An approximate individually oriented educational route developed by preschool specialists for a child with special needs development (III level speech development, senior group, 1 year of study). Reflects the specifics and content of the complex work of preschool education specialists.

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Individual educational route for a child with disabilities

for the 2017-2018 academic year

F.I. child: __________________________

Date of Birth: ___________

Age at the time of preparation of the program: _________

Group : GBOU School ____, building “_____”, group _______

Reasons: conclusion of the Center for Medical and Clinical Practice, Moscow No. ________ dated ________

Individual educational route in accordance with the Federal State Educational Standard for preschool education, in accordance with clause 6, part 1, article 6 of the Federal Law of December 29, 2012 No. 273 - Federal Law “On Education in Russian Federation, 2012, No. 53, Art. 7598; 2013. No. 19, art. 2326, No. 30, Art. 4036, subclause 5.2.41 of the Regulations on the Ministry of Education and Science of the Russian Federation, approved by Decree of the Government of the Russian Federation of June 3, 2013. No. 446 (Collections of Legislation of the Russian Federation, 2013, No. 23, Art. 2923; No. 33, Art. 4386; No. 37, Art. 4702), paragraph 7 of the Rules for the development, approval of federal state educational standards and amendments to them, approved by the Decree of the Government of the Russian Federation Federation, 2013, No. 33, Art. 4377)

The IOM takes into account:

1. the individual needs of the child related to his life situation and health status, which determine special educational needs;
2. Cooperation between the Organization and the family;

IOM goal:

1. Providing a system of means and conditions for eliminating speech deficiencies in children with speech disorders (severe speech impairments) and implementing timely and complete personal development, ensuring emotional well-being through the integration of educational content and organizing interaction between subjects of the educational process. Prevention of possible difficulties in mastering the mass school curriculum caused by the underdevelopment of the speech system of older preschoolers.
2. Providing psychological and pedagogical support for the family and increasing the competence of parents (legal representatives) in matters of development, upbringing, education, protection and promotion of the child’s health

The main tasks of correctional education

1. Elimination of defects in sound pronunciation (education of articulatory skills, sound pronunciation, syllabic structure) and development of phonemic hearing (the ability to carry out operations of discrimination and recognition of phonemes that make up the sound shell of a word).

2.Development of sound analysis skills (special mental actions to differentiate phonemes and establish the sound structure of a word)

3. Clarification, expansion and enrichment of the vocabulary of older preschoolers with STD.

4.Formation grammatical structure speech.

5. Development of coherent speech in older preschoolers.

6.Development of communication skills, success in communication.

IOM implementation period- 1 year.

Visiting schedule kindergarten child:The child attends general education senior group No. 11. Monday - Friday - 7.00 - 19.00 with meals provided.

Psychological and pedagogical characteristics of the child

Emotional-volitional sphere:

Varya's facial expressions are inactive, she does not understand humor well, and distinguishes between the emotional states of others (sad, cheerful, etc.). Self-empathizes with others. The general emotional background is smooth and positive. Reacts adequately to the ban. Varya basically follows generally accepted rules of behavior. Does not always follow the teacher’s verbal instructions in completing tasks; clarification and/or repetition is required. Efficiency is average, interest is unstable, the gaming motive predominates. There is no criticality towards the results of one's work.

Social and communicative sphere:

Varya is a little tense when communicating with adults and maintains several cycles of communication. Independently follows the order and simple rules in joint games; to fulfill more complex rules, the guiding help of a teacher is necessary. In general games with other children, she is active and shows initiative. When communicating with her peers, Varya has little conflict, does not always share toys, and has strong friendships. The level of development of play activity in the girl is within the age norm. The variability of the game is small, the plots are poorly developed, and there is a tendency to reproduce familiar game “routes.” Understands and accepts simple roles in the game; more complex social roles are poorly understood and cannot be retained until the end of the game. With the help of the teacher, he acts in an imaginary game situation, uses little substitute objects in the game, and uses game paraphernalia. Able to agree on the distribution of roles in the game.

Cognitive development:

Varya's level of general awareness and orientation in the phenomena of the surrounding world is below the age norm. Little support for communication on personal topics, on topics not presented in the immediate situation, discusses various events; the answers are monosyllabic, confusing, not always on topic, speech is unclear. Confused about answers to certain questions about himself and his family, etc. The girl has insufficiently formed figurative and spatial-temporal ideas. The level of development of perception and the volume of voluntary memorization are reduced. The level of development of visual-figurative thinking also does not correspond to the age norm. Varya’s ability to establish cause-and-effect relationships is not sufficiently developed. The level of development of voluntary attention is within the age norm.

Speech development:

Vocabulary is significantly below the age norm. Inflectional skills and abilities at the stage of formation (adult explanations, demonstration, example). Word-formation skills and abilities at the stage of formation (adult explanations, demonstration, example).

Syntactic skills and abilities at the stage of formation (adult explanations, demonstration, example). Level of formation of phonetic-phonological competence: in the formation stage. Phonemic hearing is significantly reduced.

Sound analysis and synthesis skills are in their development stage. The syllabic structure of words is disrupted (omission and rearrangement of syllables);

Sound pronunciation: L, R, R.

