When a child is born in a family, it is always a holiday. It grows, develops, and everything seems to be wonderful. But, unfortunately, it is different. From the first days of a child’s life, parents and doctors notice abnormalities, which then become more pronounced as it develops. Such children need a special, individual approach so that they adapt as painlessly as possible in this world. For such cases, special education and development programs are developed. Next, we consider a program for accompanying a child with developmental disabilities and its features.
Child with disabilities
A few words about which child belongs to the category of children with disabilities.
These are children who have abnormalities, they are temporary or permanent in mental or physical development. These are children with disabilities and not recognized people with disabilities, but with disabilities. In these cases, individual support of the child with disabilities is necessary.
Children with disabilities can be divided into groups that are characterized by the following deviations:
- Impaired auditory function.
- Speech dysfunction.
- Significant visual impairment, blindness.
- Pathology of the development of the musculoskeletal system.
- Backwardness in mental development and problems of mental development.
- Communication and behavioral disorders.
The defining moment will be a specific defect in development, and the correctional program will depend on this. For each group, a special program of individual support for a child with disabilities has been developed. Getting to work with such children, it must be well studied. This will be useful for both parents and educators.
Features of children with disabilities and recommendations for working with them
Consider the features of some categories of children with disabilities.
- Children with hearing impairment.
In such children, there is a violation of perception, memory, speech, thinking. The child is inattentive, often touchy and withdrawn. You can also notice a violation of coordination and orientation in space. As a rule, they do not show initiative in communicating with others.
Children with hearing impairment read well on the lips, perceiving oral speech visually. When spelling words and pronunciation, letters or words are often missed. Their phrases are simple, and vocabulary is very poor.
- Children with visual impairment.
For such kids, it is necessary to use a special training program. It is also important to properly distribute the workload. Teaching aids, as well as optical and typhlopedagogical devices are used. It is recommended to change activities more often. Dosing visual loads must be strictly individual. Their training program must include such classes:
- Orientation in space.
- Facial expressions and pantomime.
- Social and everyday orientation.
- The development of visual perception.
- Fine motor skills and touch.
- Speech Therapy.
Mandatory for children with visual analyzer problems, physiotherapy exercises should be carried out, and physical education in lessons. minutes.
- Children who have a mental retardation.
The following characteristics are inherent in such a child: lack of attention, lag in mastering the school curriculum, inability to concentrate and complete tasks independently, excessive mobility and emotional instability.
For such children, it is necessary to complicate the tasks, only taking into account the capabilities of the child.
- Children with disorders of the musculoskeletal system.
The main symptom of this category is a violation of motor functions. Children with cerebral palsy often have impaired hearing, vision, speech, and intelligence. Convulsive symptoms are often observed. Such children need help to adapt in society, they also need medical, psychological, pedagogical and speech therapy help. It is important to instill a love of work, an optimistic attitude towards life, family, society.
GEF for children with disabilities
There is a special state standard for children with developmental disabilities and other health problems. It guarantees such children the right to education regardless of the severity of violations, the region of residence and the type of educational institution.
What are the functions of GEF for children with disabilities:
- To reach children with disabilities as much as possible, which will correspond to their capabilities and needs.
- To enable the child to receive education in accordance with the Constitution, despite the severity of the developmental disruption, development and type of institution where the child is studying.
- Create conditions for the rehabilitation of children with disabilities and guarantee the satisfaction of educational needs.
- Give the opportunity to choose the appropriate education, taking into account the recommendations of specialists.
- Go to a unified education system, making the learning process regulated, for co-education of children with disabilities and normally developing babies.
- Stimulate the development of special education and create the necessary conditions for this.
Program objectives
In order to consider such a program, it is necessary to find out what individual support means for such children.
Accompanying children with disabilities is a long-term support, which is based on the correct organization of the process, aimed, first of all, on the effective choice of solving their pressing problems.
Individual support is a set of methods that are interconnected by one goal, task, and actions that are aimed at helping a child with deviations from not only parents, but also teachers. The program of individual support of a child with disabilities helps to find problems in the development of the child, draw conclusions and ensure their correct resolution, and also makes it possible to develop the makings and capabilities of the child. The effectiveness of individual accompaniment is evaluated, in addition to the opinion of teachers, psychologists and doctors, the satisfaction of parents and the child while he is in an educational institution. It is also important to evaluate the baby’s ability to interact with other children and adults.
