The system of complex psychological, medical and pedagogical support for children. The system of complex psychological - medical and pedagogical support for children with disabilities in the educational process. about the service of a psychologist-teacher

IRINA KOMAROVA
Medical, psychological and pedagogical support for children with special educational needs

Medico-psychological and pedagogical accompanying children with special educational needs

The world in which he lives modern child has changed significantly. Socio-economic problems of the life of society give rise to conditions under which the level of physical and neuropsychic health is significantly reduced children.

At the present stage of development of the system education the tasks of creating conditions for the formation of the personality of each child in accordance with features his mental and physical development, capabilities and abilities. Therefore, in our institution special attention is paid to the organization of a comprehensive medical- psychological and pedagogical accompanying children. Integrated accompanying children allows you to identify developmental deviations and choose educational route to correct the development of the child. Under medical-psychological and pedagogical escort we understand the system medical, psychological, pedagogical influences, conducive full development children with special educational needs, overcoming deviations in development and serving the purposes of their habilitation and rehabilitation.

Quality requirements education, both in mass and in correctional school are equally high, and the possibilities of students are different, primarily because of the complexity of the contingent in the school of the blind and visually impaired children. Our school decides not only educational and educational tasks, but also compensates for the shortcomings of development children with visual impairments, corrects their secondary defects, i.e. solves correctional tasks.

The school has a multi-level system of correctional and developmental work, which includes myself:

I. Comprehensive diagnosis and counseling

II. Medical direction

III. Psychological direction

IV. Social and pedagogical direction

V. Correctional and pedagogical direction

Lately comes to school a large number of children with impaired speech function. One of the most severe speech defects is Systemic Speech Disorder. Even with a mildly pronounced general underdevelopment of speech, students have deviations in the formation of all components of the speech system (phonetic-phonemic side of speech, vocabulary, grammatical structure, so students in this group experience great difficulties in mastering writing and reading.

The purpose of speech therapy escorts involves the correction and development of the speech of a child with developmental problems.

Violations writing constitute a significant proportion of speech disorders celebrated in elementary school. They are a major barrier to student learning. school curriculum. Based on the diagnostics, a specific program of work is drawn up to implement a differentiated approach in the learning process children with speech disorders.

I examined the children who entered the 1st grade. The test results were reflected in the speech chart of each child. 90% have speech disorders.

Children were divided into groups, with phonetic-phonemic underdevelopment of speech, with general underdevelopment speech of varying severity, systemic underdevelopment of speech, guided by the psychological and pedagogical classification.

In 2010-11 speech norm among children Only two students reached Grade 1. (Khanevsky Sasha, Kudryavtseva Tanya) At children who have not reached the speech norm, the risk of dyslexia and dysgraphia is increased.

Based on the results of the diagnosis for each child, I draw up an individual plan of correctional work. I conduct remedial training on the basis of the methodological recommendations of R. I. Lalayeva, E. F. Sobotovich, L. S. Volkova.

Corrective work is being carried out on several directions:

Development of phonemic perception

Development articulatory motility

Correction of broken sound pronunciation

Development of language analysis skills

Formation of the lexical and grammatical structure of speech

Development of inflection skills and word formation;

Development of coherent speech;

The main methods of work are practical; exercise, play. At the same time, I widely use visual and verbal methods.

Analysis of the results of the work done for the first half of the year showed that the level of phonemic perception among students primary school increased by 20%, articulatory motility by 25%, sound pronunciation by 15%, sound - syllabic structure words by 20%, language analysis skills by 25%, grammatical structure speech by 16%, vocabulary- word formation by 20%, the level of development of coherent speech increased by 24%.

AT written works children there are not only errors in mixing and replacing consonants, but also errors due to insufficiently formed ideas about the sound composition of the word. Therefore, in the process of corrective work with this group of schoolchildren, attention is focused on additional development of such programmatic topics that are fundamentally important for mastering the Russian language, such as "vowel sounds and letters", " Consonants: hard and soft, voiced and deaf", "Syllable, stress", "Designation in writing of hard and soft, voiced and deaf sounds", "Spelling of words with soft and hard consonants in the root, with unpronounceable consonants in the root", "Shi -zhi, thicket "and others, the assimilation of which may be delayed due to speech underdevelopment.

