An example of an individual educational route for a preschooler (IEM) is obligatory element the effectiveness of the work of each modern educator.
The essence of IOM preschooler
GEF defines new approach to preschool education. One of the main requirements for it is the effective use of all pedagogical resources to achieve maximum result in the upbringing and development of future schoolchildren. Given that the program is aimed at the average student, it is possible that the weaker ones may not learn it well enough, and the most capable ones will lose their motivation to learn.
That's why individual approach to all children, taking into account all their characteristics, provides IEM for a preschooler. It means educational program which is aimed at teaching a particular child and takes into account all his personal qualities.
Purpose and directions of IOM
A preschooler according to the Federal State Educational Standard, an example of which is found today in all educational institutions, is aimed at solving specific problems. The purpose of the development and implementation in the educational route is the formation of factors in kindergarten that will be aimed at positive socialization and social and personal development of pupils. The latter includes the main processes of intellectual, emotional, physical, aesthetic and other types of development.
The main task that the individual educational route of a preschooler solves is the development of cognition, an example of which is shown in open classes. The directions of the educational route are as follows:
Formation of movement, which includes the improvement of motor skills;
Opportunity to engage in various fields of activity;
Improving speech skills;
Development of ideas about the surrounding world of objects and social relations;
Development of ideas about time, space.
At the same time, the implementation of an individual route involves regular monitoring in order to track the degree of mastering the educational program by each pupil of a preschool institution.
IOM structure
In the process of introducing new standards into the education system, all educators were required to take refresher courses. On them, they were shown an example of an individual educational route for a preschooler, the sample of which was considered in sufficient detail. However, this type of monitoring child development is important not only for educators, but also for parents, who are often unaware of the purpose of this pedagogical tool.
The structure of the educational route should include such components as:
Target, which involves setting specific goals that meet new standards;
Technological, causing the use of certain pedagogical technologies, methods and techniques;
Diagnostic, defining complex of diagnostic tools;
Organizational - pedagogical, determining the conditions and methods for achieving the goals;
Effective, containing the final results of the child's development at the time of transition to schooling.
Necessary preliminary actions before drawing up an educational route
Since the main goal of the educational route is to identify difficulties in the learning process and social development of each child, a thorough study of its characteristics is necessary.
An example of an individual educational route for a preschooler involves a preliminary research activities before fixing the results of the child and is mandatory, including the following actions:
1. Drawing up the characteristics of the child. This document should indicate the pupil's visit to other preschool institutions and the break between their shifts. It is also necessary to note the speed and level of adaptation to the group.
2. To determine the key difficulties in a child, it is necessary to carefully study his family with the subsequent compilation of its characteristics. In this case, it is worth paying attention to the relationship between the child and parents, since excessive guardianship can cause suppression of the pupil.
4. Determining the degree of development of attention, memory, thinking, as well as speech development is mandatory for further monitoring of his progress;
5. It is also necessary to identify the child's propensity for specific activities in order to help in development through such games.
Registration of the educational program
An example of an individual educational route for a preschooler proves the degree of need for a thorough study of all areas of the life of each individual child. Having studied all the necessary data, the teacher proceeds to draw up an individual route, which includes the following sections:
General information about the preschooler;
Family characteristics;
Features of the appearance of a preschooler;
Health;
Features of motor skills;
Cognitive sphere of a preschooler;
Level of knowledge on sections of the program;
The level of development of speech;
attitude towards work;
Characteristics of the activity;
Difficulties in communication;
Individual characteristics;
More information about the preschooler.
This in-depth analysis allows you to build individual work with a preschooler quite effectively.
Inclusive education and IEM for a preschooler with disabilities
The introduction involves the removal of barriers between children of all health groups through collaborative learning.
It is based on equal treatment of each child, but at the same time the creation of special conditions for children with health problems for a comfortable stay in an educational institution. All categories are included in the system of inclusive education educational institutions: preschool, secondary, vocational and higher. Considering that kindergartens also practice such education, the example of an individual educational route for a preschooler with disabilities justifies its relevance.