Coherent speech: The phrase is simple, ungrammatical. He understands the text he listens to partially, remembers it in fragments, and retells it briefly and in monosyllables. It is difficult to independently compose a story based on a series of plot paintings. Lays out pictures with the help of an adult; verbal and logical thinking is not sufficiently formed; visual and figurative thinking predominates. The mobility of the muscles of the articulatory apparatus is normal. The volume of movement of the lips and tongue - all movements are available, the pace and switchability are somewhat slow. The voice is normal, the volume of speech breathing is insufficient.

The child's passive vocabulary is more developed than the active one. The leading hand is the right. Varya has level III OHP.

Proposed forms and conditions of working with a child(route sheet)

clause 12.15. The scope of medical and health work and correctional assistance for children (classes with a speech therapist, a psychologist, and others) is regulated individually in accordance with medical and pedagogical recommendations.One integrated lesson is held once a week. Organized activities during the day alternate with free activities or rest for children.

Direct educational activities

V senior group №11.

The organization of direct educational activities is regulated by paragraphs. 11.10 – 11.13;12.5;12.7 SanPiN 2.4.1.3049-13.

One integrated lesson is held weekly.

Organized activities during the day alternate with free activities or rest for children.

A certain part of educational activity is carried out in the process of routine moments, for example, observing objects and phenomena of the surrounding world while walking, developing basic labor skills, etc. Every day, time is allocated in the daily routine for reading fiction.

Correctional and developmental classes of a speech therapist and educational psychologist (individual correctional work in the morning and evening) are not included in the curriculum, because a small correctional group is formed on the basis of monitoring, recommendations and conclusions of the Center for Medical Education and Training, PMPK and upon requests from educators. The number of classes and composition of groups is determined according to need. Classes are conducted in small subgroups or individually and are outside the curriculum. Correctional work in a preschool educational institution is built as an integral system that provides a comprehensive, differentiated, regulated process of managing the course of psychophysical development of preschool children. Correctional classes conducted by speech therapists are variable in relation to communication classes in the general education process (for children with speech pathology). This variability ensures that the maximum permissible load on a child is not exceeded.

Corrective and developmental work carried out by an educational psychologist

Interaction between a teacher-psychologist and the child’s parents:

Obtaining anamnestic data about the child;

Providing parents with information about the content and effectiveness of the ongoing correctional and developmental work with the child;

Conducting individual consultations with parents on the following issues: development and upbringing of the child; optimizing interaction with the child in the family, the child with other children and adults; organizing a developmental environment for the child at home;

Conducting individual consultations at the request of parents, incl. on issues of personal psychological difficulties of parents;

Ensuring parent participation in group consultations, workshops, and trainings;

Creating an adequate understanding of parents about the child’s capabilities and possible ways to correct existing disorders;

Selection of literature on problems of child development and upbringing at the request of the parent and as necessary.

Corrective and developmental work carried out by a speech therapist teacher

Speech therapy classes are divided into:

Group;

Individual.

The following types of classes (subgroups) are conducted:

• on the accumulation of formation of lexical and grammatical categories - 1 lesson per week;
• on the development of coherent speech – 1 lesson per week
• on the formation of phonetic-phonemic categories - 2 lessons per week;
• The lesson lasts 25 minutes.

Social and communicative developmentchildren is carried out in educationalactivities during routine moments, in joint and independent play activities, in the family.

Calendar and thematic planning in the senior group with TNR (ONR) children

Individual map of child speech development by Varvara A.

(methodology for determining the level of speech development by O.A. Bezrukova)

In real life, educational programs are mostly aimed at the average level of development of the student, so each child, due to his uniqueness and originality, is not easy to try to reveal his inner potential and achieve full personality development within the narrow framework of average patterns. The contradiction that has arisen poses a challenge for teachers to organize an individual learning route within the framework of the Federal State Educational Standard to realize the intellectual and creative potential of each preschooler.

Individual educational route for a preschooler as determined by the Federal State Educational Standard

An individual approach to a child’s personality is the basic principle of the Federal State Educational Standard. The principle of priority of the child’s interests was defined by the researchers as “being on the child’s side.” The reason for the difficulties experienced by a child in development should be sought both in the personality of the child himself and in the adults around him, who are directly responsible for the social environment in which the little person grows up. In real life, the child is often the only one on his side. At the same time, he often turns out to be helpless and defenseless in the face of circumstances, so it is important in any problematic situation to hear the child, understand and help him.

The foundation of the modern standard of preschool education was based on the principle of pedagogy of an individual approach and the developmental concept of education. Indicated in the following paragraphs:

1. clause 1. 6. - formulation of tasks that concentrate around the creation of optimal conditions for the formation and development of the child’s personality, as well as the disclosure of his creative potential in accordance with his age, psycho-emotional and physiological characteristics, individual abilities and inclinations, the specifics of the social environment. The child is considered as a valuable subject of relationships with himself, the people around him and the outside world.
2. clause 1. 4. - contains the principles of the Federal State Educational Standard, the key of which is the provision on the implementation of an individual approach to the educational needs of each child.
3. paragraph 2. 10. 2. - the methods of organizing and coordinating children's initiative and spontaneous activity in the spirit of creative activity are clarified.
4. clause 3. 2. 1. - professional selection of forms and methods of pedagogical work that are relevant to the age and individual needs of the child.
5. clause 3. 2. 3. - patronage of the child, development of an individual development roadmap, pedagogical and psychological correction of identified problems.
6. paragraph 3. 2. 5. - a developmental concept of education aimed at the short-term development of the student.

