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Socialization of preschoolers with severe speech impairment in inclusive education. Inclusive education of children with severe speech impairments Conditions of inclusive education of preschoolers with speech impairments

Innovation for inclusive education for children with speech impairments

Bezique Clara Alexandrovna

Teacher speech therapist

MOU IRMO "Goryacheklyuchevskaya secondary school"

P. Hot Key

Modern speech therapy is in constant active search for ways to improve and optimize the learning and development process of children at different age stages and in various educational conditions that are typical for children with special educational needs. Teachers - speech therapists use developing technologies in their work (V.M. Akimenko):

fine motor skills development technology;

technology for the development of articulatory motor skills;

technology for the development of phonemic hearing;

breath and voice development technology;

technology for the development of lexical and grammatical components of speech;

technology for the development of coherent speech.

Being on the borderline between pedagogy, psychology and medicine, speech therapy uses in its practice the most effective methods and techniques of related sciences that help optimize the work of a speech therapist teacher. These methods cannot be considered in speech therapy as independent, they become part of generally accepted technologies, and introduce new ways of interaction between the teacher and the child, new incentives, serve to create a favorable emotional background, contribute to the inclusion of intact and activation of disturbed mental functions. In speech therapy practice, health-preserving technologies are actively used.

Health-saving educational technology is a medical-psychological-pedagogically grounded, reproducible way of organizing educational and informational activities of a child with a clear focus on a diagnostically set goal: achieving a certain educational result in teaching, upbringing, development while minimizing the cost of a child's health (E.N.Dzyatkovskaya).

The methods and techniques of health-preserving technologies used by specialists in working with children with speech pathology are very diverse and have several directions: speech therapy, psychological and pedagogical, physical culture and health, music. In this case, the speech therapy direction of corrective action in this system is the leading one.

One of the most effective methods for improving the indicators of the motor sphere. phonemic hearing and memory in children is the "Alphabet of body movements" proposed by Professor A.A. Dmitriev. The body movement alphabet consists of 33 movement poses, figuratively representing the letters of the alphabet. Children by ear or visually perceive the name of the letter and, using muscle feeling and muscle movement, depict this letter or, conversely, analyzing a particular pose, call the depicted letter. In this case, mental representation and muscle sensations are combined, due to which conditioned connections in the cerebral cortex are strengthened. The movements performed when showing a particular letter, as a rule, are familiar and accessible to children of primary school age. The Alphabet of Body Movements includes: arm and leg movements, torso and head tilts, half-squats, squats and other exercises (Fig. 1).

After the children have mastered the body movements depicting individual letters, you can use sets of exercises composed of specially designed body movements corresponding to certain letters in an easy-to-follow sequence.

Complex 1 (LHM)

I. p. - leg stand apart (letter L).

1 - hands up, to the sides (letter X), take a deep breath, bend and stretch;

2 - bend forward, arms forward (letter M), exhale;

3-4 - I. p.

Complex 2 (IFOT)

I. p. - o.s. (letter I).

1 - hands on the belt (letter F);

2 - arms upward arcs upward (letter O);

3 - arms to the sides (letter T);

4 - I. p.

Complex 3 (IOPN)

I. p. - o.s. (letter I).

1 - hands up, palms folded over the head (letter O);

2 - forward tilt (letter P);

3 - crouch stop (letter H);

4 - I. p.

Complex 4 (HR)

I. p. - wide stand.

1 - half-squat, arms up - to the sides, bent at the elbows (letter F);

2 - tilt to the left, arms bent at the elbows at an angle of 90 ° (letter E);

3 - tilt to the right, hands form a semicircle (letter Z);

4 - I. p.

Complex 5 (ITUR)

I. p. - o.s. (letter I).

1 - arms to the sides (letter T);

2 - left hand down, right hand up - to the side (letter U);

3 - right hand down, left hand on the belt (letter P);

4 - I. p.

Complex 6 (IBBV)

I. p. - o.s. (letter I).
1 - bend the left leg and take it to the side, placing it on the toe (letter b);
2 - left hand to the side (letter B);
3 - left hand on the belt (letter B);
4 - I. p.

Students can perform these sets of exercises during physical education minutes in regular lessons and in extracurricular activities. It is an effective means of healing and correcting the psychophysical development of children with disabilities.

This technique is supplemented by a system of exercises that includes working with cards:

body movement alphabet cards # 1;

associative cards number 2;

alphabet letter cards # 3.

Examples of exercises: Typewriter.

Children use cards # 1 to display letters, syllables, words dictated or written by a speech therapist teacher.

"Find me". Children find the letter depicted on card # 2 in a series of similar poses.

"Get to know me." Children find the letter depicted on card number 3, depicted by a child or a speech therapist teacher.

Signal cards can also be used in independent work. For this purpose, you can use the verse accompaniment "ABC". Acting as a motivational component of motor postures, it allows to improve the phonemic hearing of children, to differentiate hard and soft consonants, to consolidate the skills of sound analysis and synthesis. Poetic accompaniment is also used for phonetic, speech therapy rhythmics and finger gymnastics, which significantly increases the functional activity of the brain and tones the entire body.

Speech exercises without musical accompaniment E.A. Alyabyeva, normalize the tempo, rhythm of the child's speech, automate the sound pronunciation in children with a dysarthric component. "Telling" verses with their hands arouses their keen interest, which contributes to the enrichment of the emotional sphere. Such exercises in a poetic version can be used in different types of activities, everyday activities, in the process of observing in nature, as a physical education. The movements suggested by the author can be enriched and modified. You can show not only the content of the line, but also each word in it, it is available to children of primary school age with not complicated speech diagnoses. It is imperative to take into account the age of the children when choosing the content and volume of the poem. You can divide poems into parts. Poems contain many verb forms, which is very useful for children with general speech underdevelopment, for whom the formation of verb forms causes certain difficulties.

The practical experience of including A.N. Strelnikova's breathing exercises in subgroup and individual lessons proves their strengthening and healing effect on the body of children. They develop respiratory muscles, improve the functions of the nervous system, and increase the body's resistance to colds. The main complex of breathing exercises:

"palms", "epaulets"; "pump"; "cat"; "hug your shoulders"; "big pendulum"; "head turns"; "ears"; "pendulum head" or "small pendulum"; "rolls"; "Steps".

Strelnikovskaya gymnastics can be done by children from 3-4 years old. All exercises of Strelnikov breathing exercises are performed in the rhythm of the front army step.

Body movements, joint movements of the hand and articulation apparatus help to activate the natural distribution of bioenergy in the body. Therefore, the use of bioenergy plastic techniques in the process of corrective work on speech disorders has a good effect. (Bushlyakova R.G.). The friendly interaction of the hand and the tongue contributes to the achievement of the best results in the work on sound production, creates conditions for the rehabilitation of children with organic lesions of the central nervous system. Articulation exercises are carried out simultaneously with the movements of first one hand, then both, imitating the movements of the jaw, tongue and lips. When carrying out articulatory gymnastics with bioenergoplasty, the individual characteristics of children are taken into account. The child's hand is connected only when the articulation exercise is fully mastered and performed without errors. Exercise has an extremely beneficial effect on the intellectual activity of children, develops coordination of movements and motor skills.

Statistical exercises

1. Hippo a) b)

2. Frog 3. Proboscis 4. Duct

5. Fence 6. Paddle 7. Sail

8. Cup a) b)

9. Needle 10. Cat is angry 11. Mushroom

The use of health-saving technologies in the educational process of primary school allows students to more successfully adapt in the educational and social space, leads to a decrease in the incidence rate of children, improves the psychological climate in the children's team, actively engages the parents of schoolchildren to work to improve their health. For teachers-speech therapists who have mastered this technology, it becomes easier and more interesting to work, since the problem of academic discipline disappears, and there is scope for his pedagogical creativity. The correct organization of education makes it possible to prevent overload and fatigue in schoolchildren, increase motivation for speech therapy classes, and also helps children realize the importance of maintaining health.

Literature

1. Akimenko VM Developing technologies in speech therapy / V. M. Akimenko. - Rostov n / a: Phoenix. 2011 .-- 109 p.

2. Alyabyeva EA Logorhythmic exercises without musical accompaniment. Method. manual - M. 2006, 64 pages.

3. Bushlyakova R.G. Articulation gymnastics with bioenergoplasty. Publisher: DETSTVO-PRESS-M. 2011, 240 p.

5. Samokhvalova AND. The ABC of Health. Non-traditional physiotherapy exercises. Newspaper "Sport in School" No. 14/2009.

6. Schetinin M. N. Respiratory gymnastics A. N. Strelnikova. Series: Please advise, doctor. Publisher: Metaphor, 2007, 128 p.

For participation in the section, works are accepted based on the results of theoretical and applied research in the field of education of children with disabilities in an inclusive educational environment.