When compiling it, the teacher is obliged to bring to the attention of parents the following data:
Limits of load norms;
The presence in the institution of additional correctional and developmental programs;
The possibility of making corrections to the current educational route.
The IOM of a preschooler with disabilities is compiled taking into account the diagnostic data and recommendations of the psychological, medical and pedagogical council. It is based on maintaining the strengths of the preschooler with a sufficient share of compensation for developmental defects.
It is important to take into account that when drawing up an individual route for a particular child, changes in the number of classes and their forms are possible.
An example of an individual educational route for a gifted preschooler
Every baby is born with certain abilities that need to be constantly improved. And given that preschool- this is the first social institution of the child, it is he who plays the main role in this development.
This need is due to the fact that if you teach a gifted person according to a standard program, he will quickly lose interest in learning, and, consequently, motivation. To avoid such a phenomenon, each educator must identify gifted children in his group and create an educational route taking into account all their characteristics.
To create an effective educational route, it is important to take into account:
Features, needs and interests of the child himself, as well as the wishes of his parents;
Ability to meet the needs of a gifted child;
Available resources to achieve the result.
In compiling such a route, the participation of parents is also necessary, who should continue at home the methodology used in kindergarten.
An example of an individual educational route for a preschooler with OHP
The creation of an IEM for a preschooler with speech disorders should be carried out jointly with a speech therapist and the child's parents. It should be aimed at creating conditions that will help overcome speech barriers.
Necessary psychological examination which will reveal the interests and inclinations of such a child. This study will help improve your work efficiency. The directions that the educational route should contain are:
Therapeutic and recreational work;
Issues of training and social adaptation;
Correction issues;
Physical education;
Musical education.
Individual educational route for fine arts
A vivid indicator of the importance of a creative approach to educational activities will be an example of an individual educational route for a preschooler in fine arts. Since this subject initially assumes the presence creativity in a child, it is necessary to direct it to their development. It can be both drawing and making various things with your own hands. The main thing is to identify what a particular child shows an inclination and ability to. Creating conditions for development will give every gifted preschooler the opportunity to discover the talents hidden in him. Demonstration creative achievements is an important step, because creative child need public recognition of their abilities.
A sample of an individual educational route for a preschooler in fine arts
Conclusion
Thus, the example of an individual educational route for a preschooler proves the need personal approach to each child and taking into account all his features.
These factors make it possible to develop the future student as efficiently as possible, giving him the opportunity to choose his preferred activity.
caregiver
MBDOU "Kindergarten No. 13 of Vyborg"
Veselko S.I.
Individual educational route for a child with disabilities
Date of completion: 19.11.2015
common data
FULL NAME. child Alekseev Denis Evgenievich
Date of birth 03.09.2011
Family information:
Mother (name, education, place of work) Complete,
Alekseeva Ekaterina Andreevna
MAO "Favorit" SZK instructor
Father (full name, education, place of work) Alekseev Evgeny Vladimirovich
---
Educators (full name): Veselko Svetlana Ivanovna
Specialists:
Teacher speech therapist:
Defectologist teacher:
Educational psychologist:
Musical director:
Senior Nurse: Ezhova Tatyana Gennadievna
Moiseeva Vera Vadimovna
Bondareva Rosa Vasilievna
Lovkina Maria Pavlovna
Health group 2
The mode of stay of the child in preschool 7.00-19.00
Conclusion PMPK OHP (level 2), due to persistent underdevelopment of the cognitive sphere in a child with dysarthria.
PMPK recommendations Education and upbringing according to the general educational program, classes in a speech therapy center in DO.
Long-term goals Elimination of speech disorders through special training and education.
Goals for the current period ( academic year) Development of general and fine motor skills.
The development of facial expressions and emotions.
The development of auditory perception and phonemic hearing.
Development of articulatory motor skills, correction of sound pronunciation.
Development of expressive speech.
Replenishment of the active dictionary.
Correction logical thinking And grammatical structure speech.
Correction of the lexical and grammatical structure of speech, logical thinking and coherent speech.
The development of mathematical operations, generalizations, selection of an extra subject.
