3.2. Psychological, medical and pedagogical support for the child.
In order to provide psychological, medical and pedagogical support for the educational process of preschoolers with developmental problems, a Psychological, Medical and Pedagogical Consilium (PMPk) has been created in preschool educational institutions. The objectives of the PMPk are:
Timely identification of children with disabilities and early (from the first days of the child’s stay in an educational institution) diagnosis of developmental disorders and decompensation conditions;
Identification of individual psychological and pedagogical characteristics of a child with disabilities;
Determination of the optimal pedagogical route;
Providing individual support for each child with disabilities in a preschool institution;
Planning of corrective measures, development of corrective work programs;
Assessment of development dynamics and effectiveness of correctional work;
Maintaining documentation reflecting the level of current development of the child, the dynamics of his condition, and the level of school success.
Organization of interaction between all participants in the educational process (teachers, parents, PMPK specialists)
Consulting the child's parents.
Examination of a child by PMPK specialists is carried out on the basis of an agreement between the educational institution and the parents (legal representatives) of the pupils. The examination is carried out by each PMP specialist individually, taking into account the real age-related psychophysical load on the child.
In April-May, the PMPk analyzes the results of the correctional and developmental education of each child based on dynamic observation and makes a decision on his further education.
The psychological, medical and pedagogical council of the institution works closely with the city PMPK. Based on an agreement between the educational institution and the city PMPK, children undergo routine diagnostic examinations to identify the level and dynamics of development, and determine the further educational route.
For the successful upbringing and education of children with disabilities, a correct assessment of their capabilities and identification of special educational needs is necessary.
One of the basic principles of diagnosing developmental disorders is an integrated approach, which includes a comprehensive examination, assessment of the developmental characteristics of a child with disabilities by all specialists and covers cognitive activity, behavior, emotions, will, vision, hearing, motor sphere, somatic condition, neurological status. Consequently, the study of a child includes a medical and psychological-pedagogical examination.
Medical examination begins with studying anamnesis data. The anamnesis is compiled based on familiarization with the child’s documentation and a conversation with the parents (or persons replacing them).
The child’s personal history contains the following information: characteristics of the mother’s pregnancy; duration of medication use and the influence of harmful factors on pregnancy; features of childbirth; nature of assistance during childbirth; the child has congenital malformations, seizures, etc.; the baby’s weight at birth, the time he started feeding, the length of stay in the maternity hospital. The diseases suffered by the child, treatment features, and the presence of complications are listed. It is indicated where, how and by whom the child was raised before entering a preschool institution.
Family history analyzes information about the child’s family and heredity; the composition of the family, the age and educational level of each member, and the characterological characteristics of the parents are described. Mental, neurological, chronic somatic diseases of relatives, and pathological features of their physical appearance are recorded. The family and living conditions in which the child is raised, the place and nature of the parents’ work are described; an assessment of relationships in the family and attitude towards the child is given; cases of addiction of one or both parents to alcohol or drugs are recorded.
Teachers get acquainted with the results of a medical examination
documentation: they study the history of the child’s development, expert opinions. This helps to navigate the child’s problems and create the necessary conditions for his development in a preschool institution.
Psychological and pedagogical the examination is one of the components of an integrated approach to studying the mental development of children with disabilities. Its results can be considered in conjunction with other data about the child.
The organization of upbringing and education of children with disabilities raises questions of studying and identifying the characteristics of cognitive activity, establishing the nature of the disorders, the potential capabilities of the child and makes it possible to predict his development.
The main purpose of using psychological diagnostics is to determine the level of mental development and state of intelligence of children with disabilities, since this category of preschool children represents exceptional diversity.
Psychodiagnostic examination of a child with developmental problems
should be systematic and include the study of all aspects of the psyche (cognitive activity, speech, emotional-volitional sphere, personal development).
Scientific and practical developments, etc. are used as sources of diagnostic tools. Based on the diagnostic methods of these authors, the specialists of the institution have compiled a complex of psychological and pedagogical diagnostics “Teaching - examining, examining - teaching,” which is a diagnostic map of an integrated approach to studying the personality of a child with special educational needs, detailed methodological recommendations, which present verbal instructions that are understandable to the child, an effective assessment mechanism.
Qualitative analysis involves assessing the characteristics of the child’s process of completing tasks and mistakes made based on a system of qualitative indicators characterizing the child’s emotional sphere and behavior:
Peculiarities of child contact;
Emotional reaction to the examination situation;
Reaction to approval;
Reaction to failures;
Emotional state while performing tasks;
Emotional agility;
Features of communication;
Reaction to the result.
Qualitative indicators characterizing the child’s activity:
Presence and persistence of interest in the task;
Understanding instructions;
Independence in completing a task;
Nature of activity (focus and activity);
Pace and dynamics of activity, features of regulation of activity;
Performance;
Organization of assistance.
Qualitative indicators characterizing the characteristics of the child’s cognitive sphere and motor function:
Features of attention, perception, memory, thinking, speech;
Features of motor function.
In a comprehensive assessment of the mental development and potential capabilities of children with complex disabilities, a pedagogical examination is important to determine the content of further education.
Pedagogical study involves obtaining information about the child, revealing the knowledge, abilities, skills that he should have at a certain age stage, establishing the main problems in learning, the pace of learning the material, identifying the characteristics of the educational activities of preschoolers with disabilities.
Information of interest can be obtained by using methods such as direct conversation with the child and parents, analysis of the preschooler’s work (drawings, crafts, etc.), and pedagogical observation.
During pedagogical observation, the child is asked to: state his full name, surname, age, home address; talk about the family, name and patronymic of mother and father; parents' place of work; name the names and patronymics of close adults, the names of peers; talk about the basic rules of behavior on the street, in public places; about your favorite activity at home, etc.
Through the organization of game tasks and exercises, mathematical concepts, spatial orientation, and the development of the child’s communication skills are explored.
During the academic year, specialists conduct examinations in two stages.
First stage (1st, 2nd week of September) Goal: To identify the characteristics of the mental development of each pupil, to determine the initial level of training. Taking into account the research results, subgroups of children are formed for classes by a defectologist and a teacher, and “level” programs of correctional education are built. Based on medical examination data, features of somatic health, motor development and physical condition are identified.
