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On correctional work with children with disabilities and children with disabilities as part of the implementation of educational programs for preschool education. Adapted educational program for children with disabilities in preschool education according to the Federal State Educational Standard Firo adapted preschool education programs according to the Federal State Educational Standard

The article discusses the concept of an adapted educational program for children with disabilities in preschool educational institutions according to the Federal State Educational Standard, principles, stages, conditions for its development and implementation. The section describing the structure of the AOP will help you compose the document correctly.

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The adapted educational program (AEP) in a preschool educational institution according to the Federal State Educational Standard allows for the training and education of children with disabilities, taking into account their development, characteristics, individual capabilities, and also, if necessary, to correct developmental disorders and social adaptation of these children.

Are you the head of a kindergarten? We invite you to undergo distance learning at the School of Education Manager under the program “Creation of special educational conditions for children with disabilities within the framework of the Federal State Educational Standard for Education”. Based on the results of the training, we will issue a certificate of advanced training in the established form.

Taking into account the individual needs of persons with disabilities, the educational organization independently develops the AEP, based on the basic general education program, as well as the Federal State Educational Standards for general education by level of education and/or the Federal State Educational Standards for the education of children with disabilities.

Stages and principles of implementing an adapted program for a child with disabilities in a preschool educational institution

One of the most important stages in confirming the status of a child with disabilities is obtaining a PMPC conclusion. If this document is not available, then the child cannot be considered as a student with disabilities, even if deficiencies in his physical or psychological development are obvious.

In their recommendations, PMPC staff reflect the conditions necessary for educating a child with disabilities in a preschool educational institution according to an adapted program: basic or individual. Often, PMPK offers parents to send their child with disabilities to a compensatory group or to a combined group with inclusive education. This promotes socialization and development of communication skills in children with disabilities. Employees of the educational institution create an accessible environment for children and use methods of interaction with such students.

The issue of building basic educational programs, the basis for which is the Federal State Educational Standard, remains relevant. It should be remembered that the Law “On Education” requires that the basic educational program be developed taking into account an exemplary one.

The organization of correctional work is carried out in several stages throughout the academic year. Targeting and sequence of stages are prerequisites for neutralizing disorganizing factors. Let's take a closer look at each of the stages:

  1. Information and analytical activities - boils down to the collection and analysis of information. Implementation lasts from September to October. Result: assessment of students in order to take into account the characteristics of their development, determine specific educational needs, assess the educational environment for compliance with requirements in the field of material, technical, software and methodological support, as well as the personnel base.
  2. Organizational and executive activities during October-December. As a result, an educational process with a correctional and developmental orientation is organized, as well as a process of psychological and pedagogical support for children with disabilities under the created conditions for the upbringing, training, development and socialization of these children.
  3. Control and diagnostic activities (January, May). Result: checking the compliance of educational and correctional development programs, as well as the created conditions with the needs of the child.
  4. Regulatory and adjustment activities (February–April). At this stage, changes are made to the process of education and support for children with disabilities in order to improve the quality and efficiency of interaction with them.

The implementation of adapted educational programs for children with disabilities in preschool educational institutions should be based on the following principles:

  1. The principle of humanism, according to which relationships with a child are built on the basis of faith in his strengths and capabilities, the search for positive resources to overcome difficulties with maximum benefit.
  2. The principle of the systems approach involves considering a person as a single system. To develop and correct disorders in children with disabilities, a comprehensive approach is used with the involvement of multidisciplinary specialists, as well as the involvement of all its participants in the educational process.
  3. The principle of continuity is providing a guarantee that assistance in solving a problem or determining an approach to solving it will be continuous.
  4. The principle of reality, according to which correctional and developmental work is based on a deep study of the child’s personality and capabilities.
  5. The principle of the activity approach provides that correctional and developmental work is based on the type of activity characteristic of age, as well as its purposeful formation.
  6. The principle of an individually differentiated approach: depending on the individual characteristics of the child, changes are made to the forms and methods of correctional and developmental work, even if the work is carried out in groups.
  7. The principle of the recommendatory nature of providing assistance guarantees respect for the right of parents to independently choose educational organizations and forms of education for children with disabilities.

Requirements for implementation conditions and planned results of AOP in preschool educational institutions

For the successful implementation of an adapted preschool education program for children with disabilities, it is necessary to comply with certain conditions that cover all areas of activity of the educational organization. First of all, such conditions include psychological and pedagogical support, which implies:

  1. Creation of conditions, according to the recommendations of the PMPC:
    1. the use of special techniques, methods, teaching aids, correctional and educational programs that are focused on the needs and capabilities of children;
    2. the use of individualized teaching methods that take into account the specifics of developmental disorders of the child;
    3. an integrated approach when working with a student in individual and group lessons.
  2. Creation of proper psychological and pedagogical conditions:
    1. correctional direction of the educational process;
    2. designing work taking into account the individual characteristics of the child;
    3. creating a comfortable psychological atmosphere;
    4. application of modern pedagogical technologies.
  3. Ensuring health-preserving conditions:
    1. carrying out activities aimed at strengthening physical and mental health;
    2. introduction of a health regime;
    3. prevention of overload of pupils;
    4. monitoring compliance with sanitary and hygienic standards.
  4. Involving children with disabilities to participate in leisure activities on an equal basis with their peers.