Psychological and pedagogical support of a child with disabilities
October December
Specialist Educational areas main general education program preschool education Tasks of correctional and developmental work
The mode and forms of organization of correctional and developmental work Forms for evaluating the results of work (the dynamics of the child, introspection of a specialist)
Educator Social and communicative development
cognitive development
Speech development
Artistic
aesthetic development
Physical development Continue to introduce the diversity of the animal and flora, with the phenomena of inanimate nature.
To form elementary ideas about how to interact with animals and plants, about the rules of behavior in nature.
Form the concepts: "edible", "inedible", "medicinal
plants". Introduce the names of the streets and streets closest to the kindergarten.
Familiarize yourself with the rules of the road, the rules for the movement of pedestrians and cyclists.
The development of fine motor skills.
Develop the ability to use standards as generally accepted properties
and quality of objects (color, shape, size, weight, etc.); select items according to 1-2 qualities (color, size, material, etc.). Expand children's ideas about some insects, animals, birds, plants.
Formation of a dictionary. To replenish and activate the dictionary based on deepening knowledge about the immediate environment. Expand ideas about objects, phenomena, events that did not take place in their own experience.
Sound culture of speech. Fix the correct pronunciation
vowels and consonants, work out the pronunciation of whistling,
hissing and sonorous (p, l) sounds. Develop the articulatory apparatus.
Continue to work on diction: improve the distinct pronunciation of words and phrases.
Develop phonemic awareness: learn to distinguish by ear and name
words that begin with a certain sound.
Drawing: Continue to develop the ability to draw individual objects and create plot compositions, repeating the image of the same objects, adding others to them.
Modeling: improve the ability to sculpt from plasticine; teach pinching with a slight pull of all the edges of a flattened ball, stretching
vanishing individual parts from a whole piece, pinching small details. Learn to smooth the surface with your fingers
molded object, figurine.
Application. To form the ability to properly hold scissors and use them.
In all forms of organization of motor activity to develop organization, independence, initiative, ability
maintain friendly relationships with peers. The development of fine motor skills.
Game "Special cars"
Game Red. Yellow green"
Play "Listen carefully"
Game "Tell me a word"
Didactic games: "What is a street", "I am a driver", "Road signs".
Reading fiction. Drawing up a story about the traffic situation according to the plot picture.
Game "Seasons"
Game before, between, after
Game "Collect the leaves"
Learning proverbs about autumn.
Game "Finish the sentence"
The game "The book of my desires"
Articulatory gymnastics (with elements of breathing and voice) is performed 3-5 times during the day.
Finger gymnastics is performed in combination with articulation 3-5 times a day.
Work on the development of fine motor skills of hands, activation of attention, orientation in space. Correctional work: during regime moments, self-service, household work and work in nature, on a walk, excursion, in games and entertainment.
Game "Pick a figure"
Game control “Find a house”, “What is superfluous”, “Collect a figure”, “Mosaic wonderful bag”, “Lotto”, “Color and shape”
Game "Autumn Words"
Game "Tricky Questions"
Poems about pets
Our favorite stories.
Game "Talk to Pets"
Riddles and riddles.
The game "What figure is in the account"
The game "What is the color"
The game "What's wrong? Why"
Game "Pick up the action"
The game "Find out the contour"
Picture game.
The game "Name it in one word"
The game "Whose legs or paws are behind the fence"
The game "Who has what?"
Game "Mysterious Animal"
The game "Who look like"
The game "Clap your hands", "Tell me a word"
Quiet-loud game
"Remember and repeat chains of syllables"
Game "Find the sound"
The game "Name the first sound in words", "Come up with words with the sound Sh", "Be careful"
Game "Artists"
The game "Learn by parts"
Game "Make a snowman"
Ex. "Big and small"
Game "Tell me a word"
Game "Name the trees"
Didactic games "Nature and Mood", "What time of year", "Winter pattern";
- Listening to audio cassettes "Seasons"
Corrective mini-gymnastics for the prevention of posture and foot disorders is performed daily after sleep.
Freeze game.
