste or natural material” can have a very positive effect on the morale of children with disabilities .

By enriching themselves with new knowledge, adults learn to build a child-friendly, effective parenting strategy that allows everyone to feel comfortable and choose one or another type of interaction with the child in a specific situation.

One of the forms of working with children with disabilities is individual lessons at home (taking them for walks in the yard, excursions to the park, square, etc.), which take place 2-3 times a week for 2 hours, or for 1 hour - 4 times a week. The structure and content of education vary depending on the physical, mental state and age characteristics of the children.

At the parent meeting we discussed the possibility of a group outing. This trip will unite the team and give teachers, children and parents the opportunity to get to know each other better.

During the lesson, I tried to support the children. Supporting a child means believing in him. A child needs support not only when he feels bad, but also when he feels good. It must be remembered that there are factors that may seem harmless at first glance, but they can lead children to disappointment. Such factors may be overestimation of demands on the child from participants in the process of education, upbringing and development, rivalry between brothers and sisters, and excessive ambitions of the child.

When I suggested playing the games “Free the Monkeys” and “Where is the Monkey ,” the goal of which was to develop logical thinking; practice ordinal counting, increasing and decreasing numbers by one and teach to perceive distance, show that the result of actions not only in near, but also in far space depends on it; pay attention to the direction of movement in space and independently choose this direction. Not all children immediately understood what to do. Girl Aida did everything wrong. But I presented everything in such a way as to help her solve the tasks correctly and not worry about small failures.

In order to provide psychological support to the child, the adult must use a demonstration of satisfaction with what the child has achieved; use phrases that reduce tension, such as “We are all human and we all make mistakes” ; emphasize faith in the child’s strengths and capabilities.

I do not recommend reprimanding a child about an incorrectly completed task. We need to think about the problem together and look for ways to solve it. At the end, be sure to praise the child and express words of gratitude for the work done.

For good results and rapid adaptation of a child with disabilities, it is necessary to develop an individual curriculum - a curriculum that ensures the development of an educational program based on the individualization of its content, taking into account the characteristics and educational needs of a particular student.

Expected results and ways to check them.

When analyzing the results of teaching children with disabilities, I tried to compare the dynamics of the child’s indicators with those that he demonstrated at the very beginning of classes.

The teacher achieves a positive result if children are happy to meet with him, experience positive emotions from classes and communication with the teacher, if interest in cognitive activity is evident, children cope with more voluminous and complex information on the topic of classes than before, and are able to work with interest for a longer period of time. time, can analyze their work and rejoice at their successes.

The control process in working with each child is very individual and depends on the specific mental and physical characteristics of the child. I used control in the form of a conversation, a student’s story, mainly in the form of practical work.

My lesson begins with a general warm-up. Goal: creating a positive atmosphere, liberation of participants. Exercise "Greetings". Children are divided into pairs and, at the instructor’s command, quickly greet each other with different parts of the body: right hand to right hand, nose to nose, heel to heel, hip to hip, back to back, ear to ear, etc. Children can change several partners. Its task is to relieve the inertia of physical and mental well-being, increase muscle tone, “warm up” the child’s attention and interest in the activity, and set him up for active work.

From the very beginning of the work, I monitored the child’s progress, to see if he had lost the instructions, to prevent distractions and mistakes, but at the same time to try not to interfere, giving him independence. When the child did not understand, she explained the rules to him in more detail, began working with him, constantly reducing her share of participation in the joint activity. It is necessary to take into account the physical and psychological state of the child; he cannot work productively while sick and tired.

Children get tired of monotonous work; a change in activity is needed; to prevent satiety, a switch in work is necessary; for this purpose, the teacher invites the child to play. This could be the game “Associations” , “Gymnastics” , “Image of objects and animals” , etc. In my lesson, on the recommendation of a psychologist, I also used finger games (gymnastics) on the theme “Treasure Island” .