In addition, the successful implementation of an adapted program for a child with disabilities in a preschool educational institution involves organizing:

  1. software and methodological support, which includes:
    1. correctional and developmental programs;
    2. use of correctional, developmental and diagnostic tools;
    3. the use of special programs, teaching aids, and educational resources.
  2. staffing, that is, attracting specialized specialists to work with the child;
  3. logistics support for offices, gyms, medical rooms;
  4. information support.

Intermediate and final results of the implementation of a correctional program for children with disabilities in preschool educational institutions require an assessment of their mastery of the general education program. The dynamics of pupils’ development manifest themselves as they master the individual educational route. Planned results are assessed through a specially organized monitoring system.

If it is impossible for a student to master the general education program due to violations confirmed by the PMPK, then the emphasis of correctional work shifts to his socialization and the development of practical skills. As a result of correctional work, a child with disabilities achieves the planned results and overcomes developmental disorders.

Structure of an adapted educational program in kindergarten

The adaptation program for children with disabilities in preschool educational institutions according to the Federal State Educational Standard includes:

  1. Title page.
  2. Explanatory note.
  3. Conditions for implementing correctional work.
  4. Description of the program content.
  5. Developed individual curriculum.
  6. Planned results.
  7. Conclusion, as well as recommendations from experts.

When preparing the title page, you should indicate the name of the educational organization, purpose, address and duration of the program. It must be approved by the head of the institution and information about agreement with parents.

The explanatory note contains a brief psychological and pedagogical description of the child, a description of his psychophysical development, goals and objectives of teaching in each subject. The explanatory note indicates approximate adapted educational programs for children with disabilities in preschool educational institutions, on the basis of which the AOP was prepared, and also justifies the redistribution of hours, changing the sequence of studying sections, etc., if necessary.

An individual curriculum includes information about strengthening individual sections and topics, rearranging study hours, sequence of topics, and changing the volume of integrated classes.

  • Educational – describes the content of education by year, expected results and forms of assessment of subject achievements.
  • Correctional – provides information about the directions of correctional work, its methods, techniques, forms. The planned work of a speech therapist, speech pathologist, and psychologist is described here.
  • Educational – indicates methods of form and methods of work.

The planned results include information on the dynamics of the achievements of a child with disabilities, an assessment of the creation of conditions for his education, an increase in the proportion of teachers who have undergone special training and have the necessary qualifications, and other indicators.

The final part contains the rationale for making adjustments based on the results of the interim diagnostics.

Thus, the adapted preschool education program for children with disabilities is designed to implement all the principles of the Federal State Educational Standard and provide ample opportunities for special children to receive education at all levels. AOP helps organize the work of the teacher, his interaction with the child’s family and relevant specialists to achieve the planned educational results.

Download an example of an adapted program for a child with disabilities (autism spectrum disorder) in a preschool educational institution
Download for free in .pdf

Download the adapted basic educational program for children with severe speech impairments (general speech underdevelopment) from 3 to 7 years old
Download for free in .pdf

Download the correctional program for children with disabilities (VII type) in a preschool educational institution
Download for free in .pdf

Question. Please tell me, is it necessary to include the section “Corrective and Inclusive Pedagogy” in the Program if there are no children with disabilities in the preschool educational institution? And if children with disabilities come, then what? Make an application to the Program?

Answer: to section III clause 3.2.7. Order of the Ministry of Education and Science of the Russian Federation dated February 21, 2014. No. 08-249).The AOOP of a preschool educational organization is developed if there are such children.

Question. Good afternoon The speech therapy center in our kindergarten was closed. Instead, according to the manager’s order, combined groups were organized for children with STD. The children's parents passed the PMPC. Speech therapy reports for children - FFF and ONR. Question: Is there one AOP written for all children or for each child? And is an educational route necessary for everyone, or is it enough to have a specialist work plan specifically for the child?

Answer. An individual educational route for a child with disabilities is developed by PMPK (see Semago N.Ya. Technology for determining an educational route for a child with disabilities. Inclusive education. Issue 3. Methodological manual. M.: Center "School Book". 2010) .When developing an AOOP, it is necessary to provide for and justify strictly defined options and forms of organizing the education of each category of preschoolers with disabilities. In your case, these are different educational programs: for children with functional disabilities and for children with special needs. (With m. Comments on the Federal State Educational Standard for Preschool Education to section III clause 3.2.7. Order of the Ministry of Education and Science of the Russian Federation dated February 21, 2014. No. 08-249).