The main task is to identify and overcome writing disorders in a timely manner, preventing their transition to subsequent stages of education, which complicates the educational and cognitive activity of students.

Working together with the class teacher plays a big role. Inside the school, correctional work is carried out in conjunction with all specialists, a creative group has been organized, in which are included: ophthalmologist, defectologist, psychologist, speech therapist. Collaboration contributes to the development of the child, disclosure and implementation of its abilities in various fields, improving the quality of life.

Related publications:

Integration of children with special needs in the general education group to solve social and communicative problems The integration of children with special educational needs into the environment of normally developing peers is recognized today in our country.

Correctional and developmental support for children with special educational needs in kindergarten The spread in our country of the process of integration and inclusion of children with handicapped mental or physical health.

Qualification characteristics of the head of the psychological-medical-pedagogical consultation. Job responsibilities of the head of the psychological, medical and pedagogical consultation (PMPC). Plans and organizes the work of the PMPK in accordance with.

From the experience of working with children with special needs on the use of ebru technique Kuznetsova V. A. MBDOU Kindergarten No. 27 "Sadko" I got acquainted with the ebru technique three years ago and realized that my pupils will certainly.

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Oh A. Egorova

Psychological, medical and pedagogical support for children with speech disorders

Comprehensive support for children with speech disorders is one of the most complex types providing medical, psychological and pedagogical assistance to children. This is due, first of all, to the fact that the speech defect, whatever it may be, is multilateral in nature. This is confirmed by psychological-pedagogical, psycholinguistic and medical-pedagogical research. (R.E. Levina, S.S. Lyapidevsky, T.B. Filicheva, V.K. Vorobyova, V.A. Kovshikov, R.I. Lalaeva, O.N. Isaev, V.V. Kovalev and others .).

Every year the number of children with systemic speech disorders increases. The contingent of compensatory orientation groups in the educational institution is mainly made up of children with general underdevelopment of speech.

Clinical-psychological-pedagogical studies have shown that defective speech activity negatively affects the formation of the sensory, intellectual and emotional-volitional spheres (there is increased excitability, irritability or general lethargy, isolation, resentment, tearfulness, multiple mood swings).

Timely overcoming of speech disorders has great importance for general mental development child, which explains the increased research interest in the issues of their prevention and correction.

The multilevel structure of the defect, the presence of non-speech and speech symptoms suggests a multidirectional impact on the personality of a child with speech pathology, carried out in a complex of corrective measures. In this regard, there is a need for an integrated approach to the medical, psychological and pedagogical support of children with speech disorders, which implies the direction of organizational, managerial and correctional pedagogical activity, resolving issues of methodological support, including educational and thematic and long-term plans; development and systematization of practical material that could be used by teachers of educational institutions in the implementation of correctional work.

The purpose of psychological, medical and pedagogical support: the creation of a single correctional space that contributes to the elimination of speech disorders, the development of mental and thought processes, and the communicative activity of students.

Tasks of support: prevention of the occurrence of problems in the development of the child; assistance (assistance) to the child in solving urgent problems of development, education, socialization; development of psychological and pedagogical competence of teachers and parents.

To solve the tasks set, the following principles are defined.

The support system specialist is always on the side of the child's interests, he is called upon to strive to solve each problem situation with the maximum benefit for the child.

The child is guaranteed continuous support at all stages of assistance in solving the problem. The maintainer will terminate support

child only when the problem is solved or the approach to the solution is obvious.

Corrective and developmental work is carried out by a coordinated "team" of specialists included in a single organizational model and owning a single system of methods.

All decisions of the support system specialists can only be advisory in nature. Responsibility for solving the problem remains with the child, his parents or persons replacing them, teachers, close circle.

The activity of the PHC escort service is aimed at ensuring two coordinated processes:

Individual support of children;

Systemic support aimed at preventing or correcting a problem that is typical not for one child, but for the system as a whole.