An individual approach refers to the management of a child’s development, based on a deep, multifaceted study and understanding of the complexity of his inner world and social conditions of life.

Identification of capable children is carried out on the basis of observation, communication with parents, study of individual characteristics

The principle of individual approach pedagogy is not to change the content of education in the interests of a particular child, but to adapt pedagogical methods and techniques to his personal characteristics. For the educational process to be successful, it is necessary to take into account the difficulties that the child experiences and the pace at which he acquires knowledge, skills and abilities. In this case, a model of fruitful partnership between a child and a teacher is being implemented, since the child and parents retain the right to choose the most suitable educational methods from those proposed by specialists.

An individual educational route is a personal way to realize the intellectual, emotional, spiritual potential of a preschool child’s personality. The goal is to create favorable conditions that stimulate activity and the development of the child’s creative and intellectual powers. The teacher’s task is to ensure competent professional selection of the content of educational, psychological and physical activity, as well as forms and methods of work that meet the individual needs of the child.

Video: individualization of preschool education

Criteria that determine the objectives of an individual development strategy:

• the current level of development of the child’s abilities;
• the degree of his readiness for educational activities;
• individual educational goals and objectives for the near future.

IOM tasks, review and approval procedure

Individual educational routes are designed:

• for problem children who experience difficulties in the process of mastering the general education program for preschoolers and need correctional assistance from specialists;
• for pupils with disabilities, disabled children;
• for gifted children with a level of ability exceeding average regulatory educational standards.

Leading tasks of an individual educational route:

• provide support and assistance in self-development and mastering the preschool education program;
• to form in the child an initial level of learning ability, i.e. teach him to understand the educational task, plan his educational activities, concentrate on completing the exercise, develop self-discipline and volitional qualities;
• develop and improve movement coordination skills, development of gross and fine motor skills;
• to form and consolidate general cultural, everyday, hygienic, communicative foundations of behavior;
• to accustom the child to manipulative-objective, sensory, practical, play activities, to develop skills in the productive area (drawing, modeling, appliqué);
• develop speech - emotional intonation, grammatical structures, speech mechanisms;
• to generate knowledge about the natural environment and the world of social relations;
• form ideas about spatio-temporal and quantitative categories.

Methodological tools that are used in passing individual trajectory development:

• role-playing and outdoor games, classes in the form of conversation and dialogue, reading and discussion of literary works, small improvisation sketches that enhance the emotional component of information perception;
• psychological trainings and game exercises that help relaxation, neutralize fears, reduce anxiety and aggression, improve behavioral sphere, as well as social and communication skills;
• exercises to develop thinking, imagination, speech, memory;
• use of art therapy techniques (treatment with art, fairy tales, doll making).

Development and adoption of the IOM

To create an individual educational route, it is first necessary to conduct a diagnostic study to find out the level of psycho-emotional, intellectual, communicative, social and physical development of the child. The diagnostic results are presented to the teachers' council, which subsequently recommends that the children be examined by specialists from the PMPK (psychological, medical and pedagogical council).

The council compiles a list of children for whom the development of an individual educational work plan is relevant.

Main stages, structure and content of IOM

A team of educators, in collaboration with specialized specialists, thinks through the content component of the plan. A calendar plan is filled out indicating the elements of pedagogical technology and a list of methodological techniques for achieving the set educational goals.

Basic principles for designing an individual plan:

1. Developing a child's learning abilities.
2. Continuity and consistency. A team of specialists accompanies the child throughout the entire individual route project until the problem is resolved.
3. Refusal of average assessment templates, development of an individual rating scale for each child based on the results of diagnosing the level of his capabilities. In ordinary life, this means that the teacher tries not to use the practice of straightforward “judgment” or “labeling”, comparing the child’s achievements with the generally accepted “norm”. The very concept of “norm” is not perceived as compliance with an average or standard level obligatory for all children, but is interpreted as the best level that a particular child can show in a particular situation. A result that for one child will be regarded as a success, for another, based on his personal level of ability, will be considered a failure. Such a humane approach will allow you to “save face” and self-esteem, and develop self-confidence.
4. The beneficial influence of the children's subculture, the enrichment of the child's inner world with informal traditions of the children's environment, forming and strengthening their own experience of a full-fledged childhood. It is important to create an atmosphere of positive emotions that will help overcome tension, anxiety and wariness.

Educational games are used in individual work by a teacher-defectologist, educators for the purpose of correcting emotional and volitional disorders, developing logic, perception, substitution actions, motor skills and perception of colors, ideas about the surrounding world

Stages of educational activities according to an individual plan

1. Observation, identification of the level of formation of psychological, social and intellectual qualities of a preschooler’s personality, necessary for his productive activity in any educational field. The observation stage assumes an indifferent approach of the teacher, a position of non-interference when observing the child.
2. Diagnostics of the starting volume and qualitative characteristics of specific subject knowledge, skills and abilities. Specialists conduct tests during which problem areas and “success zones” are identified.
3. Building a personal plan for correctional work for the near future (up to 1 year with mandatory intermediate monitoring every 3 months) based on “success zones”, individual selection of effective methods and techniques of pedagogical work.
4. Active activities to implement an individual route: conducting classes, conversations with parents, homework.
5. Analytical stage - summing up, evaluating the results obtained: demonstrating the results of the student’s work in the form of a presentation or exhibition of crafts, speaking to children and adults. In this way, the feedback mechanism with others is activated, and the problem of socialization of students is solved. The results achieved, whether reproductive knowledge or creative projects, are compared with the planned tasks specified in the individual schedule or general education curricula.