The idea of inclusion is associated with understanding the value of the diversity of the characteristics, interests, abilities and needs of each child. In the concept of inclusive education, the following principle is fixed: persons with special educational needs should have access to education in regular schools, which should create conditions for them on the basis of pedagogical methods aimed primarily at children in order to meet these needs. Thus, inclusion in education changes self-education and poses questions related to goals, values and meanings.

Director of the Institute for Problems of Inclusive Education Cand. psychol. Alekhina S.V.

Inclusion of preschool children with speech disorders in the educational space of a preschool educational organization

Korytkova K.S. student of the Faculty of Clinical and Special Psychology, Master's program "Psychology and Pedagogy of Inclusive Education", Moscow State University of Psychology and Education, Moscow, Russia

Scientific adviser - Semago M.M.

Until recently, children with speech impairments of preschool age could receive correctional and pedagogical assistance in preschool educational organizations of a compensatory or combined orientation, in preschool institutions of general developmental type. Namely this:

– kindergarten for children with speech disorders of a compensating type (all groups in such an institution are speech therapy),

– groups of a compensatory orientation for children with speech impairments in kindergartens of a general developmental type (combined type),

– groups of combined orientation in preschool organizations of general developmental orientation.

– state educational institutions (GOU)"School-kindergarten" for children with speech impairments,

– speech therapy centers based on general developmental kindergartens. For the implementation of inclusive practice in a preschool organization, com-

different forms of inclusion are possible. In a preschool organization of a combined type (according to the standard position), combined groups are created, which are an analogue of an inclusive group. All other actions to implement inclusion can be carried out by analogy with a compensating preschool educational institution.

Among children attending kindergarten, there are children with various speech disorders, including severe ones (general speech underdevelopment). If a child's speech impairment is confirmed by the conclusion of the PMPK, then such a child falls under the status of a child with disabilities. In this situation, based on the legislation of the Russian Federation, the parents of the child have the right to demand the implementation of special conditions for obtaining education for their child in the preschool institution that the child attends. The educational organization, in this case, is responsible for the implementation of special conditions of education and upbringing for children with speech impairments. These conditions include the organization of education and upbringing according to an adapted educational program, according to the characteristics of children with speech disorders, correctional and developmental classes with specialists (a speech therapist teacher, a psychologist, if necessary, with a defectologist teacher). Currently, general kindergartens, which are at the very beginning of the transition to inclusive education, face a number of problems. One of which concerns the inclusion of children with serious violations of the educational space and the implementation of special conditions for obtaining education.

Within the framework of this issue, we are conducting a study, the main purpose of which is implementation of special conditions for obtaining education

for children of preschool age with severe violations of the conditions of inclusion in the educational space of a specific preschool education -

tel organization... The research is carried out on the basis of the preschool department of the State Budgetary Educational Institution of Secondary School 1298 in Moscow.

The research objectives are:

1. Analysis of literary sources and regulatory framework on this topic;

2. Development of a correctional program for preschool children with severe speech impairments, as one of the conditions for the implementation of special educational conditions for obtaining preschool education for this category of children with disabilities;

3. Adaptation of the educational program of preschool education and upbringing in the main educational areas;

4. Evaluation of the effectiveness of educational impact in the framework of the implementation of AOP for children with severe disabilities of rhea in the context of their inclusion in the educational space of preschool educational institutions.

V studies take part in a group of children 5 to 7 years old with severe speech impairment of varying severity, confirmed by the conclusions of the PMPK.

One group of children, in the amount of 18 people (experimental), attends a group of general developmental orientation, senior and preparatory. For two years, systemic correctional work is carried out with children by specialists (a speech therapist, a psychologist, a neuropsychologist), aimed at correcting all aspects of speech, the development of spatial representations, the development of HMF, the prevention of secondary disorders, etc.). Education and upbringing is organized by educational areas in the conditions of the Federal State Educational Standard of DO, taking into account the adaptation of the educational program "Kindergarten 2100" for children with speech disorders.

The second group of children is a control group, in the amount of 18 children with OHP, who attend general developmental groups. Only individual correction work with a speech therapist is carried out.

The hypothesis of this study is the following: adaptation of education

The educational program based on the basic educational program for preschool children with severe speech impairments, along with corrective and developmental influence, contributes to the implementation of special educational conditions and the effective inclusion of children in the educational space of a preschool educational organization.

To assess the effectiveness of educational and corrective action, the state of all speech components is assessed at the beginning and at the end of a given period of training and corrective action. As well as the assessment of the educational achievements of children within the educational areas according to the Federal State Educational Standard of DO “ Cognitive - speech development " and "Social and communicative once-

twist ". The study is designed for two academic years (2013-14, 2014-15). The final evaluation and analysis of the results are planned

at the end of the 2014-15 academic year.

It is planned that according to the results of the study, the inclusion of preschool children in the educational space of preschool education, subject to the adaptation of the educational program and systematic corrective action, will be the most effective.

Literature

1. Inclusive education. Issue 4. Guidelines for organizing an inclusive educational process in kindergarten.–M .: Center "School Book", 2010.

2. Federal Law of the Russian Federation of December 29, 2012 N 273-FZ "On education in the Russian Federation" [Electronic resource] http://eduopen.ru/Default.aspx?tabid=83

3. Semago N.Ya. Formation of spatial representations in children. Preschool and primary school age: Methodological manual and a set of demonstration materials. / - M .: Iris Press, 2005.

TO the question of the methodology of physical education of senior preschool children with visual impairments in the context of inclusive education

Kudryavtseva A.S. Master's student of the Faculty of Defectological Education of the Federal State Budgetary Educational Institution of Higher Professional Education "Cherepovets State University", Cherepovets, Russia [email protected]

Scientific adviser - Buchilova I.A.

Inclusive or inclusive education is a term used to describe the process of teaching children with special needs in mainstream (mainstream) schools. Inclusive education is based on an ideology that excludes any discrimination against children, that ensures equal treatment of all people, but creates special conditions for children with special educational needs. The system of inclusive education itself is an effective mechanism for the development of an inclusive society, i.e. By developing the system of inclusive education, we thereby contribute to the development of an inclusive society - a society for all, a society for everyone. This is where inclusive education is key.

Underdevelopment of the organs of vision deprives the child of the most important sources of information, which causes his lag both mentally and physically. The severity of the lag largely depends on the severity and timing of sensory impairments, as well as the early onset of special correctional and rehabilitation work. A distinctive feature of children in this category is a violation of the cerebral cortex, a slowdown in the rate of acceptance and processing of information, which leads to difficulties in mastering motor actions. In many ways, physical development contributes to the full entry of a child with visual impairments into the collective of normally seeing peers.

Preparing children of senior preschool age for successful schooling is the most important task of the kindergarten and parents. This training presupposes the diversified development of each child and, first of all, his full-fledged physical education. Physical education is a pedagogical process aimed at the formation of special knowledge, as well as the development of skills and abilities, as well as versatile physical abilities of a person.

Let's move on to considering the means, principles and methods of physical education for this category of children.

The main means of physical education of preschoolers are:

1) hygienic factors (daily routine, hygiene of clothes, shoes, hygienic environment, cultural and hygienic skills). They increase the effectiveness of the effect of physical exercise on the child's body, and also contribute to the normal functioning of all internal organs and systems.

2) natural forces of nature (sun, water, air) enhance the positive effect of physical exercises on the body and increase the child's performance, are used to harden him.

3) physical exercise is the main means of physical education. They are used to solve health-improving, educational and educational tasks, contribute to the implementation of the mental, moral, aesthetic and labor education of preschoolers, and are also

a remedy for many diseases.

To facilitate the task of physical education of preschoolers with visual impairments, the teacher should adhere to the following principles:  The leading role of the impact of the environment, education and training in physical development.  Connection of physical development with the general development of the child.  Comprehensiveness of physical education.  Emotionally positive influence of the game in the system of physical education

 Consistency and consistency in the work of physical education.  Taking into account the individual characteristics of children in physical education.  Consciousness and activity of children in mastering movements, physically

my skills.

In the process of physical education and training, general pedagogical principles are also applied - visibility, accessibility, etc.

Next, let's move on to considering the methods of physical education of children with visual impairments. It should be noted that in the process of physical education, both general pedagogical methods and specific ones based on active physical activity are used - this is a method of regulated exercise; game method; competitive method; verbal and sensory methods.

 The method of regulated exercise provides for: a firmly prescribed program of movements; the ability to accurately dose the load and control its dynamics during exercise, clear rationing of the place and duration of rest intervals; creation or use of external conditions that would facilitate the management of the activities of the students.

 The game method can be applied on the basis of any physical exercise and is not necessarily associated with any games - football, volleyball, etc. The game plot is usually borrowed from real life (imitation of hunting, labor, household activities). The play method is used to comprehensively improve motor activity in complicated or lightened conditions, to develop such qualities and abilities as dexterity, quickness of orientation, resourcefulness, independence, initiative.