Ex. "Sleep in the Forest"
Game "Remember your position"
Finger game "Autumn leaf"
Game "Caterpillar"
Ex. "Magic Rain"
Game "Let's Go"
Ex. "We walk through the snowdrifts"
Game "Snowball"
Interaction with social partners
Organization Directions of interaction Forms of joint activity
(possible)
organizations of various departments, public organizations, funds mass media, non-state structures, primarily with public associations disabled people, organizations of parents of children with handicapped health
State budgetary healthcare institution Leningrad region"Vyborg Children's City Hospital" (GBUZ LO "Vyborgskaya Children's Hospital")
Municipal budgetary educational institution for children in need of psychological, pedagogical and medical and social assistance "Diagnostic and Counseling Center" Examination by all specialists, issuance of medical reports
Diagnostics and counseling
Interaction with family
Directions of interaction Forms of interaction Content of work Responsible teacher/specialist
Getting to know the family
Meetings, acquaintances, visiting families, questioning families.
Provide financial support for remedial and developmental classes. Speech therapist
Informing parents about the progress of the educational process
individual and group consultations, design of information stands, organization of exhibitions children's creativity, invitation of parents to children's concerts and holidays. Joint stay of the child and parents at events. Follow all the recommendations of the teacher. Speech therapist
Education of parents Conducting seminars - workshops, master classes, trainings, creation of a library (media library). Are present at individual lessons with the child Educator speech therapist
Joint activities Involvement of parents in the organization themed holidays, competitions, visits to external cultural events (theater, museum, library, walks, excursions). creation in MBDOU necessary conditions for the development of responsible and interdependent relationships with families of children with disabilities, ensuring the holistic development of the personality of a preschooler, increasing the competence of parents in the field of education. Speech therapist
Municipal budgetary special (correctional) educational institution for students, pupils with disabilities "Special (correctional) general education schoolVIII kind"
Individual educational route of the pupil
Full name of the child …………………..
Date of Birth……………….. . Class 6 Program VIII kind
Organization of correctional and developmental work carried out earlier: has been studying at this school since the second half of the 5th grade (second year).
Features of physical development has the status of "disabled child" until July 2020, is registered with an ophthalmologist "D" (squint), has a preparatory health group for physical education.
Features of mental development
Cognitive sphere: does not master the program material in mathematics and labor training. Geometric material does not assimilate. Experiencing difficulties in learning new exercises, poorly oriented in space. The girl learns the subjects of the humanitarian cycle better: she reads correctly, consciously, in whole words. He is good at memorizing poetry. Self-control is low. Working capacity and fatigue is average.
Emotional-volitional sphere: non-conflict, listens to the opinion of the teacher, not whiny, can laugh on a minimal occasion and without a reason. Cannot prepare himself for the lesson. Follows instructions and instructions for action from the teacher.
Behavioral sphere: Very low social orientation. The girl forgets where and what of the things she has.Cannot take care of himself appearance, tidy up the hair, observe the personal hygiene of the girl. The girl has an obsessive nose-to-mouth habit, and the girl is not shy about it. Actively participates in competitions.
Initiator of an individual educational route:
Administration educational institution(justification - IPR).
Purpose, tasks: social adaptation of a child with disabilities in society.
* Formation of ZUN in subjects, taking into account the capabilities of the child;
* HMF correction: development of visual-figurative thinking and speech, formation of visual and auditory perception, training of memory processes.
* Adjustment of the VET program - psychological correction of motivation to work.
Timing 2014 -2015 academic year.
Forms of interaction with parents:
Individual conversations and consultations:On the need for training in an individual program in mathematics and VET; about the need to form social and everyday skills in the family and about the specifics of raising a disabled child.
Open classes;
Joint activities of parents and child:Performance homework. Consolidation of the acquired knowledge in the lessons of SBO at home.