Second stage (3.4 weeks of May) Goal: To determine the nature of the dynamics, evaluate the effectiveness of the work, make a forecast regarding further development and outline the further educational route for each child. Based on the results of the examination, the child is transferred to the next age group or graduated from school.
Additional examination is possible in the middle of the school year (1st, 2nd week of January) in order to identify the peculiarities of the development dynamics of each child in specially organized conditions. An alarming symptom is the lack of positive dynamics. In such cases, the results of work with children are reviewed at the PMPK in order to assess the correctness of the chosen paths, methods, and content of correctional work with the child. Adjustments are being made to the program.
All specialists involved in the process of correctional and developmental education participate in psychological and pedagogical research. All examination results are entered into specially designed tables and individual child development cards. Based on the data obtained, a plan for individual correctional and developmental work is drawn up, an analysis is made of the quality of work of the pedagogical
A system of comprehensive psychological, medical and pedagogical support for children with disabilities in the educational process.
Psychological and pedagogical support for a child with disabilities can be considered as a comprehensive technology of psychological and pedagogical support and assistance to the child and parents in solving problems of development, training, education, socialization by specialists of different profiles acting in a coordinated manner.
To ensure the effective integration of children with disabilities in an educational institution, it is important to carry out information, educational and explanatory work on issues related to the characteristics of the educational process for this category of children, with all participants in the educational process - students (both those with and without developmental disabilities), their parents (legal representatives), teaching staff.
Our institution has created a service that provides psychological, medical and pedagogical support for children with disabilities, which guides the child throughout the entire period of his education. The support service includes specialists: a speech pathologist teacher, a speech therapist teacher, a music director, a physical education instructor, an educational psychologist, educators and medical workers - a head nurse and a pediatrician from the Rakhmanovskaya outpatient clinic attached to the kindergarten.
A comprehensive study of the child, the selection of work methods that are most adequate to the child’s problem, and the selection of educational content are carried out taking into account the individual psychological characteristics of the children.
The main areas of work of the support service during the entire period of study in groups with disabilities are:
1. Diagnostics of the cognitive, motivational and emotional-volitional spheres of the personality of pupils.
2. Analytical work.
3. Organizational work (creation of a unified information field for the kindergarten, focused on all participants in the educational process - holding large and small teacher councils, training meetings with representatives of the administration, teachers and parents).
4. Consultative work with teachers, students and parents.
5. Preventive work (implementation of programs aimed at solving problems of interpersonal interaction).
6. Correctional and developmental work (individual and group classes with children).
Consolidating the efforts of various specialists in the field of psychology, medicine, pedagogy and correctional pedagogy will provide a system of comprehensive psychological and medical-pedagogical support and effectively solve the problems of a child with speech disorders and mental retardation.
Forms of training, content and implementation plan
The tasks of developing speech, thinking and correcting its deficiencies, which are priorities for all pupils of compensatory groups aged 5-6 and 2-8 years, are implemented in group and individual lessons.
The topic, purpose, content, methodological arrangement of classes is determined in accordance with the programs:
“An approximate adapted program of correctional and developmental work in a compensatory group of a preschool educational institution for children with severe speech impairments (general speech underdevelopment) from 3 to 7 years” - N.V. Nishcheva
“Correctional and developmental training and education” E.A. Ekzhanova, E.A. Strebeleva
“Education and training of children with developmental disorders” S.G. Shevchenko; R.D. Trigger; G.M. Kapustina; I.N. Volkova.
and the long-term work plan of a speech therapist, a speech pathologist, and a teacher-psychologist.
The basis for planning classes with children with disabilities isthematic and concentric principles . The thematic principle of organizing the cognitive and speech material of the lesson offers the choice of not only a language (or speech) topic, but also the study of the objective world surrounding the child. This allows for a close relationship in the work of the entire teaching staff of the group. The topic is revealed in different types of activities: in classes on familiarization with the outside world, speech development, drawing, modeling, appliqué, design, and games. Some are carried out by a speech therapist, some by a teacher, so there is a close interweaving of the tasks posed and solved while being studied at the same time.
Corrective and developmental work is carried out systematically and regularly. The knowledge, skills and abilities acquired by the child in individual lessons are reinforced by educators, specialists and parents. An individual notebook is issued for each child in the compensating group. Tasks are written into it to consolidate the knowledge, skills and abilities acquired in the classroom. Considering that the child is studying under the guidance of parents and educators, the speech therapist in the notebook gives methodological recommendations for completing the proposed tasks. On weekdays, teachers work with the child using a notebook; at the end of the week, the notebook is given to parents for homework.
Description of special conditions for the education and upbringing of children with disabilities
Psychological and pedagogical support :
Providing differentiated conditions (optimal training loads)
Providing psychological and pedagogical conditions (corrective orientation of the educational process; taking into account the individual characteristics of the child in an age-appropriate form of working with children - play activities, maintaining a comfortable psycho-emotional regime; the use of modern pedagogical technologies, including information and computer technologies to optimize the educational process and increase its effectiveness ;
Providing specialized conditions (promoting a set of special educational objectives aimed at pupils with disabilities; introducing special sections into the educational content aimed at solving child development problems that are absent in the educational content of a normally developing peer; using special methods, techniques, teaching aids, specialized educational and correctional programs focused on the special educational needs of children; differentiated and individualized education taking into account the specifics of the child’s developmental disorder; complex impact on the student, carried out in individual and group correctional classes);
Providing health-preserving conditions (health and protective regime, strengthening physical and mental health, prevention of physical, mental and psychological overload of pupils, compliance with sanitary and hygienic rules and norms);
Ensuring the participation of all children with disabilities, regardless of the severity of their developmental disorders. Together with normally developing children in conducting cultural, entertainment, sports, recreational and other leisure activities;
Development of a system of education and upbringing of children with complex mental and (or) physical developmental disorders.
Staffing
An important aspect of the implementation of correctional work is staffing.
Corrective work is carried out by appropriately qualified specialists with specialized education, and teachers who have completed mandatory coursework or other types of professional training within the framework of the designated topic.
In order to ensure that children with disabilities master the basic educational program of preschool education and correct deficiencies in their physical and (or) mental development, kindergartens have:
1 speech therapist teacher,
1 teacher-speech pathologist
1 educational psychologist,
2 musical directors,
1 physical education instructor.
Educational and didactic material, special teaching aids, educational, game and didactic materials, multimedia, audio and video materials for collective and individual use are systematized in the following sections:
Speech development and correction of its deficiencies.