Question. During the development of the educational program for our preschool educational institution, the question arose: what section to add to the program if we have a disabled child (there is no need to develop a separately adapted program for a disabled child), but according to his individual rehabilitation card for all its sections, except for medical measures rehabilitation from the Lipetsk Region Health Department, there are no recommendations, i.e. in the section of psychological and pedagogical rehabilitation activities, he does not need recommendations on the conditions for organizing training, and does not need psychological assistance from the preschool educational institution. And so on for all sections of this map. How to proceed in this case?

Answer. According to the text of this letter, the education of this child should be carried out according to the educational program of a preschool educational organization, taking into account medical indications.

Question. Please tell me how to write an adapted program for a disabled child of health group 5. Diagnosis: dyserythropathic anemia, no abnormalities, only release. Thank you in advance.

Question. Hello, in one of the kindergartens in our area, N.V.’s speech therapy program is being implemented. Beggar for children with severe speech impairments (general speech underdevelopment) from 3 to 7 years. Workbooks by O.S. Gomzyak “Speaking Correctly” are also used, but they do not belong to the educational and methodological set of the program by Nishcheva N.V. Can we indicate O.S. Gomzyak’s workbooks “Speaking Correctly” in the organizational section of the OOP DO.

Answer. You can. The content of the AOOP is developed in accordance with the requirements of the Federal State Educational Standard for preschool education, taking into account the PEP of preschool education, using comprehensive programs, special programs for the training and education of children with disabilities, partial programs, etc. (see. Comments on the Federal State Educational Standard for Preschool Education

Question. Our educational institution implements special education programs taking into account the “Childhood” program; there is one compensatory group for children with mental retardation and special needs. Please tell me whether, implementing N.V. Nishcheva’s program in a compensatory group, we should conduct educational activities on the author’s lexical topics or we can use the general thematic planning of the preschool educational institution. Wouldn't this be a violation?

Answer. According to the Federal Law "On Education in the Russian Federation" dated December 29, 2012 N 273-FZ. Article 79. Organization of education for students with disabilities. clause 2. General education of students with disabilities is carried out in organizations that carry out educational activities according to adapted basic general education programs. In such organizations, special conditions are created for these students to receive education. (cm. Comments on the Federal State Educational Standard for Preschool Education to section III clause 3.2.7. Order of the Ministry of Education and Science of the Russian Federation dated February 21, 2014. No. 08-249) The content of the AOEP is developed in accordance with the requirements of the Federal State Educational Standard for preschool education, taking into account the PEP of preschool education, using comprehensive programs (including an adapted program of correctional and developmental work in a speech therapy group for children with severe speech impairments (general speech underdevelopment) with 3 to 7 years old” by N.V. Nishcheva), special programs for the education and upbringing of children with disabilities, partial programs, etc. (see. Comments on the Federal State Educational Standard for Preschool Education to section II of clause 2.2. Order of the Ministry of Education and Science of the Russian Federation dated February 21, 2014. No. 08-249).

However, for children with mental retardation, their own educational program should be developed, taking into account the special educational needs of this category of children, the characteristics of their psychophysical development, and individual capabilities in order to maximize the realization of their rehabilitation potential by the time they enter school.

Changing calendar and thematic planning is possible if this is the case. does not disrupt the process of implementing the goals and objectives of the AOOP DOO.

Question. Analyzing the regulatory documents relating to the development of educational educational programs in compensatory and combined groups, we came to certain conclusions. Are there any errors in the statements below?

1. In the compensatory group, an adapted basic educational program (AOOP DO) is being developed. The requirements for its volume and structure coincide with the requirements of the Federal State Educational Standard for Additional Education for the volume and structure of the educational program for educational institutions.

The structure of the AOP is approved by the preschool educational institution, based on the professional preferences of specialists. AOP (by number of children) are an annex to OOP DO. In the section “Description of educational activities for professional correction” of the educational educational program the following may be indicated:

  • algorithm for identifying and accompanying children in need of correction (PMPK activities); group recruitment algorithm;
  • algorithm for developing an adapted educational program (AEP) for children with disabilities;
  • features of conducting psychological and pedagogical diagnostics with children with disabilities (duration, frequency, methods, methods of recording, storage location, etc.);
  • features of planning educational activities (mechanism for involving children and parents in planning, identifying topics, etc.)

3. In groups with a general developmental focus, in the section “Description of educational activities for professional correction” the following may be indicated:

  • algorithm for identifying and accompanying children in need of correction (PMPK activities).

Answer.

1. In the compensating group, an adapted basic general educational program (AOOP DO). The requirements for its volume and structure coincide with the requirements of the Federal State Educational Standard for Additional Education for the volume and structure of the educational program for educational institutions.