 The competitive method is used both in relatively elementary forms and in an independent form as control and test or official sports competitions. The competitive method is used to solve a variety of pedagogical problems. This is primarily

improvement of skills, skills in complicated conditions for the education of physical, moral and volitional qualities.

 Verbal and sensory methods involve extensive use of words and sensory information. Thanks to the word, you can communicate the necessary knowledge, activate and deepen perception, set an assignment and formulate the attitude of students towards it, you can guide the process of completing the assignment, analyze and evaluate the results, and correct the behavior of students. Through sensory methods, visualization is provided, which is understood very broadly in physical education. Thus, the correct selection of teaching methods and techniques, reliance on the principles of physical education of preschoolers with visual impairments will contribute to their physical development in the conditions of inclusive education.

Literature

1. Ermakov V.P., Yakunin G.A. Fundamentals of typhlopedagogy: Development, training and education of children with visual impairments: Textbook. manual for stud. higher. study, institutions. - M .: Humanit, ed. center VLADOS, 2000.

2. http://minobr.gov-murman.ru/activities/modernization/fgos-ovz/fgos-doc.

3. http://www.rg.ru/2013/11/25/doshk-standart-dok.html.

Problems of interaction with peers in preschoolers with general speech underdevelopment in inclusive education

Netuzhilova O.S. [email protected]

Scientific adviser - Lekhanova O.L.

One of the most common types of developmental disorders in preschool children is general speech underdevelopment (OHP). It is these children who, in most cases, find themselves in situations of spontaneous and uncontrollable inclusion, which often provokes deviations in the socialization of children, reaching severe cases of communication disorders. Violations in the development of speech distort the course of the child's natural development, which leads to the appearance of peculiar disorders (shyness, shyness, negativism, inadequate assessment of oneself and others, etc.). In order to prevent the emergence of difficulties in the socialization of children with an underdeveloped speech falling into the conditions of inclusive education, it is necessary to carry out diagnostic, preventive and correctional pedagogical work to prevent

and overcoming communication disorders in such children.

WITH The aim of identifying the specifics of communication disorders of older preschoolers with general speech underdevelopment in comparison with normally developing peers, determining the type and expression of the communicative difficulties of such children in terms of assessing their readiness for inclusive education, we conducted an experimental study. The methodological basis of the study was made up of the theory of L.S.Vygotsky about the complex structure of anomalous development and theory of compensation of mental functions, cultural and historical theory, doctrine of the zone of actual and proximal development, level

approach to variants of speech underdevelopment R.E. Levina, the doctrine of the genesis of communication and its forms by M.I. Lisina, the work of domestic scientists in the problem field of correction of the ONR (T.B. Filicheva, G.V. Chirkina).

In accordance with the set goal, we have defined the main objectives of the study and its methods. A set of complementary methods was used in the work: the theoretical method made it possible to develop a scientific rationale and methodology for the ascertaining experiment; the method of studying pedagogical documentation made it possible to form two diagnostic groups, including preschoolers with general speech underdevelopment and with normal speech development, to clarify information about the children participating in the experiment, about the level of their speech development; the observation method made it possible to study the development of communication skills in the free activity of children; the projective method made it possible to study the communicative qualities of the personality of preschoolers; the method of a pedagogical experiment, conducted in specially organized conditions, was the main means of obtaining quantitative and qualitative data on the problem of identifying communication disorders in preschoolers with OHP in comparison with normally developing peers; the statistical method made it possible to assess the reliability of the data, made it possible to identify the presence of correlations. The study involved 40 children of senior preschool age: 20 children with normal speech development and 20 children with general speech underdevelopment of the III level of classification by R.E. Levina. After conducting these studies, we found that children with OHP have a pronounced discrepancy between the dominant form of communication with peers and the age of children. They have a low level of social competence, which is expressed in the fact that children do not isolate the communicative meaning of the situation, cannot isolate significant markers of communication, and do not know how to effectively resolve a conflict situation. In addition, it was found that with OHR, 60% of children expressed the presence of fears and anxiety. Such children saw skulls, volcano, smoke, dragons, monsters, scary people, etc. in Rorschach spots. According to the methodology of Rene Gilles, it was revealed that a large number of children with OHP have a desire for solitude (more by 35%), difficulties in interpersonal relationships with peers are more common, a desire for aggressiveness and conflict is expressed, as well as a desire for leadership. At the same time, children who do not have speech disorders, more often than others, tend to communicate in large groups, they are able to find a way out of a conflict situation. In children with speech disorders, only 45% have a close friend, and their normally developing peers in 75% of cases. When analyzing the drawings of children, it was revealed that both surveyed samples of children in 65% of cases clearly demonstrate the presence of a need for communication, children in most cases in communication are focused on the outside world, and not on themselves. It is curious that signs of pronounced fear and anxiety (large eyes, with or without pupils, with shaded sclera, emphasis on the shading of the entire drawn figure or part of it (face, lower body, etc.) are also present equally in the drawings of both categories It should be noted that in children who do not have speech disorders, signs of aggressiveness are more pronounced (by 20%), and in children with general speech underdevelopment, manifestations of egocentrism (by 10%) and difficulties in interpersonal communication are much more common (by 25%) It is important that children with general speech underdevelopment rarely depicted other people in their drawings,

to the questions of who is looking at him at that moment, they often answered “no one”, and they themselves preferred to “look” at toys, out the window, at a picture, etc. Often in the drawing they didn’t depict themselves completely. According to the observation, it was noted that these children prefer to play the games "zombies", "killers", while they run after each other and take prisoners. It is curious that, in general, children with OHP do not like playing with the rules. Often they complain about each other to an adult. Complaints and quarrels arise for the slightest, even completely insignificant reason. At the same time, children cannot find a common solution on their own, they do not know how to negotiate, preferring to contact an adult.

The results obtained indicate the need to carry out work on the correction and prevention of communication disorders in children with general speech underdevelopment in the aspect of their preparation for inclusive education.

Literature

1. Denisova O.A., Lekhanova O.L., Zakharova T.V.Children's speech psychology: a textbook for university students undergoing vocational training in the direction 050700 "Special (defectological) education"/ O.A. Denisova, O. L. Lekhanova, T.V. Zakharova, V.N. Ponikarova, I.A. Buchilova, R.A. Samofal, L. Ya. Kotlyar. - M .: VLADOS, 2015.

2. Lekhanova O.L., Netuzhilova O.S. Threats of impaired communication with peers in children with severe speech impairments in inclusive preschool education // Bulletin of the Cherepovets State University: Scientific journal. - 2013-T.1. - No. 3 (49).

Development of communication skills in younger students of inclusive classes

Yu.V. Prudkova Postgraduate student of the Faculty of Educational Psychology, Moscow State University of Education and Science, Moscow Russia

Scientific adviser - E.V. Samsonova

In accordance with the requirements of the new Federal State Educational Standard of Primary General Education, the key direction of improving the quality of education is the search and development of psychological and pedagogical models of developing educational tasks, situations, in creating a collectively distributed educational environment (V.V. Rubtsov).

The elementary school is the foundation of all year round education. The success of education in the elementary school in many ways determines the future life of a person, since it is at this age that the basic foundations of a person's personality are formed.

Over the past decade, inclusive education has become more widespread in Russia. The practical need for an effective organization of the integration and inclusion process is growing every year. The organization of joint education of children with disabilities and children of the age norm is a complex process, the study of which is devoted to the works (S.V. Alekhina, E.V. Samsonova, N.Ya. Semago, M.M. Semago, etc.). One of the problems of which is the creation of optimal conditions for communication and interaction. Difficulty communicating and interacting with other people and children with limited health capabilities are beginning to experience, especially when they start in school.

Consequently, the problem of finding means and methods of providing psychological assistance to students of inclusive classes in the development of communication skills becomes especially urgent. Such material is fully, structurally and versatile capable of presenting psychology.

To form effective conditions for communication, it is necessary, within the framework of the educational process, to use such psychological and pedagogical technologies that could help students change their attitude.

To children with special needs, to teach them adequate interaction. Psychological and pedagogical practice, in turn, urgently requires the development of adequate methods, techniques, technologies aimed at increasing the level of self-awareness, as the main condition for the development of communication skills in students of inclusive classes.

The purpose of our research is to study the possibility of using metaphorization of psychological representations for the development of communication skills of younger students in inclusive classes. The relevance of the study seems to be important due to the insufficient fundamental works of Russian psychologists on the problem of developing the communication skills of students in inclusive classes and the insufficient study of the possibilities of using the metaphorization of psychological ideas as a way of developing the communication skills of primary schoolchildren.