Albums, tools for speech therapy examination.
Demonstration materials on lexical topics.
Preparing for literacy.
Development of cognitive mental processes.
Improving fine and gross motor skills.
A mechanism for interaction in the development and implementation of correctional activities between educators, specialists in the field of correctional pedagogy, medical workers of educational institutions and other organizations specializing in the field of family and other institutions of society.
Internal interaction mechanism:
In correcting general underdevelopment of speech and leveling out mental retardation in children of senior preschool age, the interrelation of all areas of the teacher’s work - speech therapist, speech pathologist, educational psychologist and teachers of correctional groups - plays an important role. The joint work of the music director and the director of physical education with them is very significant. The need for such interaction is caused by the characteristics of children with disabilities.
In compensatory groups with TNR and ZPR, when building a system of correctional work, the joint activities of specialists are planned in such a way that teachers build their work with the child on the basis of general pedagogical principles, not in isolation, but complementing and deepening the influence of each.
The model of correctional and developmental activities is an integral system. The goal is to organize educationally
Correctional work in the institution is aimed at the development of children with disabilities, which include:
· children with speech disorders (general speech underdevelopment, phonetic-phonemic underdevelopment);
· children with mental retardation (constitutional, somatogenic, psychogenic);
· children with disturbed forms of behavior of organic origin (hyperactivity, attention deficit disorder);
· children with cerebral palsy;
The purpose of correctional work:
Systematization, generalization and enrichment of the content of correctional and developmental education for children with disabilities in a preschool educational institution.
Tasks:
1. Create conditions for the comprehensive development of a child with disabilities in order to enrich his social experience and harmonious inclusion in a group of peers;
2. Form cognitive processes and promote mental activity; mastering and enriching knowledge about nature and society; development of cognitive interests and speech as a means of cognition.
3. Improve the functions of the developing organism, develop motor skills, fine manual motor skills, and visual-spatial coordination.
4. Ensure optimal inclusion of children with disabilities into public life.
5. To form in children an aesthetic attitude towards the world, the accumulation of aesthetic ideas of images, the development of aesthetic taste, artistic abilities, and the development of various types of artistic activities.
The content of correctional work is determined by the following principles:
Respect for the interests of the child. The principle determines the position of specialists who are called upon to solve the child’s problem with maximum benefit in the interests of the child.
Systematicity. The principle ensures the unity of diagnosis, correction and development, i.e. a systematic approach to the analysis of the developmental features and correction of disorders of children with disabilities, as well as a comprehensive multi-level approach of specialists in various fields, interaction and coordination of their actions in solving the child’s problems; participation in this process of all participants in the educational process.
Continuity. The principle guarantees the child and his parents
(legal representatives) continuity of assistance until the problem is resolved or an approach to its solution is determined.
Recommendatory nature of assistance. The principle ensures compliance with the legally guaranteed rights of parents (legal representatives) of children with disabilities to protect the rights and interests of children, including mandatory agreement with parents (legal representatives) on the issue of sending (transferring) children with disabilities to combined groups.
Areas of work
The program of correctional work at the preschool level of education includes interrelated areas. These directions reflect its main content:
Diagnostic work ensures timely identification of children with disabilities, carrying out a comprehensive examination of them and preparing recommendations for providing them with psychological, medical and pedagogical assistance in an educational institution;
Correctional and developmental work provides timely specialized assistance in mastering the content of education and correction of the deficiencies of children with disabilities in a preschool educational institution, promotes the formation of communicative, regulatory, personal, cognitive skills;
Advisory work ensures continuity of special support for children with disabilities and their families on issues of implementation, differentiated psychological and pedagogical conditions for training, education, correction, development and socialization of pupils;
Information and educational work is aimed at explanatory activities on issues related to the characteristics of the educational process for children with disabilities, their parents (legal representatives), and teaching staff.
Content characteristics
Diagnostic work includes:
Timely identification of children with disabilities;
Early (from the first days of a child’s stay in a pre-school) diagnosis of developmental disorders and analysis of the causes of adaptation difficulties;
Comprehensive collection of information about the child based on diagnostic information from specialists in various fields;
Determining the level of current and zone of proximal development of a pupil with disabilities, identifying his reserve capabilities;
Studying the development of the emotional-volitional sphere and personal characteristics of pupils;
Study of the social situation of development and conditions of family education of children with disabilities;
Studying the adaptive capabilities and level of socialization of a child with disabilities;
Systematic, comprehensive monitoring of specialists over the level and dynamics of child development;
Analysis of the success of correctional and developmental work.
Corrective and developmental work includes:
Selecting the optimal correctional programs/methods and teaching methods for the development of a child with disabilities in accordance with his special needs;
Organization and conduct by specialists of individual and group correctional and developmental classes necessary to overcome developmental disorders and learning difficulties;
Correction and development of higher mental functions;
Development of the emotional-volitional sphere and personal spheres of the child and psychocorrection of his behavior;
Social protection of the child in cases of unfavorable living conditions under traumatic circumstances.
Advisory work includes:
Development of joint substantiated recommendations on the main areas of work with children with disabilities; uniform for all participants in the educational process;
Consulting by specialist teachers on the choice of individually-oriented methods and techniques for working with students with disabilities;
Advisory assistance to families in matters of choosing parenting strategies and methods of corrective education for a child with disabilities.
Information and educational work includes:
Various forms of educational activities (lectures, individual conversations, counseling, questioning, individual workshops, information stands, printed materials, media, presentations) aimed at explaining to participants in the educational process - children with disabilities, their parents (legal representatives), teaching staff - issues related to the characteristics of the educational process and support.
Oh. A. Egorova
Psychological, medical and pedagogical support for children with speech disorders
Comprehensive support for children with speech disorders is one of the most complex types of medical, psychological and pedagogical assistance to children. This is due, first of all, to the fact that a speech defect, whatever it may be, is multifaceted. This is confirmed by psychological-pedagogical, psycholinguistic and medical-pedagogical research. (R.E. Levina, S.S. Lyapidevsky, T.B. Filicheva, V.K. Vorobyova, V.A. Kovshikov, R.I. Lalaeva, O.N. Isaev, V.V. Kovalev and others .).
Every year the number of children with systemic speech disorders increases. The contingent of compensatory groups in educational institutions consists mainly of children with general speech underdevelopment.