Yes it is.

The section of the program “Description of educational activities for professional correction” may include the following information:

Here, apparently, we are talking about the section “Correctional work program”.

  • mechanism for adaptation/integration of author's variable programs/partial programs, for example:

Replacement of the educational field “speech development” of the author’s program “From birth to school” under. ed. Veraksa N.E. a partial program of speech therapy work to overcome general speech underdevelopment in children Filicheva T.B., Tumanova T.V., Chirkina G.V.);

This should be stated in the explanatory note of the AOOP.

  • algorithm for identifying and accompanying children in need of correction (PMPK activities); group recruitment algorithm;

This is reflected in the “Correctional Work Program” section.

  • features of conducting psychological and pedagogical diagnostics with children with disabilities (duration, frequency, methods, methods of recording, storage location, etc.);

This is described in the section “Developmental assessment of the quality of educational activities under the Program”.

  • features of planning educational activities (mechanism for involving children and parents in planning, identifying topics, etc.)

This is reflected in the section “Planning educational activities”

2. In the combined group, special education preschool education is implemented (for the main group of children who do not have developmental disabilities), as well as an adapted educational program (AEP) (for a child with disabilities).

According to the Federal Law "On Education in the Russian Federation" dated December 29, 2012 N 273-FZ. Article 79. Organization of education for students with disabilities. clause 2. General education of students with disabilities is carried out in organizations that carry out educational activities according to adapted basic general education programs. (cm.

Performance 09.11.2016

“Peculiarities of writing and problems of the Adapted educational program for children with disabilities in kindergarten”

How not to confuse the concepts of “adapted educational program” and “adapted basic educational program”...

And also what to rely on when drawing up an adapted program and are there any methodological recommendations for this?

Recently, Olga Vladimirovna Berezhnova, head of the department of educational development, head of the laboratory for problems of development of preschool education in the region of the Institute of Educational Development, held a webinar “Implementation of the Federal State Educational Standard for Preschool Education: current problems of a modern preschool educational organization.”

An adapted program is one of the most pressing issues, since for the preschool education system there are still no federal guidelines for its preparation; for now they exist only in the context of primary general education. Therefore, drawing up an adapted program is difficult. A possible solution is to use methodological materials on the introduction of the Federal State Educational Standard in primary general education. For example, on website The Russian Ministry of Education and Science has posted drafts of adapted basic educational programs for children with various developmental disorders. In addition, there is the Federal State Educational Standard for Preschool Education, which prescribes both the structure of the main educational program of preschool education and the recommended content of the sections. These documents should be relied upon when drawing up adapted programs; there are currently no other recommendations.

How not to confuse the concepts of “adapted educational program” and “adapted basic educational program”?

There are two concepts: “adapted educational program” and “adapted basic educational program”. It is important to understand the following:

If in a group one child with disabilities(or with any one health limitation), then the kindergarten operates according to the basic educational program, and an adapted educational program is written for this child.

If there is a kindergarten group with similar disorders(for example, this is a compensatory group for children with speech, vision or musculoskeletal disorders, etc.), then an adapted BASIC educational program is written for a whole group of children.

That is, these are two different programs. Managers need to determine the population of children and develop programs in accordance with the characteristics of the population.

What to rely on when creating an adapted program?

Unfortunately, there are currently no programs developed, for example, for children with visual impairments or for children with mental retardation that meet the Federal State Educational Standard and modern requirements. All of them were written according to the canons that were in force before the introduction of the Federal State Educational Standard. An exception may be the N.V. program. Nishcheva, which is posted in the navigator of educational programs for preschool education on the FIRO website.

However, this does not mean that teachers cannot rely on proven programs that have been tested in the preschool education system. They can use any program, but adjust it, taking what corresponds to the Federal State Educational Standard. That is, in essence, this is the creation of your own program, but with possible reliance on an existing one. What specific adjustments to make depend on the number of children.

Probably, you need to look at the work of educational organizations that already have some experience in this. For example, you can watch the program for children with special needs T.B. Filicheva and G.V. Chirkina, for children with visual impairments - the program L.I. Plaksina.

About an individual approach in creating an adapted program...

If the group has a combined focus, that is, along with ordinary children there are also children with disabilities, it is necessary, of course, to consider each child individually, and write an adapted educational program for each.

We must not forget about disabled children. An individual educational program must be drawn up for them. There are no differences here.

Introduction of the Federal State Educational Standard for primary general education for children with disabilities

On September 1, 2016, the federal state educational standard for primary general education for children with disabilities was introduced.

Thus, the standard has already been released and exists as a document. Today, every region has a “road map” for its introduction. But there are no documents or standards on preschool education that would be worth discussing. Therefore, for now we need to focus on primary education.

So there's still more to come.