Children with disabilities are often characterized by emotional imbalance. It can be expressed not only in sudden changes and inadequacy of reactions, but also in awkward restless movements, intermittent speech, etc. To help such children, you can conduct play exercises aimed at achieving muscle relaxation.

Sometimes the child was lazy, for this reason he refused to complete the task with the words “I don’t know, I don’t know how . This happened in our lesson when we ended up on the “Island of Talking Parrots” . At the same time, with the participation of adults, he is able to do what is suggested to him. I did not give ready-made answers, but encouraged them to act independently, to search for ways to act.

The task of the teacher is to make learning interesting, joyful and at the same time developing.

New material necessary for assimilation must be divided into small portions and presented for assimilation in visual and practical conditions, consolidation is carried out through a large number of training exercises, and what has been learned is repeated many times on a variety of material.

The guys and I read stories about sea travelers, watched educational cartoons on this topic, and had conversations on the topic ? ” All this helped to conduct the “Treasure Island” .

When communicating with children who have learning difficulties, the teacher pays special attention to the quality of his speech, since the quality of children’s perception of educational material depends on this. The teacher’s speech should be slow, measured, consist of short and clear sentences, and emotionally expressive. It is necessary to pay attention to the child’s speech, talk to him, encourage him to talk, explain the meaning of what was said. And, most importantly, the general background of the teacher’s behavior and address to the child (facial expressions, gestures, intonation) should be benevolent, causing the child to want to cooperate.

The skill of the teacher is to learn to play with all sorts of deviations from the planned lesson and incidents, without violating the technical sequence, to make these deviations elements of the lesson, including them in the development of the topic, but never to make them the reason for the child’s comments. There was a small force majeure in our lesson. The children accidentally scattered beads from which they were supposed to make a rainbow. But this did not in any way affect the result of the work or their mood. We quickly collected everything and continued our exciting journey.

To better assimilate the material by children with problems in intellectual development, the following techniques are used:

• showing a sample of an action;
• its implementation by the child by imitation and model;
• figurative description of the action;
• game form of action;
• maximum division of the task into separate instruction phrases;
• the teacher’s explanation at the beginning of the enactment and during the child’s action.

Due to the enormous role of the family and its immediate environment in the processes of a child’s development, it is necessary to organize education in such a way that could stimulate this development as much as possible and smooth out the negative impact of the disease on the mental state of the child.

To create favorable conditions for upbringing in a family, it is necessary to know the characteristics of the child’s development, his capabilities and development prospects, maintain the correct daily routine, organize purposeful activities, form adequate self-esteem and the correct attitude towards the defect, and develop the volitional qualities necessary in life.

Often parents, wanting to save their child from difficulties, constantly take care of him, protect him from everything that could upset him, and do not allow him to do anything on his own. Such upbringing can lead to the development of passivity and refusal to act. The kind, patient attitude of loved ones must be combined with a certain level of demands on the child. You need to gradually develop the right attitude towards your condition, towards your capabilities. Depending on the reaction and behavior of the parents, the child will view himself either as a person with disabilities, or vice versa, as a person fully capable of achieving certain successes. Parents should not be ashamed of their child's illness. Then he himself will not be ashamed of his illness, withdraw into himself, into his loneliness.

Work with parents is built through individual conversations, consultations, and joint activities.

As a result, I can confidently say that the general development of children with children with disabilities provides the opportunity for their successful socialization and social adaptation in modern society.

The problems of additional education for students with disabilities include the following aspects:

• — availability of additional education for children with disabilities;
• — professional and personal growth of additional education teachers in the new educational conditions;
• — opportunities for social partnership in the implementation of additional education programs;
• — adaptation of additional education programs taking into account the special educational needs of children with disabilities;
• — variability and effectiveness of means, methods of technology for the development of the motor, cognitive, emotional sphere, volitional qualities and self-confidence of children with disabilities, their social adaptation and creative development;
• — psychological and pedagogical support for families with children with disabilities.