Laboratory work with parents;
Thematic parent meetings:"To Parents on Punishing Children"
Trainings;
Other ___________________________________________________________
Forms of work of a parent with a child
|
№ p/n |
Content |
Timing |
|
Orientation in the yard |
2014-2015 academic year |
|
|
Formation of hygiene skills |
2014-2015 academic year |
|
|
Developing the ability to occupy oneself in the absence of adults Houses |
2014-2015 academic year |
|
|
Ability to shop in the store |
2014-2015 academic year |
Circle of specialists
|
Specialist |
Content |
Deadline / result |
|
Teacher - psychologist |
||
|
Teacher speech therapist |
Classes for the correction of violations writing and reading by: Development of phonemic processes; Development of language analysis and synthesis skills; Clarifications and expansions of the lexical dictionary; Development of the grammatical structure of speech; Development of coherent speech, communication skills; Development of motor functions. |
2014-2015 academic year Since September 2014 years to May 2015 group classes 2 times in Week: Wednesday Friday. 26.12.2014 - dynamics positive. 27.04.2015 - dynamics positive. |
|
teacher-defectologist |
Individualized remedial training development of the WPF. Correction of cognitive activity. |
2014-2015 academic year The individual form of work gave positive results. Filling gaps in ZUN - in mathematics has a positive result. I learned how to solve problems for movement, mastered tabular multiplication and division. |
|
VET teacher ("sewing business") |
Development of orientation and planning activities; Development of fine motor skills, coordination of movements; Formation of emotional-volitional qualities and positive motivation to work. Ability to transfer working methods to new working conditions. |
2014-2015 academic year coped with program material for the 5th grade, the debt for the 5th grade was liquidated for the grade "satisfactory". Independent and practical work performed at "3". A small positive trend in all indicators and criteria of correctional and developmental activities. Orientation and planning activity at the middle level; Fine motor skills and coordination of movements at an average level; Ability to transfer working methods to new working conditions at a low level |
|
Mathematic teacher |
Development of learning skills; - formation of elementary mathematical representations, reading skills, taking into account the psychophysiological characteristics of the student; - clarification and enrichmentideas about oneself and the world around; - development of space-time representations;- increasing the level of general and speech development;- formation of moral qualities; - protective mode of life. |
Positive dynamics. FROM control work for the 5th grade I managed to get "4" and "3". With control work for the 6th grade I coped with "3". |
|
additional teacher education |
Basic PC skills. ("Smiley"); Knowledge of the necessary traffic rules "Road alphabet" Development of fine motor skills of hands ("Creativity") |
2014-2015 academic year Positive dynamics when using a PC The results of testing according to traffic rules: "average level". Positive dynamics |
|
Social teacher |
Formation of a culture of behavior in society |
Positive dynamics |
Evaluation of results: "sewing business": slight positive trend.
For parents: a tolerant attitude towards the child and the creation of a positive psychological microclimate in the family.
For teachers ________________________________________________________________
For narrow specialists: a speech therapist teacher - to continue work on correcting writing and reading disorders.
Deputy director. for UVR:
VET teacher:
Mathematic teacher:
Teacher-defectologist:
Teacher speech therapist:
Development of an individual educational route for a child with disabilities in educational organization.
Development of an individual educational route for a child with disabilities within the framework of an educational organization implementing inclusive practice.
The main goal of the administration and the entire teaching staff of an educational institution (organization) in the framework of the implementation of inclusive practice is to create special conditions for the development of educational programs and social adaptation of a child with disabilities. Interaction in an interdisciplinary team of specialists in psychological and pedagogical support, teachers and parents is one of the most important conditions.
Under individual educational route of a child with disabilities in an educational institution we understand system of concrete joint actions administration, main teachers, an interdisciplinary team of support specialists of an educational institution (PMPk), parents in the process of including a child with disabilities in educational process.
Individual educational plan– document, reflecting the general strategy and specific steps of the interdisciplinary team and parents in organizing psychological and pedagogical support for the individual educational route of a child with disabilities within the school for a certain period, approved by the director of the educational institution and signed by the child's parents.
Features of working on an individual educational plan:
1) It is developed collegially within the framework of the PMPK activities.