Today we will look in more detail, using the example of the current program of MADOOU d/s No. 46, an adapted educational program for one of the children studying in the educational program for children with intellectual disabilities.

MADOOU d/s No. 46 is attended by children with different educational programs recommended to them by the central PMPK:

Education program for children with mental retardation;

Educational program for children with intellectual disabilities;

Training program for children with general speech underdevelopment.

For each group of pupils with disabilities, its own AOOP has been developed. Since in groups with mental retardation there are only children with mental retardation, there is only one AOOP for the entire group. However, children with mental retardation often have combined diagnoses, for example, autism spectrum disorder and other characteristics. Therefore, in our MADOE, each child has developed its own AEP (adapted educational program), taking into account the individual characteristics, capabilities of the child and presupposing the results of development.

An algorithm for writing an adapted educational program for a child with disabilities in accordance with the Federal State Educational Standard for Education.

    Explanatory note Information about the child (characteristics)

    Special educational needs

    Parents' Expectations

    Educational component

    Curriculum for the 2016-2017 school year. year

    Criteria for assessing achievements in different areas

    Corrective component

    Educational component:

- Conditions for interaction between preschool specialists and the child

- Terms of interaction between preschool educational institutions and parents

- Conditions for interaction between preschool pupils and children

Deputy Head Yu.G. Beloborodov

Marina Lukomskaya
Project of an adapted educational program for a child with low vision

Development experience adapted educational program

in preschool educational presented to the institution

Methodologist of the Department of Pedagogy and Psychology IPK and PPRO OGPU

Kolisnichenko T. N.

The Essence of Experience

The most important condition for inclusion child with special educational needs needs in the preschool environment educational general developmental institutions provide specialized psychological and pedagogical support for inclusive practice. Parents baby have the right to choose educational strategies for your baby and definition of preschool educational institution, in which child will receive optimal socialization and the highest possible quality of development, is being realized, but in the absence of psychological and pedagogical support for the family by correctional specialists education, as a rule, does not lead to the correct decision. Strategic directions in child's education preschool age with special needs educational needs are developed by PMPC specialists.

Tactical tasks of psychological and pedagogical support (specification of the sequence of connecting specialists, conditions of preschool educational institutions, selection of correctional programs, tactics, support technologies adequate to the features baby and situations of his inclusion in the environment of ordinary peers) are developed and resolved by preschool specialists educational institution(M. M. Semago). Particular attention is paid to the development of individual support programs for children with special educational needs attending preschool educational general development institution.

Organization of support baby with disabilities actualizes the task of psychological and pedagogical support for all other children of the group in which he is included, since the rights of other children to receive education must not be violated. Innovative practice of inclusion baby with disabilities to a preschool peer group educational general developmental institutions are effectively implemented in the presence of certain external ones (a system for supporting the development of inclusive education in the district) and internal (inclusive practice in preschool educational institutions) conditions.

Organizational and content aspects of preschool activities educational institutions are determined by a set of goals, objectives and specific tactics of the activities of specialists (coordinator for inclusion (senior educator, educational psychologist, defectologist, educators, social teacher, nurse). The activities of each specialist are integrated into a single picture of the individual educational route of a child in an inclusive educational vertical preschool educational institution, drawing up an individual adapted program is an important part of it.

“... a true understanding of the value, organizational and content aspects of inclusive education, its principles, objectives, logic for carrying out developmental and correctional work, clear coordination of the actions of all specialists according to the principle "at the right time, in the right place" (M. M. Semago).

Availability

For creating adapted educational program for the child preschool age with disabilities vision and general speech underdevelopment, a universal algorithm was used.

Efficiency

Social, cognitive and creative activity baby with disabilities while staying in a preschool educational general developmental institution.

I. Structure an adapted educational program is presented:

1. Explanatory note:

1) target section (brief psychological and pedagogical characteristics baby(reaching out to justify the structure, AOP structure, purpose programs, tasks programs);

2) class schedule (including classes of correctional, pedagogical and psychological orientation (individual, subgroup and group);

1) educational component(content educational areas(changes);

2) correction component ( programs correctional-pedagogical and psychological orientation (individual program speech therapy work, program individual work of a teacher-psychologist, program individual work of a teacher-defectologist, oligophrenopedagogist, teacher of the deaf, typhlopedagogist, etc., recommendations from specialists to teachers and parents);

3. Monitoring of achievements (specific results of implementation programs at the level of dynamics of development indicators of a preschooler)

4. Conclusions and recommendations (justification for making adjustments based on the results of the interim diagnostics and conclusion on the implementation of the AOP as a whole when discussing this issue within the framework of the final psychological and pedagogical consultation at the end of the year and dynamic examination child at PMPK).