Metaphorization of psychological representations can provide an opportunity for the development of self-awareness and communication skills and can be a universal method for the emergence of a single semantic space for interaction participants. The program "Psychological Alphabet" by T.A. Arzhakaeva, I.V. Vachkov, A.Kh. Popova is aimed at the child's awareness of the wealth of his inner world, the development of self-awareness and communication skills of younger students. We regard it as psychotechnology. The main way of implementing the tasks of this program is the way of metaphorizing psychological ideas, which leads

To combining the material of psychology with the psychological material of the child. The selection of material, means and methods for the development of communication skills among students in an inclusive class is based on the interpretation of self-development as a fundamental ability of a person to become and be a true subject of his life (V.I.Slobodchikov, E.I. Isaev 1995 p.384). This position focuses on the preference of such material, which would be most closely related to the content of the inner world to be transformed by the subject in order to develop communication skills. The organization of joint activities of students in order to study the material of psychology requires a qualitative transformation of scientific psychological material so that, as a result of working with psychological knowledge, there will be a change in the way of seeing the world and a change in attitudes towards the world and

To students, in other words, first of all, there was a development of self-awareness. Such an opportunity to change the vision of the world and oneself is provided by the use of metaphor as the basis for combining scientific and everyday concepts (K. I. Alekseev, F. Barker, D. Gordon, E. L. Dotsenko, Lakoff J., M. V. Samoilova, E. E. Sapogova and others). Opening one's own “I” at the social, personal, existential levels is the search for one's own place in the system of human relations.

The development of communication skills of primary schoolchildren in an inclusive class as a result of the use of metaphorization of psychological representations occurs due to the action of such psychological mechanisms as:

1. Inclusion of adequate self defense mechanisms;

2. Identification with the heroes of the fairy tale;

3. Correlation of the norms of relations and behavior proposed in a metaphorical form with the existing norms in real life;

4. Building a correspondence between the semantic spaces of psychological

gic science, fairy tales and the inner world of the child.

The development of communication skills, as a result of the use of metaphorization of psychological representations, can lead to such significant changes as: the development of a positive self-attitude; social and reflexive adequacy; raising the level of collective relationships (relationships with classmates, acceptance of the other, willingness to communicate); to the positive dynamics of the formation of the classroom.

Literature

1. Alekhina S.V., Vachkov I.V. Methodological approaches to psychological and pedagogical support of inclusive process in education // Siberian pedagogical journal. 2014. No. 5. S. 97-104.

2. Russian and foreign research in the field of inclusive education. Ed. Samsonova E.V., Ryskina V.L., M. Forum, 2012

3. Vachkov I.V. The development of self-awareness of primary schoolchildren through the formation of psychological ideas. Collection of abstracts. Practical psychology at school. November 1-2, 2000 SPb

4. Rubtsov V.V., Margolis A.A., Guruzhapov V.A.About activity contentpsychological and pedagogicalpreparing a modern teacher for a new school /Cultural-historicalpsychology, no. 4 2010.

5. Federal educational standard of primary general education. - M., 2009. 6. Koster M., Timmerman M.E., Nakken H., Pijl S.J., van Houten E.J. Evaluating Social Participation of Pupils with Special Needs in Regular Primary Schools // European Journal of PsychologicalAssessment. 2009. V. 25, No. 4.

A Study of Social Skills Formation in Children with Autism Spectrum Disorders

Rudneva E.V. Post-graduate student of the Faculty of Educational Psychology, Moscow State University of Psychology and Education, Moscow, Russia

Scientific adviser - Khaustov A.V.

The results of statistical studies show a high prevalence of autism spectrum disorder (ASD) among the general population of children. According to the World Health Organization, the global prevalence is 32/10 000, that is, one child in 160 suffers from this developmental disability. In this regard, the number of children with ASD who receive services in the education system is increasing every year, therefore, the study of this problem is very relevant.

Autism spectrum disorders are classified as pervasive disorders that affect all areas of a child's development. The main difficulties character-

Disorders of communication, social interaction, and behavior are those that affect children with ASD (Wing, 1980).

These shortcomings seriously hinder the development of these children, their socialization and learning in the general education system. The problem of socialization is closely related to disorders in the formation of social skills in children with ASD. The timely formation of social skills will contribute to the socialization of these children, their inclusion in the general educational environment.

Numerous studies of the problems of autism show that the socialization skills of such children are not formed in a natural way. Therefore, it follows that it is necessary to study the features of the formation of social skills and identify effective ways to solve this problem. This study will allow to outline effective ways to solve the problem of socialization of these children and their inclusion in the general education system.

Experience shows that targeted exposure contributes to the formation of social skills and, consequently, the socialization of children with ASD. The main way of providing assistance in the socialization of children of RAC is the development and testing of a program for the formation of social skills.

The timely formation of social skills will contribute to the further development of life competencies in children with ASD at school age, which form the basis of the personal results of mastering the program of primary general education.

The question posed by us determines the purpose of research work on the formation of social skills in children with ASD, which consists in the development and testing of a psychological and pedagogical program for the formation of social skills. The way to achieve this goal is to solve several sequential tasks.

One of the main tasks is to study the variability of the levels of socialization of students, which will show the existing indicators of the social development of children and determine the most important directions of psychological and pedagogical work by the highest. , which will help to overcome the difficulties of their socialization. And the final stage will be to identify the effectiveness of the psychological and pedagogical impact carried out by the program we are developing, which will be an indicator of the need for its implementation in the educational process.

It is assumed that the program developed in the course of research work will be used in the activities of pedagogical workers of preschool educational institutions and general education schools that carry out educational activities with children with ASD. It is planned that the program will be used as one of the components of the program of psychological support, which allows for the effective inclusion of children with ASD in the general educational environment.

Thus, one of the urgent problems of education is the inclusion of students with RAS in the general educational environment, which implies not only the transformation and adaptation of the learning system, as well as the development of skills.

and the abilities of the children themselves. The formation of social skills will allow them to successfully learn due to a favorable social inclusion in the learning situation. Development of a special psychological and pedagogical program for the formation of social skills in children with ASD will contribute to an effective solution to the problem of their inclusion in the educational environment.

Literature

1. Volkmar F.R., Weisner L.A. Autism: A Practical Guide for Parents, Family Members, and Teachers. Book. 1 // lane. sangl. Zueva B., Chechenoy A., Dergacheva I. and others - Yekaterinburg: Rama Publishing, 2014 - 224 p.

2. Report of the Secretariat of the Executive Board of the World Health Organization “Comprehensive concerted efforts to treat the full spectrum of disorders associated with autism” dated 8 April 2013 one hundred and thirty-third session EB133 / 4 Item 6.1 // URL: http://apps.who.int/ gb / ebwha / pdf_ fi les / EB133 / B133_4-ru.pdf

3. Khaustov A. V. Formation of speech communication skills in children with autism spectrum disorders. - M .: TsPMSDiP. - 84 p.

4. Wing, L. Childhoodautismandsocialclass: aquestionof selection? // British Journal of Psychiatry. 1980. No. 137.

Features of the formation of a positive Image of the I of persons with PDA in the process of playing sports

Samykina V.S. Student, Distance Learning Faculty, Moscow State University of Psychology and Education, Moscow, Russia [email protected]

scientific adviser - Pryazhnikova E.Yu.

An important place among the problems associated with the formation and development of personality is the consideration of a person in a social context, the study of personality as a participant in the social process. The issues of socialization of the individual are becoming more and more urgent and complex in connection with radical transformations in all spheres of society, the development of science and technology, a tense and contradictory socio-political situation both in Russia and around the world.

The problems of socialization, adaptation, quality of life are especially acute for people with disabilities, and, in particular, for persons with musculoskeletal disorders, who, in their physical condition, specificity of socio-psychological characteristics and public opinion, are the most vulnerable to any social changes.

Physical culture and sports today are becoming significant socio-cultural components of modern society in social, ideological and other aspects.

The recognition of Sochi as the capital of the XXII Olympic and XI Paralympic Winter Games, the successes of our athletes, only confirmed and strengthened the importance of sport as an important social institution.

The problem of physical culture, health-improving and sports work with people with problems of the musculoskeletal system in our country began to be developed methodologically only in the early 80s.

In recent studies, Evseeva S.P., Shapkova L.V., Dmitrieva S.V. (1; 2) and others emphasize the need for a comprehensive study of adaptive sports.

All authors note the great practical significance, value and necessity of physical culture and sports for people with impairment of the musculoskeletal system, leading physical exercises of sports activity in the physical, psychological, social rehabilitation of disabled people of this category.

The tasks of rehabilitation practice in relation to persons with disabilities cannot be solved only by medical methods, since adaptive physical culture is an object of interest for various social institutions.