Bibliography:

1. Constitution of the Russian Federation (adopted by popular vote on December 12, 1993)
2. Law of the Russian Federation dated December 29, 2012 “On education in the Russian Federation”
3. Berezhnaya N. F. The use of a sandbox in the correction of the emotional-volitional and social spheres of children of early preschool age. Preschool pedagogy. January-February, 2007.
4. Raising and teaching children with developmental disabilities.; No. 2 2005
5. Raising and teaching children with developmental disabilities.; No. 4 2005
6. Grabenko T. M., Zinkevich-Evstigneeva T. D. Correctional, developmental and adaptive games. – St. Petersburg: Detstvo-Press, 2002. -208 p.
7. Efimenkova L.N. Formation of speech in preschool children. M.: "Enlightenment" , 1981.

The concept of "disabled"

A disabled person is a person who has a health impairment with a persistent disorder of body functions, caused by diseases, consequences of injuries or defects, leading to a limitation of life activity and necessitating his social protection (Article 1 of Federal Law 181).

The status of a disabled person (disabled child) is assigned by the Bureau of Medical and Social Expertise (MSE).

Main types of persistent disorders of body functions

• disturbances of mental functions (consciousness, orientation, intelligence, personality characteristics, volitional and incentive functions, attention, memory, psychomotor functions, emotions, perception, thinking, high-level cognitive functions, mental functions of speech, sequential complex movements);
• disorders of language and speech functions (oral (rhinolalia, dysarthria, stuttering, alalia, aphasia), written (dysgraphia, dyslexia), verbal and non-verbal speech; voice disorder);
• disturbances of sensory functions (vision, hearing, smell, touch, tactile, pain, temperature, vibration and other types of sensitivity, vestibular function, pain);
• disorders of neuromuscular, skeletal and movement-related (static-dynamic) functions (movements of the head, torso, limbs, including bones, joints, muscles; statics, coordination of movements);
• dysfunctions of the cardiovascular system, respiratory system, digestive, endocrine and metabolic systems, blood and immune systems, urinary function, skin function and related systems;
• disorders caused by physical external deformity (deformations of the face, head, torso, limbs, leading to external deformity; abnormal openings of the digestive, urinary, respiratory tracts; violation of body size).

Main categories of human life

These include the ability for self-care, independent movement, orientation, communication, the ability to control one’s behavior, the ability to learn, and the ability to work. Restrictions in each of these categories may be expressed to varying degrees.

I degree - persistent minor dysfunctions of the human body caused by diseases, consequences of injuries or defects, in the range from 10 to 30%;

II degree - persistent moderate impairment of the functions of the human body, caused by diseases, consequences of injuries or defects, in the range from 40 to 60%;

III degree - persistent pronounced impairment of the functions of the human body, caused by diseases, consequences of injuries or defects, in the range from 70 to 80%;

IV degree - persistent, significant impairment of the functions of the human body, caused by diseases, consequences of injuries or defects, in the range from 90 to 100%.

Assignment of a disability group

Based on these criteria, ITU assigns a disability group.

The first group is a violation of human health with IV degree of severity of persistent dysfunction (ranging from 90 to 100%), caused by diseases, consequences of injuries or defects.

The second group is a violation of human health with the third degree of severity of persistent dysfunction (in the range from 70 to 80%), caused by diseases, consequences of injuries or defects.

The third group is a violation of human health with the second degree of severity of persistent dysfunction (ranging from 40 to 60%), caused by diseases, consequences of injuries or defects.

The category “disabled child” is established if the child has II, III or IV degrees of persistent impairment of body functions (in the range from 40 to 100%), caused by diseases, consequences of injuries and defects.

ITU issues a certificate of disability (the original certificate of disability is kept by the parents) and an individual rehabilitation or habilitation program (IPRA).

The IPRA of a disabled child contains sections relating to medical, psychological-pedagogical, professional, social rehabilitation (or habilitation). The program also specifies technical rehabilitation aids and rehabilitation services (TCP).