In practice, the escort service begins special work with the child in the following cases:

Identification of problems during mass diagnostics;

Contacting parents for advice;

Appeal of teachers, administration of the educational institution;

Appeal of the child himself about problems;

Appeals of specialists from other social services.

Psychological-medical-pedagogical support acts as a complex technology. The entire team of employees participates in the implementation of the support program. Working as one "team", each participant of psychological, medical and pedagogical support performs well-defined goals and objectives in their area of ​​work.

Close interaction of all participants in the correctional process is necessary not only for the purpose of diagnosing and preventing speech and mental disorders, but also for the purpose of developing new technologies for an integrated approach to the content of correctional and developmental activities that stimulate the speech, cognitive and personal development of the child.

One of the forms of close cooperation between a speech therapist and a teacher-psychologist is the implementation of integrated direct educational activities (GCD), which helps to flexibly combine traditional and non-traditional methods, increase work efficiency and obtain stable results.

1. Directly corrective and developmental work, the forms of organization of which are individual and subgroup classes.

2. Joint activity of specialists and teachers. Basic forms of organization: refresher courses; joint planning of work on the development and correction of pupils' speech; integrated classes; analysis of work results; workshops; workshops; individual consultations.

3. Advisory assistance parents on issues of correctional and developmental work, which is carried out in the form of: familiarization with the results

tatami for diagnosing the state of speech of pupils; planning joint work on the correction of speech disorders; subgroup and individual consultations; open classes; design of information stands; individual communication notebooks.

The first stage of psychological, medical and pedagogical support is diagnostic.

The purpose of this stage is to understand the essence of the problem, its carriers and potential solutions. The content of the work at this stage includes: clarification of the speech therapy conclusion; neurological diagnosis; the level of development of mental processes; compiling a speech profile of the class; recommendations for drug treatment; scheduling medical procedures; holding a meeting of the psychological, medical and pedagogical council; parent meetings based on the results of adaptation and diagnostics; individual counseling of parents, teachers following the results of the survey.

Stage reporting forms: medical records, speech cards, sensory development maps, tables and graphs, child development dynamics maps, guidelines, references, map of adaptation to schooling.

The second stage is design. Its purpose is to collect the necessary information about the ways and methods of solving the problem, drawing up or adjusting the plan remedial education, development and education, taking into account the results of the diagnostics, bringing this information to the support participants, creating positive motivation in the child for corrective action.

Design tools: programs, plans, technologies of speech therapy and psychological work on the elimination of speech disorders, the work plan of the psychological, medical and pedagogical council, guidelines, portfolios of teachers, psychological tests.

The scope of work at this stage includes: drawing up a plan speech therapy work according to the results of the examination of speech; adjustment of correctional and educational planning, a lesson plan for sensory development; thematic planning of the teacher's work; planning of preventive medical measures; completing groups for classes with a speech therapist and psychologist; forecasting expected results; advising teachers on the use of technology; correctional and speech therapy work and psychological support.

Stage reporting forms: plans of specialists, teachers, schedule of speech therapy and remedial classes, recommendations, charts based on the results of psychological testing.

The third stage is activity. The purpose of the stage is to provide correctional education, development, socialization in accordance with the programs and plans recommended by specialists and correctional teachers for each child, the development of cognitive interests, activation cognitive activity; identifying students with learning difficulties and providing them with additional assistance.

Tools: student portfolio, communication notebooks, speech therapy notebooks, notebooks on academic subjects, card files of games and exercises, methodological support of the educational, psychological and speech therapy process, information support computer programs for the development of psy-

processes, speech therapy simulators such as "Delfa-142", "Learn to speak correctly", "Games for tigers", etc.

The content of the work at this stage includes: organizing and conducting speech therapy classes in accordance with the plan within the framework of a correctional and developmental program; providing medical support; individual and group counseling of teachers, parents by specialists; conducting open classes, trainings, seminars for parents and teachers; identification of students with learning difficulties, in behavior, with impaired motivation; additional examination by their specialists; holding a psychological, medical and pedagogical consultation based on the results of diagnosing students with learning and development difficulties, developing recommendations; presentation of students with learning problems to the district psychological, medical and pedagogical commission in order to clarify the educational route.