One of the features of social and psychological rehabilitation, which is noted by experts in the field of ROS and sports, is the problem of the formation of the psychosphere of a person with disabilities, and, in particular, of persons with PAD. The psychosphere includes the processes of self-awareness and self-acceptance. The role of psychology in the study of these problems seems to be extremely important. However, today in our science, practically no attention is paid to these issues, and there are no research methods.

It is worth recognizing that the self-awareness of personality has always been one of the contradictory and difficult for an objective analysis of the areas of the human psyche.

One of the few ways to study these problems is to analyze the effectiveness of adaptive sports as a method of rehabilitation through an assessment of the quality of life.

In the empirical part of our research, we analyzed the features of the “Self-Image” with the help of indicators of the quality of life.

Additional methods of analysis are: a questionnaire, designed to reveal the attitude of respondents to sports in their lives, and the method of expert assessment. Empirical research has shown that the field of adaptive physical culture and sports is in demand, but not sufficiently developed in our country.

The results of the "Adaptive Sports" questionnaire confirmed the assumption that sports for people with musculoskeletal disorders is one of the spheres of self-realization. The values of sport for this category of people are identical to those of ordinary sport. These values include:

1. Self-discipline training

2. Formation of psychological stability

3. Formation of a mindset for success

4. Formation of self-identity, as “a sense of one's own truthfulness, value, participation in the world and other people. The feeling of acquisition, adequacy and stable possession of the personality of one's own I, regardless of changes in the last situation "(3), and others characteristic of sport

as a special kind of activity.

All of the athletes we interviewed noted that sports made their lives brighter, gave them an interesting life and communication.

The lack of involvement of people with disabilities in sports is often associated not with a reluctance to try themselves in this area, but with various external barriers (social, financial, etc.). The fact that most of the respondents we surveyed from among non-athletes would like to go in for sports indicates the relevance and need for the development of this direction in our country.

The study of the quality of life of respondents with the defeat of the musculoskeletal system (athletes and athletes) in the questionnaire on the status of activity of a disabled sportsman confirmed the assumption that practicing adaptive sports increases the level of quality of life: statistically significant differences were revealed in the assessment of the level of use of athletes against life.

The analysis of the results according to individual criteria of the quality of life revealed differences in 4 out of 6 criteria: "The role of fitness in overcoming disabilities" (84.3 against 62.8 points), "Physical culture and sports activity" (90.5 against 81.3 points) , "Mental perception of disabilities" (121.9 against 108 points), "Social integration" (68 against 55 points).

There were no differences in the criteria “Physical perception of disability” and “Emotional perception of disability”.

Key to our research is the assessment of respondents when answering the questions of the scale "Mental perception". The fact that athletes with PAD assess the surrounding reality and themselves in it more positively than respondents who do not go in for adaptive sports, suggests that involvement in sports activities plays a positive role in the formation of a positive “Self-Image”.

Sport helps people with disabilities with ADD to become more self-confident, to fully reveal their inner potential, to realize their own significance and value, as well as development prospects.

Literature

1. Dmitriev S.V., Balakin Yu.P. Kaulina E.M. Nagiev V.M. Samylichev A.S.

Fomicheva E. N. Sarapkin A. E. Round table: Problems of self-awareness and the formation of motor actions of a person with disabilities / ed. Evseev S.P. // Adaptive physical culture. - 2008 - No. 3 (35). - S. 17-22

2. EvseevS. P., Shapkova, L.V. Adaptive physical culture. Monography. –M.2004.

3. Dictionary of the Practical Psychologist. - M .: AST, Harvest. S. Yu. Golovin. 1998.

Overcoming the communication barrier in children with autism spectrum disorders as a condition for their inclusion in the educational space

Soldatenkova E.N. Postgraduate student of the Faculty of Educational Psychology, Moscow State University of Psychology and Education, Moscow, Russia

[email protected]

Scientific adviser - Alekhina S.V.

"The program of corrective work is aimed at ... overcoming communication barriers and support in the development of AOOP LEO."

From the requirements for the results of mastering the correctional development area of AOOP NOE for students with ASD of the Federal State Educational Standard of Primary General Education of Students with Disabilities.

The interest in improving the quality of life of children with disabilities, supported by social initiatives, characterizes the development of modern educational space and science.

Recognition of the special educational needs of children with disabilities has already been reflected in the legislative framework, which is being finalized every day: the Convention on the Rights of the Child (13.06.1990), the Charter for Persons with Autism (10.05.1992), the Convention on the Rights of Persons with Disabilities (03.05.2012) , Law No. 16 of the City of Moscow "On the Education of Persons with Disabilities in Moscow" dated April 28, 2010, Order dated December 19, 2014 "On Approval of the Federal State Educational Standard for Primary General Education of Students with Disabilities".

It is especially important to address the issue of including children with ASD in education: after all, for this category of children, specialized educational institutions in the special education system did not previously exist.

One of the basic criteria for autistic development is “qualitative impairment of communication, delay or complete stop in the development of spoken language, relative or complete inability to make contact or maintain contact with others ...”. Communication impairments “enhance the behavioral characteristics of children with autism” (Peters and Gilbert 2002).

According to a field study conducted on the basis of the Kashenkin Lug Center of the Moscow City Psychological and Pedagogical University, in which 102 people with ASD took part, it can be concluded that the majority of children with ASD who took part in the study noted:

– lack of verbal communication - 78% of the respondents (and 10% with the characteristic of verbal communication "below average");

– a decrease in the level of speech understanding - 52% of the respondents (and 23% with the characterization of the level of speech understanding as "below average").

This number also correlates with foreign studies by Andy Bondy and Lori.

Frost note that about 65-80% are characterized by a lack of communication. Bogdashina O.B .: in her work: "The problem of communication in autism: do we speak the same language?"

with generally accepted ".

The communication barrier also becomes an obstacle in the development of AOOP LEO for children with ASD and limits the possibility of inclusion in the life of modern society.

The variety of modern educational technologies for accompanying children with ASD, most of which are represented by tracing copies of Western experience, including a variety of methods for overcoming communication disorders in children with ASD, which have different bases, make it difficult to choose an adequate communication route for a particular child, taking into account the variability of disorders in ASD.

In the tradition of Russian science, a wealth of material has been accumulated, based on which it is possible to work on overcoming the communicative barrier of PAC children.

So, even in 1934, in his work "Thinking and the Speech of a Child," Vygotsky described various ways of using the sign as the main reasons for development. Among the ways of using the sign, he singled out various levels of generalization. The syncretes he singled out are characteristic of children with ASD: they are based on a random impression, emotional-evaluative similarity, and external closeness. For example: every time a boy is afraid, he says "the postman." At the same time, analyzing the child's previous experience, we find out

that the boy was once very frightened when a stranger came to their house. The fixed emotion of fear was designated by the word "postman" (and not by the word "frightened"), which was pronounced by the mother in this situation.

In the absence of the usual method of generalization, it is manifested in the lack of formation of understanding of the addressed speech: behind the sounding address, the child with ASD does not see the meaning, perceiving the sounding noise, background, does not react to the address.

Thus, in order to overcome the communication barrier in children with ASD in correctional and developmental work, it is necessary to pay attention to the semantic component of the concepts used, because an elementary communicative action involves orientation in the system of meanings that are the same for including people in communication.

Where Vygotsky L.S. indicates the mastery of the ways of using signs as the main reasons for human development, A. N. Leontiev notes the need to master human actions and their meaning, which are mediated by sign-symbolic means. He draws attention to the fact that the formation of an internal plan of action with ideas and meanings is organized first by external (with the help of other people), and then by internal methods. Those. according to A.N. Leontiev, the processes of the subject's use of meanings are initially formed in external interactions with the objective world and people (orientation), only then acquire an internal form.

No less important is the issue of the choice of communication means when overcoming the communication barrier. The choice of communication means should be variable and determined by the capabilities of a particular child. It is necessary to carry out it in the process of developing work with a child, focused on the formation of a more universal communication, creating the maximum conditions for the development of oral speech in a child with ASD.

Thus, overcoming the communication barrier in children with ASD is a purposeful, specially organized, timely started work on the choice of a communicative tool that allows the child to share meaning in communicative actions; as well as work on the formation of an orientation in the system of meanings in communicative actions in the child with PA.

The formation of the ability to use communicative means in various types of human actions and activities, as opposed to mastering a sufficient set of behavioral models, further allows a child with ASD to confidently use communication.

Literature:

1. Bogdashina OB Communication in Autism: Do we speak the same language? (lecture for students, specialists, parents of children with autism) [Source

nickname: http://sibsedu.kspu.ru/index.php?option=content&task=view&id=288]

2. Multi-axis classification of mental disorders in childhood and adolescence. Classification of mental and behavioral disorders in children and adolescents in accordance with the Moscow Design Bureau-10.M .: Meaning; SPb .: Rech, 2003.407s.