To develop harmonious relationships with people around you and solve socialization problems, the following methods will be useful:

• didactic and role-playing games that will introduce the child to the traditions of other peoples and will contribute to the formation of a respectful attitude towards people of other nationalities and cultures;
• reading fairy tales of the peoples of the world, getting acquainted with the folklore (songs, dances, games, holidays) of the peoples of Russia;
• collective outdoor games, holidays and concerts, exhibitions of crafts;
• discussion in a confidential conversation of situations that occur in real life and cause children difficulties in understanding or contain a moral context;
• arbitrary creation of situations that will pose the question of choice and necessity for the child to perform an action;
• holding photo exhibitions in which there is a place for photographs of each baby.

Predicted result:

• achieving social comfort and awareness;
• improving communication skills;
• decreased level of emotional instability, aggressiveness, increased self-control;
• development of self-awareness, a sense of significance and value of one’s own personality;
• formation of self-esteem close to adequate.

Criteria that allow us to assess the degree of success of a preschooler in social and personal growth:

• the ability for self-esteem is formed, the “little man” tries to speak honestly about himself and admit his shortcomings;
• ideas about moral and ethical values ​​have been developed, the baby shares and understands “what is good and what is bad”;
• the conscious need to adhere to moral standards of behavior has strengthened, the child has shown a desire to “be good” and see positive reaction people around you on your behavior;
• the child is able to communicate easily and naturally with other children or adults;
• a feeling of empathy and compassion awakens, a sincere desire to help elders, peers or children arises;
• the pupil builds relationships with other children on the basis of mutual understanding and respect, resolves conflict situations with dignity;
• ideas about safe behavior in everyday life, on the street, in play.

1. An introductory part, which records general information about the child and his family, the reasons for developing an individual plan, the goals and objectives of educational work, the schedule and form of classes.
2. Data logging diagnostic study preschooler, planned monitoring materials, which allow for an in-depth analysis of the symptoms and causes of developmental disorders, give an objective assessment of the child’s level of development and plan correctional activities to overcome difficulties.
3. Schedule of therapeutic and recreational activities, which includes distribution physical activity, carrying out procedures for hardening the body.
4. A plan of individual lessons, including mandatory integration with educational activities common to all children.
5. A report on the implementation of an individual roadmap indicating the topic, content, the result of the lesson and conclusions about the necessary improvements.
6. An observation sheet is filled out, which reflects the dynamics of the educational process and helps to make timely changes depending on the results of the intermediate control, as well as determine the choice of optimal forms of pedagogical work to increase the effectiveness of the child’s educational activities.
7. Assessment of student achievements in implementing an individual route. It is recommended to conduct control tests at the end of each thematic block, i.e., at regular intervals of three months.
8. Recommendations and advisory assistance to parents.

General developmental elements of gymnastics, as well as various outdoor games, are very popular with children and contribute to the mental, psychomotor and emotional development of preschoolers

Sections of the educational route

There are several important sections for developing an individual educational route for a preschooler, which will be discussed further.

General information about the child and family

It is indicated where he came from (family or transferred from another preschool), whether he constantly attended the preschool, if there were long breaks, then indicate the reason. Mark the level of adaptation of the pupil in new conditions on a five-point scale.

Family composition: indicate all family members with whom the student lives.

Describe the type of family:

• prosperous - a stable, strong family with a decent cultural level of upbringing;
• dysfunctional - has a low level of pedagogical awareness, the baby is deprived of parental care and attention, the conflictual emotional atmosphere in the family traumatizes the child, gives rise to psychological complexes, physical methods of influence are used on the child.

Which adult is raising the child?

The child’s relationship style with adult family members:

• authoritarian - strict dictatorship and suppression of freedom, humiliation of the child’s dignity;
• control and guardianship - restriction of independence, protection from worries and problems, “greenhouse conditions”;
• connivance - indulging the desires of the child, spoiling the child with the passivity of adults;
• respect and cooperation - help and support, experiencing difficulties together.

Appearance. It is necessary to note manners, gestures, describe the features of facial expressions, gait and posture, the degree of accuracy and grooming.

“Puppet therapy” is the correction of children’s problems using puppet theater: children perform sketches with dolls according to specially developed scenarios that reflect the individual problems of a particular child

Somatic health

Health group, availability chronic diseases, appetite characteristics, whether the habit of daytime sleep has been developed, whether the baby suffers from enuresis.

Motor skills:

• general motor skills correspond to the age norm or there are disturbances in motor coordination;
• indicates the range of fine motor skills with characteristics of coordination, pace and volume of motor functions of the hand, left-handed or right-handed.

Cognitive skills

Attention - the ability to concentrate and maintain attention, qualitative characteristics (voluntary, involuntary).

Memory is the speed of memorization, the amount of material that a child is able to reproduce by heart or retell independently from memory, which type of memory (auditory or visual) is dominant.