I. Target section programs

EXPLANATORY NOTE

Adapted educational program(Further Program) developed in connection with the need to implement educational needs and general speech underdevelopment. Safety Maria M's view. is 0.15%, the child’s medical diagnosis is congenital high degree myopia, high degree refractive amblyopia in both eyes. Medical recommendations: protective mode vision, constant wearing of glasses, multivitamins. Based on this diagnosis and medical recommendations, the psychological and pedagogical council decided to create adapted educational program for Maria M. (5 years).

The girl is being raised in a complete large family, Masha is the second child. The family is socially prosperous. Parents socially adapted to modern conditions and master the culture of education. The family lives in their own private house. The nature of relationships in the family is friendly, parents and children treat each other with respect. All children in the family are disabled vision, since the pathology is congenital, transmitted through the paternal line. Masha took on a role in the family "slave", since her older sister has pronounced leadership qualities.

In kindergarten, Maria does not experience discomfort in communicating with peers, but is a little shy with adults, and takes an active part in joint activities with peers and adults. Trying to lead in fine art and gaming activities, but experiences difficulties in spatial orientation, which leads to the transfer of a leading position (usually to kid providing assistance in organizing a game or other activity) and taking on a position "slave"; The girl is non-conflict, willing to make contact.

IN educational activity participates in the process of updating knowledge; activity is associated with the level of assimilation of knowledge and experience of using it in practical activities. Masha willingly follows the teacher’s instructions, but often requires clarification or repetition in order to complete the task well; does not lose interest in cognitive and research activities, even if the peculiarities of its visual perception are not taken into account. Voluntary attention prevails.

Maria has difficulty determining the position of an object in space and in visual perception (she sees only three lines, so it is necessary to add tactile and sound analyzers to the visual analyzers.

Masha understands the essence of spatial relationships (left, right, etc., carries out the simplest classifications, compares objects, selects generalizing words. She knows how to establish cause-and-effect relationships, highlights the main thing in the perceived information. Temporary representations are formed within the framework program material, knows how to establish the sequence of natural phenomena. However, there are some difficulties in determining the sequence of days of the week and months of the year.

The girl has developed the skills of drawing, sculpting, and designing frames educational program. Knows all the colors of the spectrum, has an idea of ​​the shape of objects, but has difficulty naming some geometric shapes.

Phonemic hearing and speech structure are not sufficiently formed, phonological defects are observed (replacing the sounds l, r with the sound n). Mostly in his speech he uses simple, less common sentences. Answers questions in monosyllables. Retells works and composes stories with the help of an adult. He willingly enters into dialogue with peers, but there is shyness when communicating with adults.

Mastering motor activity is slightly difficult. Exercises such as jumping and jumping, coordination and flexibility exercises are not recommended. Coordination of movements is not impaired, physical development capabilities are average. He handles the necessary physical restrictions calmly, follows the teacher’s recommendations, and does not violate his requirements. Masha understands that these are features vision and recommendations for physical activity relate to its safety and health. Shows interest and need in running and climbing, in ball games, but avoids the element of competition.

In the absence of a specialist psychologist in the kindergarten staff, psychological support is provided by a specialist "Center for Social Services" in agreement with the child's parents.

Speech therapy support for Maria is organized at the preschool institution, since a speech therapist is on the staff of the institution. As a result of the examination, it was revealed that the phonetic structure of speech is not sufficiently formed, phonological defects are observed (replacement of the sounds l, r with the sound n, phonemic hearing is not sufficiently developed.

Based on the above individual developmental characteristics baby structure defined programs, based on the Federal State Educational Standard and educational program of a preschool educational institution. Content section Programs presented by educational areas: speech development and cognitive development, which contains the following Components:

1. Educational component – ​​its purpose is to prepare baby to frontal activities for active participation in collective educational activities. Besides, child's educational activity organized in subgroups (with children showing interest in activities child with low vision, taking into account changes in the means of implementing content educational field.

2. Corrective pedagogical component - determines the work of a speech therapist with a disabled child and the implementation of the recommendations of the speech therapist teacher for work in a group and at home.

3. Educational component – ​​nurturing independence and self-worth in a group of children; the tolerant attitude of the children of the group towards child with special educational needs, acceptance into play activities based on interests. Recommendations from a teacher for parents of a preschooler.

Purpose The program is: formation of a holistic personality baby senior preschool age in an inclusive environment education.

To achieve the above goal, conditions are necessary to ensure the satisfaction of special educational needs of a child with disabilities, assistance to kid in mastering the content Programs.

Tasks:

1) Development of visual perception baby in a specially organized educational environment, taking into account age and individual developmental characteristics child with low vision and in accordance with medical recommendations;

2) development and correction of speech in a specially organized communication-rich environment in accordance with the recommendations of the speech therapist at our kindergarten;

3) formation of ideas baby about the surrounding world and oneself in conditions of impaired visual perception;

4) education from baby a conscious attitude towards the characteristics of one’s own health and the formation of skills of caring attitude and taking into account one’s capabilities.