3. Gilbert K., Peters T. Autism: Medical and Pedagogical Impact - M .: Vlados, 2002

4. Vygotsky LS Thinking and speech: psychological research. - Moscow; Leningrad: State. study-ped. publishing house, 1934 .-- 324 p. ... "[

MODELS OF ORGANIZATION OF INCLUSIVE EDUCATION FOR PRESCHOOLERS

One of the tasks of the Federal State Educational Standard in preschool education is to ensure equal opportunities for the full development of each child during preschool childhood, regardless of place of residence, gender, nation, language, social status, psychophysiological and other characteristics (including disabilities).
It should be noted that the percentage of children from 0 to 8 years old with disabilities is increasing every year. Parents of such children are left alone with the problems of their child, without pedagogical and medical training, support from the public.

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MODELS OF ORGANIZATION OF INCLUSIVE EDUCATION FOR PRESCHOOLERS

It should be noted that the percentage of children from 0 to 8 years old with disabilities is increasing every year. Parents of such children are left alone with the problems of their child, without pedagogical and medical training, support from the public.

The significant changes currently taking place in the sphere of education in the Russian Federation are associated with a new attitude towards children with disabilities. The categorical apparatus is being updated in accordance with international practice and the tendency of the humanistic approach, the conceptual foundations of special education are changing. Appears, along with integration,inclusive educationaimed at:

ensuring the correction of developmental disorders of various categories of children with disabilities, providing them with qualified assistance in mastering the Program;
mastering by children with disabilities of the Program their diversified development, taking into account age and individual characteristics and special educational needs, social adaptation.

In accordance with the Law of the Russian Federation and the Federal State Educational Standard of DO, qualified correction of disabilities in the physical and / or mental development of children with disabilities can be carried out in the forminclusive education, which is based on the principles:

supporting the independent activity of children;
an individual approach;
active inclusion in the educational process of all its participants;
variability in the organization of the processes of education and training;
family interactions.

Inclusive education is about recognizing the value of all children’s differences and their ability to learn in a way that is most appropriate for that child. The correctional and developmental aspect of the upbringing of preschoolers with speech disorders is an integral part of the upbringing and educational work of preschool educational institutions.

When organizing correctional work and / or inclusive education for children with disabilities who master the Program in groups with a combined focus on preschool education, the developmental characteristics and specific educational needs of each category of pupils are taken into account.

Conditions have been created for the implementation of inclusive education in preschool educational institutions:

psychological readiness of the team;
availability of specialists (teachers - speech therapists, teachers - psychologists);
availability of special conditions;
professional development of teachers.

The preschool educational institution organized work on the qualified correction of deficiencies in the development of children with disabilities. Pupils with severe speech impairments attend combined groups:

Children are enrolled in groups on the basis of the conclusions of the CDiK, with recommendations on the form of assistance, also on the basis of a parental agreement.

The main general education program - the educational program of preschool education reflects the content of work on the correction of developmental disorders of children with severe speech disorders based on the programs: up to 7 years, in accordance with FGOS DO ", edited by N.V. Nishcheva, "The program of speech therapy work to overcome the general speech underdevelopment in children", edited by

T.B. Filicheva, G.V. Chirkina, T.V. Tumanova.

The purpose of the preschool educational institution is to provide a system of means and conditions for correcting developmental disorders of preschool children and for the implementation of timely and full-fledged personal development, ensuring emotional well-being through the integration of the content of education and the organization of interaction between the subjects of the educational process.

For each child with general speech underdevelopment in groups of combined orientation, after conducting pedagogical diagnostics of individual development and on the basis of the chosen program of correctional and developmental work, a teacher - speech therapist, teacher - psychologist, teachers develop a plan of individual work, select pedagogical technologies, methods and forms of activity ...

At the present stage of the formation of inclusive education, the collective of our preschool educational institution has the opportunity to rely on the experience of integrative education, which has been accumulated and generalized over all these years, to use the created special conditions and methods that take into account the individual characteristics of children.

The relevance of introducing inclusive education into pedagogical practice is beyond doubt. This type of education in preschool educational institutions makes it possible to provide the necessary correctional-pedagogical and medical-social assistance to a large number of children, allows it to be as close as possible to the child's place of residence, provide parents with advisory support, and also prepare society for accepting a person with disabilities.

Inclusive education develops tolerance, tolerance, compassion and mutual respect in preschoolers. Participants in the upbringing and educational process try to see the opportunities that children with disabilities have, despite their disabilities.

Thus, inclusive education is the next step in the development of education not only for children with disabilities, but also for the entire educational system.

List of technologies used in this area

Game technologies:

Subject - role-playing games;
Didactic games;
Word games;
Outdoor games.

Health-saving technologies in working with children with disabilities:

Speech therapy rhythm;
Visual gymnastics;
Physical minutes.

Computer technologies in speech correction:

Use of multimedia correction tools;
Using interactive games.

Modeling technology:

Using visual models when staging sounds;
Using modeling to develop coherent speech.

Speech therapy technology;
Technology for the development of articulatory gymnastics;
Fine motor skills development technology:

Court - Jock therapy;
Finger gymnastics.

Technology for the development of phonemic hearing;
Sound pronunciation correction technology;
Technology for the formation of speech breathing for various violations of the pronunciation side of speech:

Breathing exercises.

Technology for the development of the intonation side of speech;
Voice correction technology;
Technology for the development of lexical and grammatical components of speech;
Technology for the development of coherent speech;
Technology of formation of skills of speech self-regulation.

Forms of methodological work with preschool teachers in this area:the modernization of the staffing of the educational process of the institution within the framework of the Federal State Educational Standard of DL is aimed at a consistent transition from the traditional educational process to the activity-based one. And the issue of methodological support in preschool educational institutions is especially relevant today, since it is an integral part of a unified system of continuous education, a system for increasing the professional competence of teaching staff on inclusive education. It significantly affects the quality and efficiency of teaching and upbringing, the final results of the ECE work, therefore we consider it as an important factor in the management of the educational process. Positive results in work in this area can be achieved as a result of the implementation of an integrated approach in the activities of kindergarten specialists: a speech therapist, a teacher-psychologist, educators, a physical education instructor, a music director. To achieve positive results of inclusive education and improve the competence of teaching staff, our preschool educational institution implements the following forms of methodological work with specialists:

pedagogical workshops, pedagogical councils, where the goal is to exchange the experience of the work of teachers;
Master Class;
counseling for young teachers - assistance in adaptation and familiarization with the system of inclusive education;
methodical association;
seminars - workshops, business games, peer reviews, creative reports, presentations;
meetings of the council;
work with notebooks of the relationship between teacher - speech therapist and teachers.

The interaction of the teacher - speech therapist with pedagogical workers is carried out in different forms:

joint preparation of complex - thematic planning;
equipping the correctional space in group rooms;
organizing and conducting joint events where the tasks of correctional development are solved.

Forms of work with children
One of the psychological and pedagogical conditions for the successful implementation of the program in the Federal State Educational Standard is the use in the educational process of forms and methods of working with children that correspond to their psychological, age and individual characteristics.

The main form of correctional education in kindergarten is speech therapy classes, in which the development of all components of speech and preparation for school are systematically carried out. The program for the upbringing and education of children with speech disorders involves the solution of correctional problems in the form of:

frontal (subgroup);
individual;
microgroups.

Classes are conducted by a speech therapist after the children of the group are examined at the beginning of the year.

Frontal (subgroup)- allow you to effectively solve those problems of speech development and correction of its deficiencies, which are priority for all or most of the pupils of the group. This type of activity forms their ability to enter the general pace of work, follow general instructions, and focus on the best speech patterns.

Reliance on play as the leading activity of preschoolers and the mandatory inclusion of different types of games in speech therapy classes provide a pronounced positive effect both in overcoming speech disorders and in the development of cognitive mental processes.

Frontal classes, depending on the specific tasks and stages of speech correction, are divided into the following types:

classes on the formation of lexical and grammatical means of language and coherent speech;
classes on the formation of the correct sound pronunciation;
teaching the elements of literacy;

Classes in micro-groups provide the speech therapist with the opportunity to vary their goals and content depending on the tasks of correctional work, speech and individual typological characteristics of the pupils. This approach helps to differentiate work with children, whose shortcomings are expressed mainly in the sound side of speech. Also, for classes in microgroups, lexical and grammatical categories are consolidated, work on the development of phonemic hearing and the formation of phonemic perception.

Individual sessionsmake up a significant part of the speech therapist's working time during each day. They allow the correction of speech and other deficiencies in psychophysical development, deeply individual for each pupil.

The main task of individual lessons is the initial formation of the sound side of speech, which includes a set of preparatory articulation exercises, correction of the pronunciation of defective sounds, syllabic structure of the word, the development of phonemic hearing and the formation of phonemic perception.