Thinking:

• degree of understanding of spatial references (above, below, left, right, etc.);
• the ability to select a generalizing word for several homogeneous objects (furniture, vegetables, fruits, animals, etc.);
• the ability to highlight the main thing;
• skills in identifying the simplest cause-and-effect relationships (summer - hot, snow - winter, etc.);
• orientation in time parameters (day, night, year, month, etc.).

Scope of knowledge:

• primary knowledge about yourself and the world around you: knows your name, age, family members, residential address, names the signs of the seasons, has general knowledge about the animal and plant world in accordance with program requirements;
• development of design, drawing, modeling skills;
• level of proficiency in elementary mathematical concepts - ordinal counting skills, solving simple examples;
• skills of identifying and distinguishing shapes and colors.

A problem child especially needs positive emotions, adult support and understanding, and playing with water provides invaluable help in this regard.

Behavior during educational activities

Development of self-control, discipline, organization, determination and awareness of actions in the classroom.

Speech development

Sound characteristics, pronunciation quality, lexicon, grammatical organization and structure of speech.

Characteristics of the child's activities

• level of self-service skills;
• interest and personal activity demonstrated in gaming activities.

Features of character and behavior

• emotional portrait of a child - cheerfulness, depression, tearfulness, positivity, depression, calm or hyperactive, etc.;
• character traits, temperamental features - activity or passivity, aggressiveness or poise, confidence or timidity, prefers individual or collective forms of work;
• development of moral guidelines, culture of behavior and communication.

It is necessary to note personal preferences, the scope of the child’s creative or intellectual talent.

Sample for filling out general and diagnostic data in the IOM - table

After diagnosing and determining the goals and objectives of the compiled route, the teacher and specialists determine which games, exercises and other activities will be used when working with the baby. This is also reflected in the IOM text.

An example of selecting forms of work with a preschooler according to an individual route - table

Productive joint activities of the student and the teacher, aimed at the successful implementation of an individual educational route, will allow for positive dynamics in the personal growth of the child. Such work will require the teacher high level professional competence and efficiency, as well as personal interest in obtaining a good result.

Karabaeva Gulnara Ismagulovna

Deputy Director for HR

boarding school named after. Krupskaya

East Kazakhstan region,

Ust-Kamenogorsk

Mini case

“Individual educational route for children with disabilities”

Individual educational route - this is a movement in the educational space created for the child and his family in the implementation of educational and psychological-pedagogical support in order to realize individual developmental characteristics.

To solve this problem, in today's education system it is planned to draw up individual educational routes for children with disabilities.

The choice of one or another individual educational route is determined by a complex of factors:

the age of the child;

health status;

level of readiness to master the educational program;

characteristics, interests and needs of the child and his family in achieving the required educational result;

professionalism of specialists from educational institutions.

In practice, the process of training and education is mainly focused on the average level of development of the child, therefore not every student can fully realize their potential. This poses challenges to educators, speech therapists, and school psychologists. educational institution the task of creating optimal conditions for realizing the potential of each student. One of the solutions in this situation is the preparation and implementation of an individual educational route (hereinafter referred to as IOM).

An individual educational route is a personal way to realize the personal potential of a child (pupil) in education and training.

The main goal of drawing up an individual educational route (IER):

This is the creation at school of conditions conducive to the positive socialization of schoolchildren and their social and personal development.

Tasks for the social and personal development of the child:

Create a favorable subject-development environment for the social development of the child;

Organize unified system the work of the administration, teaching staff, medical staff of the school and parents on the social and personal development of the child;

Improve the style of communication between the teacher and the child: adhere to a psychologically correct style of communication, achieve the respect and trust of the student;

Create conditions for the development of a child’s positive attitude towards himself, other people, the world around him, and the communicative and social competence of children;

Develop in the child a sense of self-esteem, awareness of his rights and freedoms (the right to have his own opinion, choose friends, activities, have personal belongings, use personal time at his own discretion)

The individual educational route is determined by:

government order;

the needs and requests of parents;

individual functional capabilities and level of development of pupils;

the capabilities of the educational institution;

Individual educational routes are developed:

For children who do not master the basic general education program of school education;

For children with disabilities, disabled children.

For children with high intellectual development.

An individual educational route includes the main directions:

development of general and fine motor skills;

development of cultural-hygienic and communicative-social skills;

formation of the child’s activities (manipulative, sensory-perceptual, objective-practical, playful, productive), which include modeling, appliqué, drawing) and other types of productive activities.

speech development (formation of the sensory basis of speech, sensorimotor mechanism, speech functions);

formation of ideas about the environment (the objective world and social relations);

formation of ideas about space, time

Methods used in the work:

Conversations, games, activities, reading fiction, sketches aimed at getting to know various emotions and feelings, with “magic” means of understanding;

Games, exercises and trainings that promote the development of emotional, personal and behavioral spheres (developing communication skills and improving relationships with others, relieving fears and increasing self-confidence, reducing aggression and weakening negative emotions)

Activities, games and exercises for the development of mental processes (memory, attention, perception, thinking, imagination);

Art therapy techniques (puppet therapy, isotherapy, fairy tale therapy);

Relaxation psycho-gymnastic exercises (relaxation of the muscles of the face, neck, torso, arms, legs, etc.)