The teacher, parents are full participants in the work on the IEP;
2) It is developed for a certain limited time period (quarter, trimester, half a year);
3) At the end of the period, the child's achievements are assessed - the dynamics of his development, the development of the educational program, adaptation in the peer group, the school team. It is also expected to analyze the dynamics and efficiency of work. Based on the results of all conclusions, the plan is adjusted;
4) The formulation of goals and objectives, criteria for the achievements of a child with disabilities are
as specific as possible;
5) Responsibility and regulations for the activities of all participants in the joint work are fixed.
An individual educational route (and, accordingly, an individual educational plan) within an educational institution for a child with disabilities is developed in several stages. We list the most important of them.
1.School administration together with the inclusion coordinator defines, to which teacher and to which class (group) the child enters. It also determines which specialists of psychological and pedagogical support can be included in an interdisciplinary team. If the school does not have any specialist, the administrative group looks for possible ways to attract additional resources (cooperation with the PPMS center, attracting volunteers, etc.). An agreement is signed with the parents.
2. Planning an individual educational route a child with disabilities upon admission to the first grade of school begins with careful collection and analysis of preliminary (initial) information about the child and his family. Such information may include the following areas
| Information content | Possible Documentation |
| Psychological and pedagogical conclusion about the state of the child at the time of admission to school; Enumeration of special conditions, the child needs for the development of the educational program and social adaptation in this educational institution. | PMPK Conclusion |
| The current state of the child's health, the recommendations of doctors at the time of admission to school. | Medical card of the first grader |
| Education and psychological and pedagogical support of the child before entering school: whether the child attended kindergarten, which group or structural unit, which specialists worked with him in kindergarten or additionally; attended pre-school groups outside kindergarten– PPMS center, another school, institutions of additional education, etc. | - Psychological and pedagogical characteristics of the child; - diary of a psychologist-teacher. escorts |
| Information about the family: complete or incomplete, family composition; whether there is support from other relatives; whether the child has a nanny or a permanent escort. ! This information important for understanding the need and scope of assistance to the family of a child with disabilities, as well as for determining the mode of stay of the child at school. In addition to formal information, school staff in a conversation with parents find out their attitude to certain requirements of the school, readiness to cooperate with teachers and administration, concretize the idea of teaching their child in an inclusive class, find out what immediate and long-term goals for their child have parents. | |
| Information about additional education: - whether the child attends any circles, sections, creative associations; – does he work with teachers at home; - what is the mode and duration extra classes | |
| Information about the current psychological and pedagogical support: whether the child is engaged with any specialists (psychologist, defectologist, speech therapist, etc.) at the time of admission to school; do parents plan to continue their studies with these specialists in parallel with schooling, if so, how can they “contact” these specialists to determine the general direction of work. |
IMPORTANT: Parents may, but are not required to, tell school staff about their child's medical diagnoses, whether they are seen by a doctor or not. If a relationship of trust and cooperation develops between parents and school specialists, parents of their own free will report everything that may affect the quality of education or require special conditions for the child to adapt to the school environment.
At the stage of collecting information and setting goals, the main task of the administration and school staff is to agree with parents on one common goal for a certain, “understandable” period of time - for example, for one year. In a conversation with parents, it is necessary to prioritize the development of the child based on his capabilities - in accordance with them, the teacher and the entire interdisciplinary team will decide practical tasks in the field of education and social adaptation of the child. At the same time, when signing a cooperation agreement, and then taking part in the development of an individual educational plan for their child, the parent must be aware of the extent of their responsibility for the quality of life of the child, not only in the family circle, but also at school.
3. Development of an individual educational route(and - respectively - IOP) precedes diagnostic step, during which, during the two (maximum - three) weeks of the child's stay at school, the teacher and specialists of psychological and pedagogical support (PMPk) conduct a comprehensive assessment of his condition at the time of entering the school. If school specialists find it difficult to choose certain forms and tactics of diagnosis, interpreting the results obtained, they can seek advice from the specialists of the PMPK or the PPMS Center, which is a resource in this direction, through the coordinator for inclusion. As a result, at the PMPK meeting on the development of the IEP, a conclusion is made on psychological characteristics child, the formation of his learning skills, the specifics of interaction with peers and adults. The main task of complex diagnostics in this case is to determine what educational needs the child has, what opportunities he can rely on in the first place, which of the areas of activity of the teacher and specialists are the most relevant.