An individual support program for a child with disabilities is necessary for:
- Children who have difficulties in mastering the main preschool program.
- Toddlers with severe disabilities who visit groups for a short time.
- For individual training.
Program development and implementation
The program for accompanying children with disabilities has several stages of development and implementation:
- At the first stage, the collection and analysis of documents, doctor’s opinions, as well as a discussion of the child’s problems with parents and teachers takes place.
- At the second stage, it is necessary to conduct a comprehensive development survey. Analyze the results with specialists and draw a conclusion. At the end, make a psychological and pedagogical description.
- At the third stage, tasks, conditions, methods and forms of correctional development work are determined. At this stage, parents are actively involved. They receive the necessary assistance, both practical and advisory.
- The fourth stage is considered the main. The program is being implemented, its implementation is monitored, changes are made, if necessary. Specialists teach parents and teachers the necessary skills to work with children with disabilities.
- At the fifth stage, an analysis of the effectiveness of the development of the program takes place. Difficulties in its implementation, the search for causes, and ways of solving problems are being sought.
Program features
The individual support program for a child with disabilities provides the following opportunities:
- Get an education for a child with disabilities taking into account his needs and opportunities.
- It is easy for a disabled child to join a team of peers with normal development.
- Parents have the opportunity to receive help and advice from the necessary specialists and teachers.
- Teachers receive ongoing methodological assistance and support.
- Regular monitoring of the development of a child with disabilities occurs and work is adjusted in a timely manner, taking into account his abilities and capabilities.
Forms of work with children with disabilities
To implement the program, it is necessary to conduct various classes with children with disabilities. The program offers several forms of work:
- Specially organized classes.
- Non-programmed classes.
- Organization of free time.
- Parent education.
Features of classes with children with disabilities
Classes with children with disabilities can take place:
- Individually.
- In groups.
- Together with healthy children.
Be sure to consider:
- The health status of the child.
- Mood.
- Current family circumstances.
There are also several main conditions when conducting classes with children with disabilities:
- The pace of learning should be slowed down.
- Attract children regularly to substantive and practical activities.
- Rely on the capabilities and abilities of the child.
- Take into account the characteristics of the child and adjust his activity.
What are the functions of accompanying activities?
The pedagogical support of children with disabilities involves the performance of some functions:
- A social educator conducts social and pedagogical work with children and a class teacher, as well as correctional and developmental activities. Provides assistance in collecting the necessary documentation.
- The class leader monitors the observance of the rights of children with disabilities, ensures the safety of their life and health, in the classroom applies the necessary methods and skills for teaching children with disabilities, assists parents, liaises with them to exercise control over the learning process.
Program implementation
The program of individual support for a child with disabilities is implemented in several stages:
- The first stage: diagnostic work is carried out, the accompanying documentation is studied. An agreement is made with parents.
- The teacher, a social and class teacher, watches the child, conducts conversations with parents, draws up a conclusion about the child’s abilities, skills and emotional state.
- A more thorough examination with the participation of educational psychologists, educators GPA, social psychologist and class teacher.
- An “Initial Examination Protocol” is being drawn up.
- Correction and development service analyzes the information received.
- Program recommendations are made.
- All information is recorded in a special diary by a social educator. The effectiveness of individual accompaniment is evaluated every quarter.
Recommendations to teachers
You can make a few general recommendations for teachers who provide individual support for a child with disabilities:
- It is necessary to draw up a lesson plan and implement it, taking into account the characteristics of the child and his diagnosis.
- Conduct not only individual lessons, but also group, to increase the activity of the child and the ability to work in a group.
- Pay attention to the mental state of the child before classes.
- To assist in the performance of tasks and assignments.
- Develop motor skills through special exercises, games, tasks.
- To radiate positive emotions, to attract children to participate in recreational activities, developing their abilities and talents.
Conclusion
If a child is born with any developmental disabilities, this does not mean at all that it is impossible to teach him anything. Only an individual approach can solve the problem with the education of such children. The focused work of doctors, teachers and parents will make these kids socially adapted and will greatly help in their development.