Clinical, psychological and pedagogical studies have shown that defective speech activity negatively affects the formation of the sensory, intellectual and emotional-volitional sphere (increased excitability, irritability or general lethargy, isolation, touchiness, tearfulness, repeated mood swings are observed).
Timely overcoming of speech disorders is of great importance for the overall mental development of the child, which explains the increased research interest in the issues of their prevention and correction.
The multi-level structure of the defect and the presence of non-speech and speech symptoms suggest a multidirectional impact on the personality of a child with speech pathology, carried out as part of a complex of corrective measures. In this regard, there is a need for an integrated approach to medical, psychological and pedagogical support for children with speech disorders, which implies the directions of organizational, managerial and correctional pedagogical activities, resolving issues of methodological support, including educational, thematic and long-term plans; development and systematization of practical material that could be used by teachers of educational institutions in carrying out correctional work.
The purpose of psychological, medical and pedagogical support: the creation of a unified correctional space that promotes the elimination of speech disorders, the development of mental and thought processes, and the communicative activities of students.
Support tasks: prevention of child development problems; assistance (assistance) to the child in solving current problems of development, training, socialization; development of psychological and pedagogical competence of teachers and parents.
To solve these problems, the following principles have been defined.
The support system specialist is always on the side of the child’s interests; he is called upon to strive to solve every problematic situation with maximum benefit for the child.
The child is guaranteed continuous support at all stages of assistance in solving the problem. The support specialist will stop supporting
child only when the problem is solved or the approach to the solution is obvious.
Correctional and developmental work is carried out by a coordinated “team” of specialists included in a single organizational model and mastering a single system of methods.
All decisions of support system specialists can only be advisory in nature. Responsibility for solving the problem remains with the child, his parents or persons replacing them, teachers, and close associates.
The activities of the PMP support service are aimed at ensuring two coordinated processes:
Individual support for children;
Systemic support aimed at preventing or correcting a problem that is characteristic not of one child, but of the system as a whole.
In practice, the escort service begins special work with the child in the following cases:
Identifying problems during mass diagnostics;
Parents seeking advice;
Appeal from teachers, administration of the educational institution;
Contact from the child himself regarding problems;
Appeals from specialists from other social services.
Psychological, medical and pedagogical support acts as a complex technology. The entire team of employees participates in the implementation of the support program. Working as one “team”, each participant in psychological, medical and pedagogical support fulfills clearly defined goals and objectives in his or her area of work.
Close interaction between all participants in the correctional process is necessary not only for the purpose of diagnosing and preventing speech and mental disorders, but also for the purpose of developing new technologies for an integrated approach to the content of correctional and developmental activities that stimulate the speech, cognitive and personal development of the child.
One of the forms of close cooperation between a teacher-speech therapist and an educational psychologist is the conduct of integrated direct educational activities (IDE), which helps to flexibly combine traditional and non-traditional methods, increase efficiency in work and obtain stable results.
1. Direct correctional and developmental work, the forms of organization of which are individual and subgroup classes.
2. Joint activities of specialists and teachers. Main forms of organization: advanced training courses; joint planning of work on the development and correction of pupils’ speech; integrated classes; analysis of work results; workshops; practical lessons; individual consultations.
3. Advisory assistance to parents on issues of correctional and developmental work, which is carried out in the form of: familiarization with the results
tatami diagnostics of the speech state of pupils; planning joint work to correct speech disorders; subgroup and individual consultations; open classes; design of information stands; individual communication notebooks.
The first stage of psychological, medical and pedagogical support is diagnostic.
The goal of this stage is to understand the essence of the problem, its carriers and potential solutions. The content of the work at this stage includes: clarification of the speech therapy report; neurological diagnosis; level of development of mental processes; drawing up a speech profile of the class; recommendations for drug treatment; scheduling medical procedures; holding a meeting of the psychological, medical and pedagogical council; parent meetings based on the results of adaptation and diagnosis; individual consultation of parents and teachers based on the results of the examination.
Stage reporting forms: medical cards, speech cards, sensory development cards, tables and graphs, cards of the dynamics of child development, methodological recommendations, certificates, map of adaptation to school education.
The second stage is design. Its goal is to collect the necessary information about ways and methods of resolving the problem, drawing up or adjusting a plan for correctional education, development and upbringing, taking into account the results of the diagnostics, bringing this information to the participants of the accompaniment, creating positive motivation in the child for corrective action.
Design tools: programs, plans, technologies for speech therapy and psychological work to eliminate speech disorders, work plan for the psychological-medical-pedagogical council, methodological recommendations, teachers’ portfolios, psychological tests.
The content of the work at this stage includes: drawing up a plan for speech therapy work based on the results of a speech examination; adjustment of correctional and educational planning, lesson plan for sensory development; thematic planning of the teacher’s work; planning preventive medical measures; recruiting groups for classes with a speech therapist and psychologist; forecasting expected results; consulting teachers on the use of technology; correctional speech therapy work and psychological support.
Stage reporting forms: plans of specialists, teachers, schedule of speech therapy and correctional classes, recommendations, charts based on the results of psychological testing.
The third stage is activity. The purpose of the stage is to ensure correctional education, development, socialization in accordance with programs and plans recommended by specialists and correctional teachers for each child, development of cognitive interests, activation of cognitive activity; identifying students with learning difficulties and providing them with additional assistance.
Tools: student portfolios, communication notebooks, speech therapy notebooks, notebooks on academic subjects, card files of games and exercises, methodological support for the educational, psychological and speech therapy process, information support with computer programs for the development of psychological
chemical processes, speech therapy simulators such as “Delfa-142”, “Learn to speak correctly”, “Games for tigers”, etc.
The content of the work at this stage includes: organizing and conducting speech therapy classes in accordance with the plan within the framework of the correctional and developmental program; provision of medical support; individual and group counseling for teachers and parents by specialists; conducting open classes, trainings, seminars for parents and teachers; identification of students with learning difficulties, behavioral problems, and motivational disorders; additional examination by their specialists; conducting a psychological, medical and pedagogical consultation based on the results of diagnostics of students experiencing learning and development difficulties, developing recommendations; presentation of students with learning problems to the regional psychological, medical and pedagogical commission in order to clarify the educational route.