Expected Result:

1) a stable skill of consistently studying the shape of an object, its size, color, proportions of parts; ability to describe an object from a point vision specified parameters;

2) active use of synonyms, antonyms, definitions in speech, variety of verb forms. Constructing complex sentences in everyday communication with peers and adults;

3) sustainable interest in objects and phenomena of nature and the man-made world, social relations;

4) the skills of caring for one’s health, understanding of one’s characteristics and capabilities have been developed.

Parents do not always have the opportunity to take a child with special educational needs to specialized institutions. It doesn’t often happen that a correctional school or kindergarten is located close to home; most often you have to take the child to the other end of the city. The idea of ​​inclusion assumes that a child with special needs can go to any kindergarten.

However, in order to accept such a child, the kindergarten must have the appropriate resources. Children with special needs require special accommodations. And it’s not just ramps and elevators, not just the environment, but education itself should be accessible. You can’t just bring a child into a team and expect him to pick up the program on his own and start showing results.

In order to figure out how to prepare kindergartens for inclusive education, in December we held a webinar “Exemplary adapted basic educational programs as a condition for improving the quality of preschool education.”

The webinar was conducted by Anna Borisovna Teplova - Candidate of Pedagogical Sciences, senior researcher at the Laboratory of Professional Development of Pedagogy of the Federal State Budgetary Institution "Institute for the Study of Childhood, Family and Education" of the Russian Academy of Education.

Anna Teplova spoke at the webinar about how to organize inclusive education in a preschool educational institution, what the adapted basic educational program (AEP) includes and how it differs from the adapted educational program (AEP).

Kindergartens need restructuring

Inclusive education involves the creation of special conditions for the education, upbringing and development of children with disabilities:

  • special educational programs, textbooks, manuals and teaching materials, special methods of teaching and education;
  • special technical means of training for collective and individual use;
  • tutor services;
  • conducting group and individual correctional classes;
  • providing access to the preschool educational institution building and other conditions without which it is impossible or difficult for students with disabilities to master educational programs.

These conditions are created by the educational organization, its founders and the state. Please note that it is not the child who must adapt, but the organization itself that is restructuring its work so that children with disabilities can develop in an inclusive education environment.

- I must say that despite the fact that all this still seems new to us, sometimes insurmountable, it seems to us that all of these are some kind of difficulties that must be provided, first of all, by the state. In fact, inclusive education is developing in Russia. Both the law and the standard work for this. And therefore, it makes no sense to say that for some reason we are not ready or that all this needs to be put on hold - inclusive education in Russia exists and will continue to develop,- says Anna Borisovna Teplova.

Problems of developing inclusion and solutions

However, the development of inclusive education in Russia is not without difficulties. It must be said that almost all buildings of old projects are not suitable for children in wheelchairs, even if they have a ramp. Unfortunately, at the moment, serious changes are required in these buildings. But this is not the only problem schools face.

Creating special conditions for children with disabilities in kindergarten requires significant financial costs and the involvement of specialists working with one or another category of children with disabilities. Teplova suggests solving these problems through network interaction.

Expert commentary

Inclusive education is an expensive education because it requires special conditions, the presence of specialists, environmental opportunities, the writing of adapted educational programs and the work of a psychological, medical and pedagogical commission. Networking solves these problems. But kindergartens have not yet joined the network interaction system and have not yet developed the logistics of providing assistance to children with disabilities, because there is no such experience. Network interaction should be created not only at the level of providing services or creating conditions, but also at the level of interaction as a community that accepts children with disabilities and creates these conditions. It is important to understand that conditions also depend on teachers - it is necessary to move forward.

This is very important, because not every educational organization can provide itself with the services of those same sign language, typhoid and other specialists. In this situation, you are invited to work through a network implementation form. The use of the network form of implementation of educational programs is carried out on the basis of an agreement between these organizations. You develop this agreement jointly with partner organizations. Network interaction provides the opportunity to master educational programs using the resources of several organizations. To organize network interaction with several organizations, such organizations jointly develop educational programs - a specialist included in the network form is included in the writing and development of the main educational program, an adapted educational program and an individual development program for a disabled person, and so on. That is, these specialists are included in all the intricacies of the educational process.

What are AOP and AOOP?

Children with disabilities are admitted to study in an adapted basic educational program only with the consent of their parents (legal representatives) and on the basis of recommendations of the psychological, medical and pedagogical commission. Parents are not obligated to bring these recommendations to the kindergarten, but if they brought them and agree to be trained under the AOOP, then the management of the preschool educational institution is obliged to implement these recommendations.

Adapted educational program is an educational program adapted for training persons with disabilities, taking into account the characteristics of their psychophysical development, individual capabilities and, if necessary, providing correction of developmental disorders and social adaptation of these persons.