Forms of work with parents

One of the main conditions for the normal development of a child and, in the future, successful education at school is the timely and full-fledged formation of speech in preschool childhood. As practice shows, for the full speech development of preschoolers, close interaction between the kindergarten and the family is necessary, since the best results are noted where teachers and parents act in concert. It is preceded by the purposeful work of teachers, in the process of which parents are periodically included in the life of the group, become familiar with the problems of their children.

To achieve a common goal, interaction involves not only the distribution of tasks between the participants in the process, but also feedback. Families begin to participate in speech development from the moment the child arrives at kindergarten. Already at this stage, we are trying to convince parents that their role in the child's speech development is significant, that our efforts without their help will be insufficient. The main goals of interaction between teachers and parents on the speech development of preschoolers is to unite the efforts of adults to ensure the successful speech development of each child, highlight the priority lines of this development, show the most effective methods and techniques of speech education, reveal the possibility of transferring the acquired pedagogical knowledge into the conditions of family education , the formation of the parents' desire and ability to communicate with children, to manage children's activities.

The forms of interaction between teachers and parents are ways of organizing their joint activities and communication. The main goal of all types of interaction between kindergarten teachers and parents is to establish trusting relationships with children, parents and teachers, foster the need to share their problems with each other and solve them together. We try to make the fullest use of all types of traditional forms of interaction with the family, but we are also looking for new, modern forms of cooperation with parents in accordance with the changing socio-political and economic conditions of the development of our country. Building interaction with parents, we develop and use various forms:

parenting meetings,
pedagogical counseling,
joint holidays, pedagogical conversations;
the work of the "Young Family" club;
work on Internet resources (forum for parents);
pedagogical page on the ECE website;
seminars for parents;
Open Day;
questioning;
creation of a speech album;
project activity;
visiting parents d / s in order to get acquainted with the regime moments of the group, etc.

When planning this or that form of work, we always proceed from the ideas of modern parents who are ready for learning, self-development and cooperation. In this regard, the following requirements are imposed on the forms of interaction: demand, originality. Recently, new, promising forms of cooperation have emerged, which involve the involvement of parents in active participation in the life of the group.

This is the creation of the speech album "Piggy bank of words". This form of work with the family is aimed at expanding, consolidating, concretizing the child's vocabulary and explaining the lexical meaning of words. Children with their parents will have to choose beautiful (autumn, sweet, spicy, etc.) words, choose a picture with an interesting object, show it to all children and name it.

On our recommendation, parents introduce the game "I give you a word" into the family's life, the goal is to expand the children's vocabulary. Children bring donated words to the group and introduce them to their friends. This type of work does not require special materials and manuals. Taking into account the great workload of parents with household chores and the fatigue accumulated by the end of the day, we offer “Games in the Kitchen”.Play exercises for the development of fine motor skills"Cinderella". You are preparing dinner. Invite your child to sort out peas, rice, buckwheat. "Magic Wands". Give the child toothpicks. The child should lay out simple geometric shapes, objects, patterns.Vocabulary Enrichment Games"Magic Words". What words can you "take out" from borscht? Vinaigrette? Kitchen cabinet? Plates? "Guess." Let's remember delicious (sweet, sour, salty, bitter) words and treat each other with them. The child calls a tasty word and puts it in your palm. Then you give him. "Give me a word." You start the phrase, and the child finishes it: - The crow croaks, and the sparrow ...Games for the development of grammatical structure"Cooks". Let's make apple juice (apple), fish pie (fish), raspberry jam (raspberry), etc. "Stubborn words." There are stubborn words in the world that never change (coffee, dress, piano, cocoa, coat, subway ...). Ask your child questions and make sure he doesn't change the word.Games for the development of syllabic structure"Confusion". Once upon a time there were words. Once they had fun, danced and did not notice that they were messed up. Help the words unravel. Words: bosaka (dog), lovos (hair), lekoso (wheel), posagi (boots, etc.). Such games will not take up much of the parents' time and do not require special training. And their daily use will be invaluable for the development of the child's speech, and will show the child the parents' interest in his problems and further strengthen their relationship.

In conclusion, I would like to emphasize once again that the family and the preschool institution are two important social institutions for the socialization of the child. Without parental involvement, the upbringing process is impossible, or at least incomplete. The experience of working with parents has shown that as a result of the use of modern forms of interaction, the position of the parents has become more flexible. Now they are not spectators and observers, but active participants in the life of their child. Such changes allow us to talk about the effectiveness of the use of modern forms in work with parents on the formation of the speech culture of preschoolers.

LEKOTEKA as a forminclusive education of children with severe speech impairments

Inclusion problem ( inclusions) children with special educational needs v system of general education in the development of modern society is very relevant.

The idea of inclusion is not new: in most developed countries of the world there is a priority of this type of education for children with disabilities and children with disabilities. As a result of experimental studies by scientists from different countries, in which models of inclusive education have been worked out for a rather long time, it was found that children with special educational needs have dynamics in development: increased motivation for educational activities, increased cognitive activity, formed the communicative function of speech. The importance of this kind of education for children with disabilities, securing the ability of each child to learn depending on his needs while creating special conditions in that general education or preschool institution that parents prefer, are noted by all supporters of an inclusive educational process.

Unfortunately, due to the specifics of the development of modern Russian society, there is still no full-fledged inclusive education in our state. There are separate innovative and experimental models of inclusive education, which include the creation of a library for children of early and preschool age with various developmental disabilities, including severe speech impairments (TSP). Difficulties in the implementation of an inclusive approach in the education of children with speech disorders are caused by the lack of special education among teachers, and, as a consequence, by the lack of knowledge of special methods and techniques in working with children with TNR, allowing them to be included in the general learning process.

The structure of classes in the lekothek is as follows: children come to classes with their parents and choose the form of attendance that suits them. This can be attending only one lesson, a series of lessons, a counseling reception, a group lesson with other children for a long time (for example, from the beginning of classes until lunchtime). This approach to inclusive education allows you to choose an individual educational route for each child, depending on his potential and the area of actual development. The duration of classes also depends on the capabilities and state of health of the children. The schedule of classes for the entire academic year is agreed with the parents of the pupils and the specialists working in the lekothek (speech therapist, teacher-defectologist, teacher-psychologist, medical worker, educator, music director, physical education instructor). If necessary, other specialists are involved to accompany the child with special educational needs in the conditions of the library. The dynamics of the development of a child attending such classes is monitored by all teachers working with this category of children, and, based on the results of diagnostics, they make adjustments to the individual educational route.

To develop children's abilities, parents receive home for a short time special games and toys, then exchange them with other families. A parent can look at the specifics of the use of play objects or the games themselves in a lesson that he attends with his child. If this information is not enough, he can sign up for a consultation with a teacher or a narrow specialist for more effective use of correctional and developmental games and aids. If necessary, educators can provide information visually or verbally on electronic media. This applies to parents who have any sensory impairments and need additional information to work with a child at home.

The use of special correctional methods and techniques to compensate for deficiencies in children and the development of their abilities, joint classes with children of general developmental groups make it possible to fully communicate and engage in various activities not only children with severe speech impairments, but also their parents, which also plays an important role , since the latter quite often inadequately assess their child, do not understand the true reason for his difficulties in acquiring knowledge, skills and developing skills.

Speech therapy is especially difficult. classes with children early and junior preschool age in the conditions of inclusive education, since its methodological support has not yet been sufficiently developed. It is very important to give children enough time to adapt to the conditions of the kindergarten: the premises, the company of other children and teachers. The main form of conducting classes in a lekothek should be a game: stimulation and support of a play situation allows children to assimilate new information, develop communication skills, promote the development and regulation of the emotional-volitional sphere. It is advisable not to impose games on children, but to be only an organizer, partner, interlocutor who directs the play actions in the direction necessary for the teacher and nothing more.

Speech therapy massage and logo rhythmics play an important role in working with children with TNR. Massage should be carried out individually according to medical indications, and logo rhythm taking into account the structure of the speech defect. The work is planned in stages: Stage I - September, October, November; II - December, January, February; III - March, April, May.

At the first stage, work is underway on the singing of vowels: vocalizations, singing on syllables (for example, ma-me-mi-mo-mu). The chanting includes exercises for the development of breathing, voice, tongue twisters, proverbs, riddles, nursery rhymes, familiar poems. They are pronounced loudly, quietly, high, low, at different tempo and rhythm, for example, voice games "Airplane", "Tram", "Train". At the first stage of the work, special attention is paid to the normalization of muscle tone, the development of the child's creative abilities.

A favorable emotional moment is created by the games with names carried out at the beginning of the lesson. At this stage, much attention is paid to exercises without singing (marching, walking, orienteering). Children learn to walk alone and in pairs, with their backs forward, to navigate in space.