Stage reporting forms: lesson plans or notes, open classes for teachers, open classes for parents, conclusions of a psychological, medical and pedagogical council, characteristics, presentations, test results in the form of tables, graphs and diagrams.
At the activity stage of support, correctional and speech therapy work is carried out according to original and adapted programs in speech therapy classes, in correctional classes in the sensory room, in rhythmics, logorhythmics, and puppet therapy classes. Such classes form and develop communication skills in children with speech impairments, correct motor, mental, and speech functions, activate children’s creative potential, and develop the emotional and personal sphere and improve children’s adaptation to new learning conditions.
The “integrated training” technology helps to unite support specialists and implement the assigned correction and development tasks in a shorter period of time. The practice of conducting integrated lessons and activities is actively used in the correctional system.
The fourth stage is reflective. The purpose of this stage: summing up the results of support, analyzing the results of correction and development, determining the level of effectiveness.
Tools: final testing materials, tables, graphs.
The content of the work at this stage includes: Final diagnostics by specialists: analysis of the results of the specialists’ activities; conducting a psychological, medical and pedagogical consultation based on the results of correctional training; recommendations for choosing an educational route; recommendations for observation by a neurologist and speech therapist; individual counseling of parents by specialists.
The main form of support reporting is considered to be a diagnostic card of the child’s development, which includes an individual support program.
Psychological, medical and pedagogical support allows you to protect the rights of the child, ensure his physical and psychological safety, pedagogical support and assistance in overcoming developmental problems.
The effectiveness of support is determined not only by specific data from psychological, pedagogical, and medical diagnostics, but also by more general indicators: satisfaction of the child and parents with the result of the work;
tendency to form a positive, adequate self-concept; success in mastering types of speech activity appropriate to the child’s age and characteristics.
The conceptual basis of psychological, medical and pedagogical support is the pedagogy of success, which involves providing conditions for the development, self-realization and socialization of the child’s personality by creating a situation of success in which the capabilities of each child are maximized.
Bibliography
1. Zhirnova O S. Psychological and pedagogical support for children with general speech underdevelopment in preschool educational institutions [Text] // Psychological sciences: theory and practice: materials of the II International. scientific conf. (Moscow, March 2014). - M.: Buki-Vedi, 2014. - pp. 62-64.
2. Fundamentals of special psychology: textbook. aid for students avg. ped. textbook institutions / L. V. Kuznetsova, L. I. Peresleni, L. I. Solntseva, etc.; ed. L. V. Kuznetsova. - M.: Publishing center "Academy", 2010. - 480 p.
3. Rogova A.A., Salavatulina L.R. Psychological and pedagogical support for children of senior preschool age with general speech underdevelopment of the III level in a combined preschool educational institution // Scientific and methodological electronic journal “Concept”. - 2016. - T. 11. - P. 561-565. - URL: http://e-koncept.ru/2016/86123.htm
E. V. Yemets
Features of coherent speech in younger schoolchildren with general speech underdevelopment
One of the main aspects of correctional speech therapy work with primary schoolchildren who have general speech underdevelopment is the formation of coherent speech in them. The development of coherent speech is the most important condition for a child’s success in school. Only with well-developed coherent speech can a student give detailed answers to complex questions in the learning process, consistently and completely, cogently and logically express his own opinions, reproduce the content of texts from textbooks, works of fiction and oral folk art.
According to L.S. Vygotsky, the opportunity to develop creative speech activity appears in children in older preschool age, when they develop a stock of knowledge about the world around them, which can become the content of verbal creativity. Children master vocabulary and complex forms of coherent speech. They have the opportunity to act according to plan. The imagination turns from reproductive, mechanically reproducing reality into creative.
The development of coherent monologue speech was carried out by Vorobyova V.K., Davidovich L.R., Glukhov V.P., Filicheva T.B. and etc.
We conducted a study aimed at identifying the level of development of coherent monologue speech in children of primary school age with general speech underdevelopment.
The study was conducted on the basis of the Marfinskaya Secondary School in the Mytishchi district from September to December 2016.
In a special / correctional / educational institution, an escort service is being formed, whose task is not only to help in overcoming learning difficulties, but also to work to preserve and strengthen the health of students, provide conditions for correction and personal development, protect the rights of students, as well as further successful socialization in society.
The quality of support is determined by its basic principles:
- complexity,
- continuity,
- interdisciplinarity,
- priority of the interests of the child,
- team approach,
- coordinated work of all support specialists - psychologist, social teacher, speech therapist, speech pathologist, medical worker (pediatrician and psychiatrist), exercise therapy teacher, teacher, etc.
In the Russian language dictionary, to accompany means to go, to travel with someone as a companion or guide. In accordance with this, accompanying a child along his life path is moving with him, next to him.
The leading idea of support is that specialists understand the need for a child’s independence in solving his or her developmental problems. Within this ideology, conceptual implications of support can be identified that include:
Firstly, systematic monitoring of the child’s psychological and pedagogical status and the dynamics of his mental development during schooling;
Secondly, creating socio-psychological conditions for the development of students’ personality and their successful learning;
Thirdly, creation of special socio-psychological conditions to provide assistance to children with problems in psychological development and learning.
Maintenance as a process, as an integral system of activity, is based on certain principles.
1. The fundamental principle is to respect the interests of the child.
The support system specialist is called upon to solve each problematic situation with maximum benefit for the child: to inform family members about adequate conditions for the education, upbringing and treatment of the child both at school and at home, that is, to contribute to the creation of conditions at the level of the family and educational institution.
The success of helping a child often depends on several specialists or on how the specialist and the parent interact, that is, how the principle of multidisciplinarity (stereognosis) is implemented. This means close interaction, coordination of the work of a “team” of specialists in the course of studying a child (phenomenon, situation): teachers, psychologists, doctors and other specialists, the use of scientific research methods by each specialist, which allows obtaining highly specific results that are part of a holistic study of characteristics development and condition of the child.
2. The principle of continuity, when the child is guaranteed continuous support at all stages of assistance in solving the problem. The support specialist stops supporting the child only when the problem is solved or when he finds an approach to solving it. This principle also means that children who are constantly exposed to risk factors will be provided with continuous support throughout their entire developmental period.
3. The principle of systematic support. Systemic and socio-pedagogical accompanying design is carried out by centers and services in several directions:
- participation in the development and implementation of programs for the development of educational systems;
- designing new types of educational institutions that children need;
- creation of preventive and correctional development programs.