The actual development of the Individual educational route (and, accordingly, the IEP) at a meeting of the psychological-medical-pedagogical (psychological-pedagogical) council of the school.
5. Joint activities administration, teachers, specialists in psychological and pedagogical support, parents as part of the implementation of the individual educational route of the child (Individual educational plan for a certain period of time).
6. Analysis of the results of the activities of teachers and specialists - the dynamics of the mental and physical development of the child, the level of his adaptation in the school environment, the development of the educational program, the involvement of the family in the educational process, as well as identifying the most effective forms and methods of teaching and socializing a child with disabilities, organizing interaction with parents.
Julia Znamenshchikova
Individual educational route for a child with disabilities
General information about child
Elizabeth V.
Elizaveta has been attending a visually impaired boarding school since 2015. According to the conclusion of the ophthalmologist, the girl has a low degree of farsightedness in both eyes, paresis of the abductor muscles of both eyes, clouding of the lens; visual acuity in glasses OD - 0.7; OS - 0.7; according to the conclusion of an otolaryngologist, Lisa has grade II adenoids, hypertrophy of the palatine tonsils, the girl has a nasal twang, often suffers from colds, and does not hear well; when walking, Liza has a clubfoot and shuffles her feet, the girl's posture is disturbed. ZPR. Health group III.
Lisa is brought up in an incomplete family.
Lisa perceives and evaluates moving objects poorly, she has difficulty perceiving the shape, size of an object and space. In this regard, she experiences difficulties with orientation in space; the child has difficulty in dynamic perception, visual-spatial synthesis is also difficult, she does not have a clear vision of objects. Lisa often complains of headaches and discomfort in her eyes. The girl has poorly developed phonemic hearing, she breathes through her mouth, and when running and jumping, Lisa finds it difficult to breathe. not developed enough memory: auditory and visual.
Elizabeth is independent, diligent, friendly, sociable, but the children are not very willing to play with her. Liza is more sociable with adults, she easily makes contact with them, loves to share her thoughts and experiences. Liza likes to go in for physical education, but throwing, flexibility, and balance exercises are difficult for her, which is confirmed by the monitoring data. Indicators of physical development are low. The girl enjoys playing outdoor games, willingly and diligently engaged in individually. Liza is diligent and diligent, she can play on her own for a long time without disturbing others. She tries to hear and follow the instructions of adults, but she does not always manage to do it well and accurately. It is difficult for Lisa to show creativity, to bring something of her own, acting, most often exemplary.
Lisa has well-developed self-service skills, she quickly dresses and undresses, eats neatly. She is very upset by failures, cries, but at the same time does not require increased attention to herself. The child is kind, helpful, polite. Liza does not hear well, so instructions and requests must be repeated repeatedly. School program is given to her with difficulty.
With Lisa regularly in individual the form is handled by specialists schools: psychologist, teacher - speech therapist, physical education instructor, nurse.
Based on the foregoing, it should be noted that it is necessary to create optimal conditions for the correction of secondary violations, taking into account primary violations and individual characteristics of this child.
Elizabeth K's individual educational route for a child with disabilities
For the period from September 2016. to May 2017
Date of completion:. 2016___
1. General data
FULL NAME. baby Elizabeth B.
Date of admission to the institution 2016
Family Information: from an incomplete family, mother and father are divorced. low-income family
Mother (FULL NAME, education Mother….
Father (FULL NAME, education, place of work, intelligence) Dad…
House. the address:
Phone:
educators (FULL NAME):
Specialists:
Teacher speech therapist:
Defectologist teacher:
Educational psychologist:
Musical director:
Physics instructor. education:
senior medical sister:
Health group III
Group of physical activities - exercise therapy
The mode of stay of the child in the preschool educational institution Full day five-day week.
Conclusion PMPK Needs to create conditions for obtaining education, correction of violations, development and social adaptation based on special pedagogical approaches.
Educational program: adapted basic educational program for children with visual impairment preschool age. Development individual educational route.