Stage reporting forms: plans or notes of classes, open classes for teachers, open classes for parents, conclusions of the psychological, medical and pedagogical council, characteristics, presentations, test results in the form of tables, graphs and diagrams.

At the activity stage of support, correctional and speech therapy work is carried out according to the author's and adapted programs for speech therapy classes, on the remedial classes in the sensory room, in the classes on rhythm, logorhythm, puppet therapy. Such classes form and develop communication skills in children with speech disorders, correct motor, mental, speech functions, activate the creative potential of children, the development of the emotional and personal sphere improve the adaptation of children in new learning conditions.

The technology of "integrated learning" contributes to the unification of support specialists, the implementation of the tasks of correction and development in a shorter time. The practice of conducting integrated lessons and classes is actively used in the system of corrective action.

The fourth stage is reflexive. The purpose of this stage: summing up the results of maintenance, analysis of the results of correction and development, determination of the level of effectiveness.

Tools: final testing materials, tables, graphs.

The content of the work at this stage includes: Final diagnostics by specialists: analysis of the results of the activities of specialists; holding a psychological-medical-pedagogical consultation based on the results of remedial training; recommendations for choosing an educational route; recommendations for observation by a neurologist and speech therapist; individual counseling for parents.

The main form of support reporting is considered to be a diagnostic map of the child's development, which includes an individual support program.

Psychological, medical and pedagogical support allows you to protect the rights of the child, ensure his physical and psychological safety, pedagogical support and assistance in overcoming developmental problems.

The effectiveness of support is determined not only by private data of psychological, pedagogical, medical diagnostics, but also by more general indicators: satisfaction of the child and parents with the result of the work;

a tendency to form a positive, adequate self-concept; success in mastering the types of speech activity adequate to the age and characteristics of the child.

The conceptual basis of psychological, medical and pedagogical support is the pedagogy of success, which involves providing conditions for the development, self-realization and socialization of the child's personality by creating a situation of success in which the maximum potential of each child is revealed.

Bibliography

1. Zhirnova O S. Psychological and pedagogical support for children with general underdevelopment of speech in preschool educational institutions [Text] // Psychological sciences: theory and practice: materials of the II Intern. scientific conf. (Moscow, March 2014). - M.: Buki-Vedi, 2014. - S. 62-64.

2. Basics special psychology: studies. allowance for students. avg. ped. textbook institutions / L. V. Kuznetsova, L. I. Peresleni, L. I. Solntseva and others; ed. L. V. Kuznetsova. - M.: Publishing Center "Academy", 2010. - 480 p.

3. Rogova A.A., Salavatulina L.R. Psychological and pedagogical support for children of senior preschool age with general speech underdevelopment of the III level in a combined preschool educational institution // Scientific and Methodological electronic journal"Concept". - 2016. - T. 11. - S. 561-565. - URL: http://e-koncept.ru/2016/86123.htm

E. V. Emets

Features of coherent speech in younger schoolchildren with general underdevelopment of speech

One of the main aspects of corrective and speech therapy work with younger students with general underdevelopment of speech is the formation of coherent speech in them. The development of coherent speech is the most important condition for the success of a child's education in school. Only with a well-developed coherent speech, the student can give detailed answers to difficult questions in the learning process, consistently and fully, reasonably and logically state their own judgments, reproduce the content of texts from textbooks, works fiction and oral folk art.

According to L.S. Vygotsky, the possibility of developing creative speech activity appears in children in the older preschool age when they form a stock of knowledge about the world around them, which can become the content of verbal creativity. Children master the dictionary, complex forms of coherent speech. They have the opportunity to act according to the plan. The imagination from a reproductive, mechanically reproducing reality turns into a creative one.

Vorobyeva V.K., Davidovich L.R., Glukhov V.P., Filicheva T.B. were engaged in the development of coherent monologue speech. and etc.