When developing an individual route we rely on the followingprinciples :

The principle of relying on the child’s learning ability,

The principle of correlating the level of actual development and the zone of proximal development.

The principle of respecting the interests of the child.

The principle of close interaction and coordination of the work of a “team” of specialists in the course of studying the level of development of a child (phenomenon, situation);

The principle of continuity, when the child is guaranteed continuous support at all stages of assistance in solving the problem.

The principle of refusal of average rationing. The implementation of this principle involves avoiding a direct evaluative approach when conducting a diagnostic examination of the child’s level of development.

The principle of relying on children's subculture.

Based on the analysis of the literature studied, several stages of constructing an individual educational route were identified

1. Observation stage.

2. Diagnostic stage.

3. Design stage.

4. Implementation stage

5. Final diagnostic stage.

Let's take a closer look at each stage

First stage of observation.

1.Purpose of the stage : identify a group of schoolchildren experiencing difficulties: personal, regulatory, cognitive, communicative, psychomotor or complex. Based on the observation results, the table “Identification of groups of schoolchildren by difficulties” is filled out.

2.Diagnostic stage. At this stage, a number of diagnostics are carried out jointly with an educational psychologist. The purpose of this stage is to identify the causes of the child’s difficulties. Based on the results of the observation, the table “Identified difficulties of schoolchildren and their causes” is filled out.

FI -Identified difficulties - causes - Result (at the end of support)

3. Construction stage . The purpose of the stage: building individual educational routes for preschoolers, based on identified difficulties and established causes of these difficulties.

4. The stage of implementation of individual educational routes in the life of schoolchildren .

An individual educational route can be implemented in all types of activities, at any time, it all depends on the desire of the child, on his choice, self-determination!

On Stage 5 is the final diagnosis.

The purpose of the stage: to identify the results of the route (the difficulty was preserved or not preserved.

Expected result:

development of social competence;

development of communication skills;

correction of anxiety, self-esteem (approaching adequate);

development of a sense of self-worth;

correction of the child’s social and personal problems.

Thus, by building individual educational trajectories for children’s development, we provide our students with equal opportunities when studying at school.

Development of an individual educational route for a child with disabilities in educational organization.

Development of an individual educational route for a child with disabilities within an educational organization implementing inclusive practices.

The main goal of the administration and the entire teaching staff of an educational institution (organization) as part of the implementation of inclusive practice is to create special conditions for the development of educational programs and social adaptation of a child with disabilities. Interaction in an interdisciplinary team of psychological and pedagogical support specialists, teachers and parents is one of the most important conditions.

Under individual educational route for a child with disabilities in an educational institution we understand system of specific joint actions administration, main teachers, interdisciplinary team of specialists supporting the educational institution (PMPk), parents in the process of including a child with disabilities in the educational process.

Individual educational plan– document, reflecting the general strategy and specific steps of the interdisciplinary team and parents in organizing psychological and pedagogical support for the individual educational route of a child with disabilities within the school for a certain period, approved by the director of the educational institution and signed by the child’s parents.

Features of working on an individual educational plan:

1) It is developed collectively within the framework of the activities of the PMPK.

The teacher and parents are full participants in the work on the IEP;

2) Developed for a certain time-limited period (quarter, trimester, half-year);

3) At the end of the period, the child’s achievements are assessed - the dynamics of his development, mastering the educational program, adaptation to the peer group, school team. An analysis of the dynamics and efficiency of work is also expected. Based on the results of all conclusions, the plan is adjusted;

4) The formulation of goals and objectives, criteria for the achievements of a child with disabilities are

as specific as possible;

5) The responsibility and regulations for the activities of all participants in the joint work are established.

An individual educational route (and, accordingly, an individual educational plan) within an educational institution for a child with disabilities is developed in several stages. Let's list the most important of them.

1.School administration together with the inclusion coordinator defines, which teacher and which class (group) the child is entering. It is also determined which psychological and pedagogical support specialists can join the interdisciplinary team. If the school does not have any specialist, the administrative group is looking for possible options for attracting additional resources (cooperation with the PPMS center, attracting volunteers, etc.). An agreement is concluded with the parents.

2. Planning an individual educational route a child with disabilities upon entering the first grade of school begins with careful collection and analysis of preliminary (initial) information about the child and his family. Such information may include the following areas

IMPORTANT: Parents may, but are not required to, inform school staff of the child’s medical diagnoses and whether the child is being seen by a particular doctor. If a relationship of trust and cooperation develops between parents and school specialists, parents of their own free will report anything that may affect the quality of education or require special conditions for the child’s adaptation to the school environment.

At the stage of information collection and goal setting, the main task of the school administration and staff is to agree with parents on one common goal for a certain, “understandable” period of time - for example, one year. In a conversation with parents, it is necessary to set priorities in the development of the child based on his capabilities - in accordance with them, the teacher and the entire interdisciplinary team will solve practical problems in the field of education and social adaptation of the child. At the same time, by signing a cooperation agreement and then taking part in the development of an individual educational plan for their child, the parent must be aware of the extent of their responsibility for the child’s quality of life not only within the family, but also at school.