At the II stage, exercises with singing are actively introduced into the work ("Mice", "Cat-scratch", "I run, run, run", music by OS Boromykova); on the development of articulation, facial muscles.

Stage III is devoted to work on dramatizations, games-dramatizations ("The Goat and the Shepherd", "Here comes the Fox", music by OS Boromykova).

Word play contributes to the solution of many correctional problems, but primarily the coordination of movements with the word, which is very difficult for children with speech impairments. Singing dances and round dances are very useful, helping to coordinate the singing with movement, regulating the tempo of the movements. They can be used not only in the classroom, but also in independent musical activities, contributing to the development of coordination of hearing, voice and movement. It is also advisable to use children's musical instruments, the game on which contributes to the development of hand movements.

Exercises for the development of creative initiative stimulate the imagination and fantasy of children, solve musical-motor and correctional problems. Practical experience of logorhythmic work shows its great corrective and therapeutic effect in working with children with various speech impairments.

Speech therapy impact occurs in the following directions:

correction of psychosomatic disorders;
deviations in the psycho-emotional sphere;
activation of creativity;
prevention and correction of speech underdevelopment. The structural components when planning a logo-rhythmic lesson in a lekothek are exercises:
in walking and marching;
on the development of voice, breathing and articulation;
feelings of tempo, rhythm, meter (size);
general, fine and articulatory motor skills;
creative initiative;
facial muscles;
regulating muscle tone;
singing, listening to music;
correction of sound pronunciation;
relaxation.

The listed components of the lesson, except for the first and the last, can be interchanged depending on the clinical and pedagogical diagnosis of the child and the goals of the lesson.

When creating a certain developmental environment in the classroom in the lekothek, it is necessary to carefully plan and organize everything in such a way as to facilitate the adaptation of the child and contribute to the effectiveness of correctional work. Classes can be conducted both in a group and in an individual form. The content and methods of the lekothek's activity are determined by individually-oriented programs, taking into account the peculiarities of psychophysical development and the individual capabilities of the pupils. When working with children with different levels of actual development, teachers experience certain difficulties associated with the problems of interaction between children, an inadequate assessment of the potential of their child by the parents, the lack of narrow specialists and the content of educational and correctional processes.

The main directions of speech therapy work in a lekotek with young children:

development of fine motor skills;
articulatory motor skills;
stimulation of voice responses;
enrichment of vocabulary;
the formation of the grammatical structure of speech.

Synopsis of speech therapy lesson "Duckling" for children 2-3 years old

Correctional educational:
to enrich vocabulary on the topic "Poultry" with the help of outdoor and didactic games;
Correctional and developmental:
develop general, fine and articulatory motor skills through play exercises;
to consolidate the skills of orientation in space with the help of subject and practical activities.
Correctional educational:
cultivate respect for birds.

EQUIPMENT: "Dry pool" (filling - peas) with a duckling toy (from Kindsr-surprise) for each child; subject and subject pictures depicting poultry; envelopes; bibabo toy (duckling); musical recording "Voices of Birds".

Course of the lesson

Organizing time

A toy - a duckling - appears on a visit to the children. The speech therapist asks the children to guess who it is. The duckling stretches his lips and sings: "oo-oo-oo-oo", then asks the children to sing the same song.

Exercise for the development of general motor skills

The speech therapist asks to portray a duckling (by imitation).

Exercise for the development of fine motor skills A speech therapist invites children to find a duckling figure in a "dry pool".

Exercise for the development of articulatory motor skills

The duckling invites the children to take wooden spoons and asks them to sing and tap out his song: "oo-oo-oo, oo", oo-oo-oo "(the option is chosen depending on the state of the prosodic side of speech in children).

Physical education

Children go to music and collect envelopes. They take out a half of the picture under the account, then look for a pair of it (the one who has the other half). Then the children name which pictures they got, where they found them (orientation in space).

Formation of the grammatical structure of speech, enrichment of vocabulary

The speech therapist invites children to consider the plot picture "In the poultry yard" and answer questions. Who is in the picture? (Duck and ducklings.)
Who do you see - a duckling or ducklings? (Ducklings.)
Who hid from the family? (Drake.)
Drake, duck, ducklings - how to call it in one word? (Birds.)
What kind of birds: wild or domestic? (Homemade.)
Why pets? (Live with people.)

Consolidation of the passed lexical and grammatical material

The speech therapist invites children to play the Who's Who?

Lesson summary

The speech therapist sums up the lesson and suggests taking home the Who's Who? Consults parents on issues of interest to them.

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Clinical data

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Studies of visual impairment. In some patients, 1 h after taking Viagra Erectile Dysfunction Treatment at a dose of 100 mg with the Farnsworth-Mansell test 100 revealed a slight and transient violation of the ability to distinguish shades of color (blue / green). After 2 hours after taking the drug, these changes were absent. It is believed that color vision impairment is caused by inhibition of PDE-6, which is involved in the process of color transmission in the retina. Sildenafil Used For Erectile Dysfunction had no effect on visual acuity, contrast perception, electroretinogram, IOP or pupil diameter.

Side effect

The most common side effects were headache and tides.

Usually the side effects of Viagra Dose For Erectile Dysfunction are mild or moderate and are transient.

Studies using a fixed dose have shown that the frequency of some adverse events increases with increasing dose.

The frequency of adverse reactions is presented in the following classification: very often - ≥10%; often - ≥1% and

Co side of the immune system: infrequently - hypersensitivity reactions (including skin rash), allergic reactions.

On the part of the organ of vision: often - blurred vision, blurred vision, cyanopsia; rarely, eye pain, photophobia, photopsia, chromatopsia, eye redness / injection of the sclera, changing the brightness of cvetovete, mydriasis, conjunctivitis, hemorrhage in the tissue of the eye, cataract, a disorder of the lacrimal apparatus; rarely - swelling of the eyelids and adjacent tissues, a feeling of dryness in the eyes, the presence of iridescent circles in the field of view around the light source, increased fatigue of the eyes, vision of objects in yellow (xanthopsia), vision of objects in red (erythropsia), conjunctival hyperemia, irritation of the mucous membrane of the eyes, unpleasant sensations in the eyes; the frequency is unknown - NPINZN, occlusion of retinal veins, visual field defect, diplopia *, temporary vision loss or decreased visual acuity, increased IHD, edema retina, retinal vascular disease, vitreous detachment / vitreal traction.

On the part of the organ of hearing: infrequent - a sudden decrease or loss of hearing, tinnitus, pain in the ears.

From the CCC: often - tides; infrequently - tachycardia, palpitations, decreased blood PRESSURE, increased heart rate, unstable angina, AV-blockade, myocardial infarction, cerebral thrombosis, cardiac arrest, heart failure, deviations in ECG readings, cardiomyopathy; rarely - atrial fibrillation, sudden cardiac death *, ventricular arrhythmia *.

The blood and lymphatic system: rarely - anemia, leukopenia.

On the part of metabolism and nutrition: infrequently - a feeling of thirst, swelling, gout, uncompensated diabetes, hyperglycemia, peripheral edema, hyperuricemia, hypoglycemia, hypernatremia.

From the respiratory system: often - nasal congestion; infrequent - nosebleeds, rhinitis, asthma, dyspnea, laryngitis, pharyngitis, sinusitis, bronchitis, increased volume of sputum, increased cough; rarely - a feeling of tightness in the throat, dryness of the nasal mucosa, swelling of the nasal mucosa.

From the digestive tract: often - nausea, dyspepsia; uncommon - GERD, vomiting, pain in the abdomen, dryness of the mucous membrane of the mouth, glossitis, gingivitis, colitis, dysphagia, gastritis, gastroenteritis, esophagitis, stomatitis, rejection of liver function tests from normal, rectal bleeding; rarely, hypesthesia of the mucous membrane of the oral cavity.

On the part of the musculoskeletal system: often - back pain; infrequently - myalgia, pain in the limbs, arthritis, arthrosis, tendon rupture, tenosynovitis, bone pain, myasthenia gravis, synovitis.

From the genitourinary system: infrequently - cystitis, nicturia, breast enlargement, urinary incontinence, hematuria, ejaculation disorders, genital edema, anorgasmia, hematospermia, damage to the tissues of the penis; rarely - prolonged erection and / or priapism.

From the Central and peripheral nervous system: very often - headache; often - dizziness; infrequently - drowsiness, migraine, ataxia, hypertension, neuralgia, neuropathy, paresthesia, tremor, vertigo, symptoms of depression, insomnia, unusual dreams, increased reflexes, hypesthesia; rarely - convulsions *, repeated convulsions *, fainting.

On the part of the skin and subcutaneous tissues: infrequently - skin rash, urticaria, herpes simplex, itching, sweating, skin ulceration, contact dermatitis, exfoliative dermatitis; the frequency is unknown - Stevens-Johnson syndrome, toxic epidermal necrolysis.

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