We conducted a study aimed at identifying the level of development of coherent monologue speech of children of primary school age with general underdevelopment of speech.

The study was conducted on the basis of the MBOU "Marfinskaya secondary school" in the Mytishchi district from September to December 2016.

Program

medical-psychological-pedagogical support

students elementary school

in terms of implementation

GEF

Prepared

teacher

primary school

MBOU "Secondary School No. 34"

Afanaseva I.V.

I am the head of a problem-creative group that worked on drawing up a correctional and developmental program that is part of the structure of the general educational program elementary school. Our creative team included all participants in the psychological and pedagogical support for the development of students in the UVP (psychologist, speech therapist, defectologist, social worker, teacher, physics teacher, doctor, 2 teachers at the beginning of the school). One of the main mechanisms for the implementation of corrective work is the optimally built interaction of all participants educational process providing systematic support for children by specialists of various profiles.

Interaction of efforts of different specialists in the field of psychology, pedagogy, medicine, social work allows you to provide a system of comprehensive medical, psychological and pedagogical support and effectively solve the problems of the child. It is with the organization of psychological, pedagogical and medical and social support that it is possible to equalize the starting opportunities for students, create conditions for obtaining universal learning activities in accordance with GEF

The most effective and efficient form of organized interaction of specialists at the present stage is the medical-psychological-pedagogical council, which provides multidisciplinary assistance to the child and his parents (legal representatives).

The purpose of the PMPK organization is to develop and plan a system of comprehensive support for students in the educational process in accordance with special needs, age and individual features students - in the name of preserving the health of all children.

This academic year, I am the class teacher of the 1st grade, and using the example of psychological and pedagogical support for children in this class, I would like to present the work of the school council. My main goals for this year are:

Tasks of the PMPK:

Based on our goals, we have chosen different types of consultations. One of the types is the primary council, the meeting of which took place in May last school year. The main goal of this consultation is the formation of the 1st grade. The decision of this council helped me, as a teacher, determine the level of development of future first-graders, highlight problem areas and determine the main directions of lesson and extracurricular activities future first graders.

The school has developed an input diagnostic system that helps the teacher to see real opportunities future students.

The second type of consultation is a planned consultation. This consultation is very important for the teacher, because. helps to solve the following tasks:

Determination of the ways of psychological, medical and pedagogical support of the child;

Development of coordinated decisions to determine the educational and correctional-developing route;

Dynamic assessment of the child's condition and correction of the previously planned program;

Solving the issue of changing the educational route, correctional and developmental work at the end of training (academic year).

This council allows you to combine information about the individual components of the school status of the child, which is owned by teachers, classroom teacher, a school physician and psychologist, and on the basis of a holistic vision of the student - taking into account his condition and the dynamics of previous development - to develop and implement a general line for his further education and development.We propose to consider the consultation as a more complex, multi-stage action. In the activities of the council, we distinguish 3 important stages: the stage of preparation (diagnostics), the stage of joint discussion and the stage of implementing decisions. As a rule, the study of a child by PMPK specialists begins with a request from teachers or parents. For this, there is an agreement between the educational institution and parents, which is normative document. Thanks to the consultation, support service specialists at the first stage get the opportunity to transfer their knowledge about the child or class directly to adults who have significant great opportunities influence and interaction with him.

What data do I receive as a teacher from the escort service:

Psychologist provides data about level:

1. cognitive sphere of the child (perception, memory, attention, thinking) and the dynamics of its development, formation learning activities;
2. motivational sphere and dynamics of its development;
3. emotional-volitional sphere (level of anxiety, activity) and the dynamics of its development, the influence of the emotional state on the learning process, satisfaction with various aspects of the educational process;
4. personal sphere (self-esteem, need for achievement, level of communication, value orientations) and the dynamics of its development

Speech therapist highlights results speech development at the time of the consultation, develops a program of correctional and developmental classes with students of the educational risk group.