3. Development of an individual educational route(and – accordingly – IOP) precedes diagnostic stage, during which, during two (maximum - three) weeks of the child’s stay at school, the teacher and psychological and pedagogical support specialists (PMPc) conduct a comprehensive assessment of his condition at the time of admission to school. If school specialists find it difficult to choose certain forms and tactics of diagnosis and interpret the results obtained, you can, through the inclusion coordinator, seek advice from specialists from the PMPC or PPMS center, who are a resource in this area. As a result, at the PMPK meeting on the development of the IEP, a conclusion is made about the psychological characteristics of the child, the development of his educational skills, and the specifics of interaction with peers and adults. The main task of complex diagnostics in this case is to determine what educational needs the child has, what capabilities can be relied upon first, and which areas of activity of teachers and specialists are the most relevant.

The actual development of the Individual educational route (and, accordingly, the IEP) at a meeting of the school’s psychological, medical, pedagogical (psychological and pedagogical) council.

5. Joint activities administration, teachers, psychological and pedagogical support specialists, parents as part of the implementation of the child’s individual educational route (Individual educational plan for a certain period of time).

6. Analysis of the results of the activities of teachers and specialists - the dynamics of the child’s mental and physical development, the level of his adaptation in the school environment, mastering the educational program, family involvement in the educational process, as well as identifying the most effective forms and methods of teaching and socializing a child with disabilities, organizing interaction with parents.

In the context of the transition to the practice of individualization and differentiation of the educational process individual educational route for a child with disabilities becomes the optimal model for building highly effective pedagogical work. Subject to targeted optimization of intellectual, psychological, physical and emotional stress, it is possible to ensure full satisfaction of the real educational needs of school-age children, create conditions for their comprehensive progressive development and successful socialization.

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The individual educational route of a child with disabilities includes:

• creating conditions for learning at a personal pace that corresponds to the level of optimal daily workload;
• identifying the goals and objectives of the education of a schoolchild with disabilities, regardless of the psychophysical state;
• choice the most effective methods, methods and forms of conducting educational activities, taking into account the stated targets;
• designing an environment that promotes the formation of social skills and lays the foundation for career guidance;
• implementation of corrective medical, psychological and pedagogical assistance, which is an important component of the educational process.

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Individual educational route for a child with disabilities: relevance of the issue

The relevance of addressing the issue of accompanying schoolchildren with special educational needs is associated with modern trends education. The need for psychological and pedagogical support, implemented in particular through design individual educational routes for everyone child with disabilities, leads to an expansion of the range of professional tasks that a modern teacher solves. This raises the issue of increasing the professional competencies of teachers and specialists, taking into account the variability of working with children of different ages with sensory, motor, speech, intellectual, emotional and other developmental disorders.

According to current statistical data, over the past 15 years there has been a decrease in the number of teachers-defectologists, and this fact actualizes the problem of training specialists working in the system of accompanying children with disabilities in the conditions of inclusive education. Training of specialists (psychologists, additional education teachers, social educators, speech therapists, speech pathologists) for the implementation of special education involves the development of a system of professional pedagogical competencies. In this regard, the most important condition for the development of professional self-awareness and personal development of teachers in the conditions of inclusive education is the purposeful formation in them of skills and qualities that contribute to the implementation of reflexive and organizational actions necessary in the implementation of psychological and pedagogical support for children with disabilities.

One of the key competencies of a modern teacher is the ability to model individual educational route for a child with disabilities. At the same time, the development and implementation of IOM implies the joint participation of the parents of a child with disabilities (or persons replacing them), all teachers and specialists involved in a comprehensive correctional and developmental process aimed at overcoming developmental deficits and increasing the level of adaptive capabilities of a child with disabilities for a more favorable its inclusion in the educational environment.

According to the trajectory provided within the framework of differentiation of the educational process, the student’s movement can be carried out along various educational routes: internal, providing training within the walls of one school, or external, possible subject to the establishment of cooperation between educational institutions and other institutions. Peculiarities individual educational route for a child with disabilities are determined by a combination of factors, the most significant of which are:

1. The age of the student.
2. State of health, level of psychophysical development, readiness to master the program material.
3. The desire, capabilities and needs of the student and his family members to achieve the agreed educational result.
4. The professionalism of teachers and narrow specialists of the educational organization, the availability of special material and technical means and resources.
5. Availability of correctional institutions with the required focus in the region.

The implementation of IEM is ensured through the selection or creation of an adapted educational program, which should preserve the right of a child with disabilities and his parents to choose the optimal pace of learning to achieve personal achievements. significant result, as well as maintain an individual component that corresponds to real indicators of psychophysical and emotional development schoolchild, his aspirations and interests.

Development of an individual educational route for a child with disabilities

In connection with the requirements of the Federal State Educational Standard for Physical Education, when organizing an inclusive educational space, the competencies for designing adapted educational programs become relevant, developing an individual educational route for a child with disabilities. At the same time, one of the significant ones is reflexive competence as a condition for the development of all participants in educational interaction, as well as a means that determines the formation of inclusive competence.