A systematic, holistic approach to a person involves an analysis of connections and relationships not only within the system (the inner world of a person), but also outside it. The integrity of the child as an individual can only be understood in relation to broader social systems - family, social environment, society.
The purpose of psychological and pedagogical support of a child in the educational process can be: ensuring the normal development of the child, correcting existing deficiencies, socializing the child in a group of peers.
- The general objectives of psychological and pedagogical support are:
- assistance (assistance) to the child in solving current problems of development, training, socialization: learning difficulties, problems with choosing an educational and professional route, violations of the emotional-volitional sphere, problems of relationships with peers, teachers, parents;
- psychological support of educational programs;
- development of psychological and pedagogical competence (psychological culture) of students, parents, teachers;
- At different levels (stages) of education, the tasks of psychological and pedagogical support are different. Primary school - determining readiness for learning at school, ensuring adaptation to school, increasing the interest of schoolchildren in educational activities, developing cognitive and educational motivation, developing independence and self-organization, support in the formation of the desire and “ability to learn”, the development of creative abilities. Basic school - support for the transition to basic school, adaptation to new learning conditions, support in solving problems of personal and value-semantic self-determination and self-development, assistance in solving personal problems and problems of socialization, the formation of life skills, the prevention of neuroses, assistance in building constructive relationships with parents and peers, prevention of deviant behavior, drug addiction. High school - assistance in profile orientation and professional self-determination, support in solving existential problems (self-knowledge, search for the meaning of life, achieving personal identity), development of time perspective, goal-setting abilities, development of psychosocial competence, prevention of deviant behavior, drug addiction. The PPMS service chooses the way to organize its activities, but it is possible to identify its elements that are characteristic of any stage:
- Screening diagnostics of all children at transitional stages of development or in problem situations to identify a potential “risk group”.
- Identification from a potential “risk group” to a real “risk group”. Individual diagnosis of children's problems.
- Development and implementation of programs to prevent the development of problematic situations in an educational institution.
- identifying problems during mass diagnostics;
- parents seeking advice;
- seeking advice from teachers, the administration of an orphanage, or a school;
- appeal in connection with the problems of the child himself;
- requests from other children for advice and assistance regarding a child;
- appeals from specialists from other social services.
Class (group) level. At this level, the leading role is played by teachers and the class teacher, who provide the necessary pedagogical support to the child in solving the problems of learning, education and development. The main goal of their activities is to develop independence in solving problem situations, preventing child maladjustment and the emergence of acute problem situations.
Level of specialized institution. Specialized assistance is provided to children with complex problems, involving the participation of specially qualified specialists, comprehensive (interdisciplinary) approach and special working conditions (availability of special equipment, technologies, etc.). Support of the educational process by specialists from the psychological, medical and social center based on an agreement with an educational institution. The specialist of the center takes part in the development of the educational program of the institution, development program, design of the management system, conducts examination and analysis of plans for educational and educational work, decisions made by pedagogical councils and management of educational institutions, as well as the current state of the educational process from the point of view of their psychological validity and practical effectiveness in the development and education of individuals and educational groups, makes appropriate proposals to management and individual employees for the management of the institution.
Considering support as a system, we can distinguish several main stages. Among them:
- diagnostic,
- search,
- consultative-projective,
- active
- reflective.
Design stage- Search and consultative-projective are combined into one.
Activity stage, or the implementation stage of support consists of providing. This stage ensures that assistance is achieved in implementing the plan for solving the desired result.
Reflective stage- a period of understanding the results of the support service’s activities in solving a particular problem. This stage can be the final stage in solving a separate problem or the starting stage in the design of special methods for preventing and correcting mass problems.
When creating a support service and the work of specialists, it is necessary to take into account the motivational conditions and resources of the educational institution.
An important condition for organizing support is the information resources necessary for analyzing, formulating the goals and objectives of the institution’s activities to create a support service.
In the system of correctional and developmental education, it becomes possible to distinguish between correctional and developmental work.
If in correctional work a support system specialist has a certain standard of mental development to which he strives to bring the child closer, then in developmental work he is guided by average age development norms in order to create conditions in which the child can rise to the optimal level of development for him. The latter can be either higher or lower than the statistical average.
Corrective work is assigned the meaning of “correcting” deviations, and developmental work is assigned the meaning of revealing the child’s potential. At the same time, developmental work is not just training of a certain ability, but is focused on working with other factors that determine advancement in educational work (N.I. Gutkina).
Today, in the system of psychological and pedagogical support, along with the traditional types of activities discussed above, such a complex direction as the development (design) of educational programs is being implemented.
Such opportunities are opening up in connection with the emerging distinction between training and educational programs. The curriculum focuses on mastering knowledge, skills, and abilities. The educational program focuses on the formation, development and education of the individual in the totality of his cognitive, emotional, motivational and need characteristics. Thus, the educational program, unlike the educational one, must perform not only educational, but also diagnostic, prognostic, and correctional functions, which involves studying the starting capabilities and dynamics of the child’s development in the educational process and, therefore, involves building a system of psychological and pedagogical support for the educational process.
The educational program is designed jointly by an educational psychologist and a class teacher, a speech pathologist, and a speech therapist.
The design process includes several stages:
Stage 1 - motivational- establishing emotional contact between the teacher and the psychologist, joint discussion of the expected results and conditions of cooperation, clarification of professional expectations;
Stage 2 - conceptual- disclosure to the teacher of the meaning and content of the upcoming work, development of a common language, determination of the role, status and general professional position of the teacher and psychologist regarding the child, distribution of functional responsibilities between them, formation of a common goal, tasks, motives, meanings of cooperation;
3rd stage - design- development of a draft educational program based on an indicative diagnosis of the current level of development; familiarization with the draft program of other participants in the educational process: psychological and pedagogical preparation of participants in the educational process (who did not take part in the development of the draft program);
Stage 4 - project implementation- practical implementation of the educational program: at the same time, ongoing pedagogical diagnostics, analysis and reflection of the program implementation process are carried out; in case of difficulties, current psychological diagnostics are carried out to determine the causes and directions for resolving difficulties;
Stage 5 - reflective-diagnostic- completion of the process: final diagnosis, joint analysis of results, reflection, making proposals for the design of an educational program for transition to the next stage of education (development).