Conclusion honey. commissions:
Ophthalmologist:
Otolaryngologist:
Orthopedic surgeon:
Neurologist: - farsightedness of a weak degree of both eyes, paresis of the abductor muscles of both eyes, clouding of the lens; visual acuity in glasses OD - 0.7; OS - 0.7;
Adenoids of the II degree, hypertrophy of the palatine tonsils, the girl is nasal, often suffers from colds, does not hear well
Compliance with the regime of visual loads
Implementation of measures to relieve general and visual fatigue
- Landing in class: I row 1 desk in the center (closer to the material being shown)
Conduct propaedeutics of the main types of movements
Use exercises from a horizontal position
Contraindications: - It is unacceptable to work in a room with low light
Can't work too close
Forced working posture is unacceptable, requiring a long stay in a bent position with the head tilted down
Sharp turns / tilts of the head, torso are contraindicated
Lifting weights, shaking the body
Speed run, competitive run, acceleration
Long jump, high jump, landing on the whole foot
Back - bridge
Prolonged leg raises while lying down
Forward/backward rolls - Birch stance
Goals for the current period (academic year) Inclusion child-disabled into a functioning peer group, to prepare for successful schooling
Target: The versatile development of children, taking into account their age and individual characteristics according to educational areas : social and communicative development, cognitive development, speech development, artistic and aesthetic development and physical development.
TASKS:
Social and communicative development
Assimilation of moral and moral norms and values accepted in society;
Development of communication and interaction child with adults and peers;
The formation of independence, purposefulness and self-regulation of one's own actions;
Development of social and emotional intelligence, emotional responsiveness;
Formation of a respectful attitude and a sense of belonging to one's family and to the community of children and adults in kindergarten;
Formation of positive attitudes towards various types of work and creativity;
Formation of subject-practical actions;
Formation of the foundations of safe behavior in everyday life, society, nature.
cognitive development
Development of children's interests, curiosity and cognitive motivation;
Formation of methods of sensory cognition with the help of vision and safe analyzers;
Development imagination and creative activity;
Formation of primary ideas about oneself, other people, objects of the surrounding world, about the properties and relations of objects of the surrounding world, about the small Motherland and Fatherland, about the socio-cultural values of our people, about domestic traditions and holidays, about planet Earth as a common home of people, about its features nature, diversity countries and peoples of the world.
Speech development
Mastering speech as a means of communication and culture;
Enrichment of the active dictionary;
Development of coherent, grammatically correct dialogic and monologue speech;
Development of speech creativity;
Development of sound and intonation culture of speech, phonemic hearing;
Acquaintance with book culture, children's literature, listening to various genres of children's literature;
Formation of sound analytic-synthetic activity as a prerequisite for teaching literacy.
Artistic and aesthetic development
Development of the prerequisites for a holistic semantic perception and understanding of works of art and the natural world;
Formation of real images objects of the surrounding world and mastery of sensory standards;
The formation of an aesthetic attitude to the world around;
Formation of elementary ideas about the types of art;
Perception of music, fiction, folklore;
Stimulation of empathy for the characters of works of art;
Implementation of self creative activity children.
Physical development
Gaining experience in motor activities, including those related to the implementation of exercises aimed at developing coordination, flexibility, balance, gross and fine motor skills of both hands, contributing to the correct formation of the musculoskeletal system of the body;
Formation of initial ideas about some sports;
Formation of the need for physical activity and physical improvement, as well as overcoming the shortcomings that arise against the background of visual pathology (stiffness, fear of space);
Mastering outdoor games with rules;
Formation of purposefulness and self-regulation in the motor sphere;
The formation of healthy values lifestyle mastering its elementary norms and rules.
Methods:
Visibility, taking into account ophthalmological requirements for the design of didactic material
Verbal
Practical
Game
Forms of work:
Morning exercises;
Individual and subgroup work;
Sports holidays, entertainment.
Independent activity child.
These goals and objectives are implemented in varied types of children's activities: game, communicative, labor, cognitive-research, productive, musical, motor and reading.
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