If we talk about the organizational and practical component, the design of the IOM involves the implementation of the following stages:

1. Carrying out a comprehensive psychological, medical and pedagogical diagnosis of schoolchildren with psychophysical disabilities and the special educational needs caused by them, in order to identify the current level of development and the immediate zone of learning. Only PMPK (psychological-medical-pedagogical commissions) are authorized to carry out expert activities, which, based on the results of the examination, with the consent of the parents, can issue a conclusion of the established form, facilitating the selection of the optimal educational strategy.
2. Setting an individual educational goal, taking into account the physical and mental state of the student, his aspirations, educational needs and interests.
3. The choice of options (pedagogical and correctional methods), the implementation of which will ensure the achievement of the educational goal.
4. Design of external and internal sheets individual educational route for a student with disabilities.
5. Development or selection of correctional and developmental program content based on flexible, traditional and innovative pedagogical technologies that take into account the characteristics of the psychophysical development of schoolchildren with special educational needs.
6. Awareness and correlation by specialists and families of individual needs and capabilities with external requirements.

Many experts in the field of education consider the process of modeling IEM as an open joint reflective action of all adults accompanying the child in the educational process. In light of this, an individual educational route is intended to be a means of the most effective assimilation by a child of the educational program he is mastering. A team of adults consisting of teachers, specialists and parents identifies specific difficulties in a child’s education and builds a personal optimal educational trajectory in such a way as to create Better conditions for the student’s successful mastery of program content.

In the new educational strategy individual route- this is a “map of the child’s movement” and his specific steps in accordance with this map. The development of IOM as an open joint reflective action represents the coordination of the interests and tasks of all participants in accompanying a child with disabilities and the construction of a system of joint actions included in correctional, developmental, rehabilitation and other activities. Building an individual educational route for a child with disabilities includes seven stages, each of which should be considered in more detail.

During development plan for an individual educational route for a schoolchild with disabilities participants of the correctional group step by step fill out the forms corresponding to each stage in the form of tables, entering their answers and discussing the expected answers of partners in the activity and the child’s reaction in accordance with this. In an open dialogue mode, discussion and discussion takes place between all adults involved in the educational support of the child. As a result of this, an optimal, pedagogically appropriate and psychologically conditioned version of the IOM is constructed.

Features of the design and implementation of an individual educational route for a child with disabilities at school

The practice of organizing and conducting educational work, which includes the implementation of a correctional component, still remains new for many Russian schools, therefore there remains a high probability of incomplete interaction between educational institution managers, members of the correctional group and parents, and the child ultimately suffers from this. To create conditions for effective joint activities, when drawing up individual educational route for a child with disabilities at school it is necessary to inform parents about the maximum permissible standards of educational load, the main program content and additional correctional and developmental programs, the essence of psychological and pedagogical correction, the possibility and rules for making changes to the IOM if shortcomings and difficulties are identified at the stage of its implementation.

To facilitate the process of implementing educational activities that include taking into account the individual component for each student with disabilities, organizing training sessions over a five-day week, during the first shift, will help. According to clause 8.2 of SanPiN for children with disabilities, lessons should begin no earlier than 8 a.m., while the time schedule is determined according to the chosen option of AOP, AOOP or individual curriculum. Directly when drawing up the daily routine of children with pathologies of psychophysical development, it is important to remember their increased fatigue and possible emotional unpreparedness to be among their peers without parents for a long time.

Due to the fact that individual educational route for a student with disabilities can be compiled within the educational space of a school or city; the distribution of the teaching load during the day may also differ. Thus, if an educational organization has various correctional services, extracurricular activities can organically complement classroom activities, since correctional and developmental classes with a speech therapist, a speech therapist and a teacher-psychologist, as practice shows, are best conducted in the first half of the day. Classes with specialists should be planned in such a way that the child has the opportunity to consistently implement IOM without the risk of falling behind in basic subjects. But if the student confidently masters the program content within the framework of the standard lesson schedule, extracurricular activities, including correctional work and additional education, are planned in the afternoon.

In order to increase the performance of children with disabilities without risk for health indicators, in the middle of the lesson teachers should conduct physical education sessions that help relieve muscle and emotional tension, and for schoolchildren with visual impairments - eye gymnastics. It is important that during classes the duration of continuous visual load for visually impaired students primary school did not exceed 10 minutes, for basic and intermediate students - 15 minutes. If there are children in the class who use the Braille system, the teacher, in accordance with clause 8.8 of SanPiN for children with disabilities, should build academic work in such a way as to alternate tactile perception of information with continuous visual work (session duration - 5 minutes, no more than two sessions per lesson).

In modern schools, where training of children is organized with HIA on individual educational routes, sufficient intervals between lessons must be provided - at least 10 minutes. It is recommended to set the duration of the big break, which is organized between the second and third lessons, within 20-30 minutes, or instead include two breaks of 20 minutes each in the schedule. The break between the lesson and extracurricular activities should be at least half an hour for all categories of students, except for children with moderate, severe, profound mental retardation and severe multiple developmental disorders. If possible, recreation during breaks should be organized in the fresh air, with organized outdoor games or independent physical activity in the school yard or sports field.

Thus, ensuring the implementation of individual educational routes for students at school is an attempt to solve the problem of personality development, its readiness to make choices, determine the purpose and meaning of life through the content of education; This is an attempt to see the educational process from the student’s perspective. As a result of working with individual educational routes, positive dynamics in the formation of cognitive abilities are noticeable: the level of general educational abilities and skills (logical and communication), knowledge and skills of goal setting, planning, analysis, reflection, self-assessment of educational and cognitive activity increases.