Psychological and pedagogical support today is not just the sum of various methods of correctional and developmental work with children, but acts as a complex technology, a special culture of support and assistance to the child in solving problems of development, training, education, socialization.
The tasks of psychological and pedagogical support at different levels (stages) of education are different. Primary school - determining readiness for learning at school, ensuring adaptation to school, increasing the interest of schoolchildren in educational activities, developing cognitive and learning motivation, developing independence and self-organization, support in the formation of the desire and “ability to learn.”
Basic school - support for the transition to basic school, adaptation to new learning conditions, support in solving problems of personal and value-semantic self-determination and self-development, assistance in solving personal problems and socialization problems, the formation of life skills, the prevention of neuroses, assistance in building constructive relationships with parents and peers, prevention of deviant behavior, drug addiction.
High school - assistance in profile orientation and professional self-determination, support in solving existential problems (self-knowledge, search for the meaning of life, achieving personal identity), development of time perspective, goal-setting abilities, development of psychosocial competence, prevention of deviant behavior, drug addiction.
At the same time, special attention must be paid to transitional stages in the development and education of children, which involves identifying levels of support.
Class (group) level. At this level, the leading role is played by teachers and the class teacher, who provide the necessary pedagogical support to the child in solving the problems of learning, education and development. The main purpose of their activities - development of independence in solving problem situations, preventing maladaptation of the child, the emergence of acute problem situations.
Institution level. At this level, work is carried out by educational psychologists, speech therapists, social teachers (optimally united in a service, council, etc.), identifying problems in the development of children and providing primary assistance in overcoming difficulties in learning, interaction with teachers, parents, peers. At this level, preventive programs are also implemented, covering large groups of students, and expert, advisory, and educational work is carried out with the administration and teachers.
The most important area of psychological and pedagogical support for the development of students is the preservation and strengthening of children’s health.
Modern approaches to building effective preventive programs affirm the need not only to provide students with information about behavioral risks that are dangerous to health, but also to develop healthy lifestyle skills. A necessary condition for the effectiveness of teaching a healthy lifestyle is the use of a wide range of interactive activities (trainings, role-playing games, modeling situations, etc.).
A specific subject of psychological and pedagogical support for a child is the child’s relationship with the community of peers.
The support specialist is called upon to solve a special type of problem situations associated with the child’s rejection by the community, for example, due to ethnic differences, appearance characteristics, etc. Resolving such situations requires both working with the child’s environment to overcome negative stereotypes among peers, developing the ability to accept, tolerance , and with the child himself to develop self-acceptance and support his belief in his own strength. The seriousness of such problems as stigmatization (nicknames and nicknames), ridicule of the child, exclusion from general games and school activities cannot be underestimated.
Solving the problems of psychological and pedagogical support for a child cannot be limited to the area of direct interaction between the psychologist and the child, but also requires organizing work with teachers and parents as participants in the educational process.
Position
about the service of psychological-pedagogical and medical-social support
students of educational institution
1. General Provisions
1.1. This Regulation defines the basis for the activities of the Service for Psychological, Pedagogical, Medical and Social Support of an Educational Institution (hereinafter referred to as the Support Service).
1.2. The activities of the Escort Service allow you to:
- implement a special type of assistance to the child in ensuring effective development, socialization, preservation and promotion of health, protection of the rights of children and adolescents in the educational process;
- provide assistance in the development and implementation of development programs for educational institutions, taking into account the creation of more favorable conditions for the development and upbringing of children;
- create comprehensive preventive and correctional programs aimed at overcoming the psychological, pedagogical and medical and social problems of students.
1.4. The management of the Escort Service is carried out by the head (head of the service), appointed by order of the head of the educational institution.
All service specialists carry out joint support activities in accordance with job descriptions; the functions of all specialists are clearly defined. Teachers, educators, parents of students, heads of clubs (sections), vocational training masters and teachers, representatives of public associations and other interested parties can be involved in the activities of the service.
1.5. In its activities, the Service is guided by international acts in the field of protection of children's rights: the Constitution of the Russian Federation, the UN Convention on the Rights of the Child, the UN Declaration on the Rights of Persons with Disabilities, the Convention against Discrimination in Education, the World Declaration on the Survival, Protection and Development of Children; Laws of the Russian Federation “On Education”, “On Basic Guarantees of the Rights of the Child in the Russian Federation”, federal laws, decrees and orders of the President of the Russian Federation, decrees and orders of the Government of the Russian Federation, orders and instructions of the Ministry of Education and Science of the Russian Federation, education department of the City Administration, ethical codes of psychologists and social workers, these Regulations, and the charter of the educational institution.
1.6. The main principles of the Service are:
- priority of the interests of the child;
- continuity and integrated approach in organizing support;
- advisory nature of assistance and services;
- work using the interdisciplinary team method.
2. Goals and objectives of the Escort Service
2.1. The purpose of the Educational Institution Support Service is to organize psychological, medical and social support of the educational process through the implementation of a set of preventive, educational, diagnostic and corrective measures aimed at creating conditions for the successful development, training and socialization of the individual. In this case, the object of support is the educational process, the subject of support is the child’s development situation.
2.2. Tasks of the Support Service:
- protection of the rights and interests of the individual pupils, ensuring safe conditions for their psychological and physical development and training, support and assistance in solving psychological, pedagogical and medical and social problems;
- qualified comprehensive diagnosis of the capabilities and characteristics of a child’s development with the goal of identifying children who require special attention from specialists as early as possible to prevent the occurrence of development and learning problems;
- assisting the child in solving current problems of development, learning, socialization: implementing programs to overcome learning difficulties, disorders of the emotional-volitional sphere, problems of relationships with peers, teachers, parents; assistance in choosing educational and professional routes; participation of support specialists in the development of educational programs that are adequate to the capabilities and abilities of students;
- development of psychological, pedagogical and medical-social competence of all participants in the educational process - students, teachers, parents;
- promoting the strengthening of mutual understanding and interaction between all subjects of the educational process, assisting the teaching staff in optimizing the socio-psychological climate of the educational institution;
- psychological and pedagogical assistance to parents ( persons replacing them), teachers and educators of students requiring special attention from specialists;
- advisory and educational work among students, teaching staff, parents;
- preventive work and promotion of a healthy lifestyle among students, teachers and parents;
- participation of support specialists in the psychological, medical and pedagogical examination of the professional activities of teachers, educators of family educational groups, adoptive parents; in the examination of educational programs and projects, teaching aids and other teaching aids.