AOP and AOOP: differences

If there is one child with disabilities in the group, then the kindergarten works according to the basic educational program, and an adapted educational program is written for this child. If in kindergarten there is a group with similar impairments, for example, speech, vision or musculoskeletal disorders, then an adapted basic educational program is written for the whole group of compensatory orientation, because the tasks will be the same for the entire group of children.

AOP and AOOP are different programs. Leaders need to identify the population of children and develop tailored programs based on the characteristics of these children. In combined groups, along with ordinary children, there are children with disabilities, so it is necessary to consider each child individually - to write an adapted educational program for each. Accordingly, an individual educational program must be drawn up for disabled children.

9 sample AOOPs

At the end of 2017, nine approximate adapted basic educational programs for different categories of children were developed and submitted for discussion:

  1. for deaf children;
  2. for hearing impaired children;
  3. for blind children;
  4. for visually impaired children;
  5. for children with severe speech impairments and general speech underdevelopment, with phonetic-phonemic speech disorders;
  6. for children with musculoskeletal disorders
  7. for children with mental retardation;
  8. for children with mental retardation of varying severity;
  9. for children with autism spectrum disorders.

This is the first time that our own educational program has been developed for children with ASD. Why only now, since teachers have been working with such children for many years? Yes, there are methodological developments, scientific schools for working with such children, but a scientific school and an adapted program for an educational organization are two different things. The fact is that it turned out to be quite difficult to translate the achievements of scientists into the practice of an educational organization.

These programs are still being finalized, as they do not comply with some provisions of the Federal State Educational Standard and modern scientific developments. In addition, there are no guidelines for practitioners yet.

- You can find them on the Internet, but we strongly do not recommend working on them, so as not to do double, triple, and so on work. Of course, you can look at them, consult, because you need to work here and now, and wait a long time for these adapted programs, - notes Teplova.

While these nine approximate AOOPs have not been adopted, the sources for the development of adapted programs in preschool educational institutions are:

  • Federal Law FZ-273 “On Education in the Russian Federation”;
  • GEF DO;
  • basic educational program of preschool education;
  • approximate AOP DO;
  • OP DO for children with disabilities;
  • software, methodological and methodological manuals for preschool education;
  • original educational programs for preschool education.

The approximate basic educational program was approved by the decision of the federal educational and methodological association for general education on May 20, 2015. It contains corrective and inclusive components. This program can be accessed as it is designed as a framework for all children.

When developing adapted educational programs, you can also refer to SanPin, since it indicates the recommended number of children with disabilities in compensating and combining groups. For example, the recommended number of children in compensatory groups for children under 3 years of age and over 3 years of age, respectively, should not exceed:

  • for children with severe speech impairments - 6 and 10 children;
  • for children with phonetic-phonemic speech disorders over the age of 3 years - 12 children;
  • for deaf children - 6 children for both age groups;
  • for hearing impaired children - 6 and 8 children;
  • for blind children - 6 children for both age groups;
  • for visually impaired children, for children with amblyopia, strabismus - 6 and 10 children;
  • for children with musculoskeletal disorders - 6 and 8 children;
  • for children with mental retardation - 6 and 10 children;
  • for children with mild mental retardation - 6 and 10 children;
  • for children with moderate and severe mental retardation over the age of 3 years - 8 children;
  • for children with autism only over the age of 3 years - 5 children;
  • for children with a complex defect (having a combination of 2 or more deficiencies in physical and (or) mental development) - 5 children for both age groups;
  • for children with other disabilities - 10 and 15 children.

The last point is especially interesting because different children may actually end up here, including the most common group now - children with hyperactivity. But it is important to remember that hyperactivity is a diagnosis, and children cannot be called hyperactive unless there is a certificate from the psychological-medical-pedagogical commission. Often, children with pedagogical neglect, lack of certain forms of parental love, or other disorders are hidden behind hyperactivity.

When children with disabilities are included in the group, additional teaching staff who have the appropriate qualifications to work with these health limitations of children are involved in the implementation of the Program: speech pathologists, speech therapists, educational psychologists, tutors, typhlopedicators and other specialists. It is recommended to involve appropriate teaching staff for each group in which inclusive education is organized.

At the moment, teachers must be prepared for the possible implementation of the adapted basic educational programs put up for discussion, learn to calculate the number, understand how a defectologist, speech therapist or special psychologist works, how to determine his workload, how to organize the logistics of this work so that the specialist does not run away due to overwork or lack of wages. All this needs to be thought through now.

You will receive more useful information for the development of your kindergarten at the International Conference “Interaction between preschool educational institutions and families: best Russian practices and foreign experience” , which will take place on August 6–8. Come to the conference and you will learn how to gain the trust of parents and create a positive image of a preschool educational institution.