3. Organization of the activities of the Escort Service
3.1. The composition of the Escort Service specialists is determined by the goals and objectives of a particular educational institution. Service specialists organize their activities in accordance with the principles listed in paragraph 1.6. of this Regulation in accordance with their job descriptions.
The main activities of the head of the Escort Service are:
- organization of long-term and current planning of the Service’s activities;
- ensuring compliance with the requirements of regulatory legal acts for the content and results of comprehensive support for participants in the educational process.
- coordinates the work of Service specialists to implement the annual, current activity plan, correctional and developmental programs, organizes and improves methodological support for the support process;
- supplies Service specialists with the necessary information on issues of regulatory support and advanced training;
- organizes work to create and provide conditions for providing comprehensive assistance to participants in the educational process;
- exercises control over the quality and effectiveness of psychological, pedagogical and medical-social assistance provided to participants in the educational process;
- participates in the organization and conduct of certification of Service specialists for the second and first qualification categories, participates in the examination;
- conducts a problem analysis of the support process and the results of the activities of the Service specialists;
- makes proposals to improve and improve the conditions for the educational process;
- at the end of the academic year, submits a report on the work of the Escort Service to the head of the educational institution.
3.3. Specialized assistance to participants in the educational process, as well as assistance in the professional activities of specialists from the Support Service of an educational institution, is provided by institutions designed to provide in-depth specialized assistance to children with problems in learning, development and upbringing: district, city and regional centers of psychological, medical and social support.
3.4. Scientific and methodological support for the activities of the Support Service is carried out by scientific institutions, departments of higher educational institutions, the city Center for Advanced Training of Educational Workers, the Institute of Education, as well as scientific institutions of the Russian Academy of Education.
3.5. The support service works in close contact with institutions and organizations of education, healthcare, social protection of families and children, guardianship and trusteeship authorities, internal affairs bodies and the prosecutor's office, public organizations that provide assistance to educational institutions in the upbringing and development of students.
4. Main activities of the Escort Service
The main activities of the Escort Service include:
- psychosocial diagnostics - conducting research on the socio-psychological climate of an educational institution; determination of the individual characteristics and inclinations of the individual, his potential in the process of training and education, in professional self-determination, as well as identifying the causes of violations in learning, development, and social adaptation; identification of potential and actual social risk groups;
- psychocorrectional work - joint activity of a teacher-psychologist, social teacher, speech therapist, teacher-defectologist, doctor (children's psychotherapist, psychiatrist, neurologist) to develop psychocorrectional education programs; organizing and conducting socio-psychological trainings, role-playing games, group discussions among students, parents, teaching staff on the development of general and special abilities of participants in the educational process;
- psychological, pedagogical and medical-social education of participants in the educational process in order to create conditions for the full personal development and self-determination of students at each age stage, as well as for the timely prevention of possible violations in the formation of personality and development of intelligence;
- socio-pedagogical and psychological counseling of participants in the educational process on various psychological, pedagogical and socio-medical problems, issues of self-determination, personal growth, relationships; assistance to students and parents (legal representatives) in overcoming difficult life situations; consulting teachers, other employees of educational institutions, guardianship and trusteeship authorities, the Department of Internal Affairs, social protection institutions, health care, the Commission on Minors' Affairs, etc. in matters of development, education and training of minors;
- study of the society of an educational institution and microdistrict in order to study their educational potential and organize interaction;
- socio-pedagogical and psychological prevention of possible troubles in the child and adolescent environment in the context of the educational process, prevention of the phenomena of maladaptation of students, facts of antisocial behavior; development of recommendations for teachers and parents to provide assistance in matters of education, training and development; promotion of healthy lifestyles;
- organizational and methodological activities - carrying out organizational, methodological and scientific-methodological work (analysis and generalization of the results of support, development of recommendations for its improvement, processing of scientific research materials); participation in methodological associations, workshops, conferences on problems of education and socialization; participation in the development and implementation of health improvement programs for pupils, taking into account their health status; organizing and conducting seminars, trainings and consultations on mastering innovative techniques; formation of a data bank of achievements of domestic and foreign science and practice in psychological, pedagogical and medical and social support;
- identification and support of students in need of social protection, guardianship and trusteeship in order to protect the legal rights and interests of minors, including the priority right of the child to life and upbringing in the family.
5. Sample documentation of the Escort Service
5.1. Uniform for all specialists of the Service (documents are filled out jointly and are located in the office of the head of the Service).
5.1.1. Long-term annual work plan (monthly, weekly work plan), approved by the head of the educational institution.
5.1.2. Work schedules for specialists (weekly, monthly, half-yearly), approved by the head of the institution.
5.1.3. Social passport of an educational institution, which is compiled by social teachers based on the data of social passports of classes and groups.
5.1.4. Schedule of thematic group consultations and consultations for certain categories of parents.
5.1.5. Projects in the most relevant areas of activity and training programs.
5.1.6. Cards of psychological-pedagogical and medical-social support for students and pupils in need of comprehensive support (not subject to publicity outside the Service)
5.1.7. Documents of the psychological-medical-pedagogical council
5.1.8. List of children in need of accompaniment
5.1.9. Annual analysis of the Service's work.
5.2. Specialists of the Service additionally maintain official documentation in accordance with job descriptions and regulations on offices approved by the head of the educational institution.
5.3. Job descriptions and regulations on offices are kept by specialists and (or) the head of the Service.
6. Responsibility of Escort Service specialists
6.1. In accordance with the procedure established by the legislation of the Russian Federation, Service specialists are responsible for:
- non-fulfillment or improper fulfillment without good reason of the Charter and Internal Labor Regulations of the institution, legal orders of the head of the Service and other local regulations, job responsibilities;
- life and health of children during classes;
- unjustified issuance of a conclusion on the examination of a child within one’s competence, resulting in a deterioration in the latter’s physical or mental health;
- respect for the rights and freedoms of the child;
- confidentiality of materials obtained during the examination;
- maintaining documentation and its safety;
- compliance with labor discipline, industrial sanitation and fire safety rules; With
- security of the workplace, material assets taken against receipt from the financially responsible person.
SCHEME OF PSYCHOLOGICAL-MEDICAL-EDUCATIONAL SUPPORT