Defectologist provides diagnostic studies on the level of basic thought processes, as well as a program of correctional and developmental classes with students at educational risk.

medical workerprovides information about the state of health, physical characteristics of schoolchildren:

There are three main indicators:
1. The physical condition of the child at the time of the consultation:
- correspondence of physical development age norms;
- the state of the organs of vision, hearing, musculoskeletal system;
- portability physical activity(based on data from a physical education teacher).
2. Risk factors for developmental disorders:
- the presence in the past of diseases and injuries that may affect the development of the child;
- risk factors for the main functional systems, the presence of chronic diseases.
3. Characteristics of diseases for the last year.

Social teachergives information about the social status of the child:

1. information about parents, family type
2. parenting style
3. relationships between parents and children in the family
4. family security

I'm like a class teacherBased on the results of my own observations and conversations, I give a pedagogical description of the educational activities and behavior of specific students and classes as a whole. The information provided should relate to the analysis of the causes of the manifesting difficulties that the student experiences in various pedagogical situations, and the characteristics, individual traits of his learning, communication and well-being. The characteristics of a student can be made up of the following indicators:
Qualitative characteristics of the problems of educational activity:
- difficulties and features that manifest themselves in the preparation of homework;
- difficulties and features that are manifested in oral and written answers in the lesson, features of the answers at the blackboard;
- difficulties and peculiarities arising from the performance of creative tasks and routine labor-intensive work;
- Difficulties arising in the process of mastering new material or repeating the past;
- types of tasks or educational material, causing the greatest difficulties; the alleged reasons for the described difficulties and peculiarities.
Quantitative indicators of educational activity:
- progress in the main subjects;
- the alleged reasons for low or uneven performance.
Indicators of behavior and communication in educational situations:
- description and evaluation of behavior in terms of learning activity and interest;
- description and evaluation of behavior in terms of compliance with generally accepted rules;
- individual characteristics and difficulties that arise in the process of communication with teachers and peers.
Indicators of emotional state in learning situations:
- description of a “typical” emotional state for a schoolchild in a lesson;
- description of situations that cause various emotional difficulties for the student (crying, irritation, aggression, fear, etc.).
Giving a description of a particular student, the teacher dwells only on those indicators that contain information important for the work of the council. The class teacher is directly involved in the survey of subject teachers and the preparation of pedagogical characteristics with the organizational and administrative support of the head teacher and the content assistance of a psychologist. As the council establishes itself in the school as an integral part of the educational process, such preparation becomes less and less difficult. Teachers gain experience and develop the skills of observing students, formulating their opinions and conclusions.

The second stage of the work of the council is the stage of joint discussion of the content of the work. Based on the data obtained by specialists, the results are discussed at the PMPK meetings and a collegial conclusion is drawn up with recommendations on the educational route in accordance with the child's capabilities, as well as on medical care, if required.

We have developed a strategy to help a particular student.

The members of the council say:
- what kind of help the student needs;
- what kind of developmental work it is desirable to carry out with him;
- what features should be taken into account in the process of learning and communication;
- what kind of work the members of the council can take on;
- what can be done with the help of the family, specialists of various profiles outside the school.

At this stage, the decisions of the council are implemented. A plan of corrective and developmental measures is being drawn up. They can be both extracurricular and included in the learning process. Correctional and developmental work takes place in an individual or group mode. In accordance with the characteristics of the development of the child and the specifics of the educational institution, the intensity and duration of the cycles of classes are determined.
In addition, indicators of the occupancy of groups and the duration of the cycle of classes and individual classes are determined. All these characteristics should be substantiated in the program of corrective work.
Appropriate documents are created for each child, which reflect the course of corrective work.

This academic year, the following programs are being implemented as part of extracurricular activities:

1. "Clever and clever", "Prevention of school difficulties" - conducted by a teacher-defectologist. These programs are aimed at developing universal cognitive and regulatory actions.
2. "Learning to communicate" - classes are conducted by a teacher psychologist. The program is aimed at the development of personal and communicative universal educational activities.
3. “Development of phonetic-phonemic hearing”, “Development of sound pronunciation” - conducted by a speech therapist teacher. The program is aimed at improving sound pronunciation and developing phonetic and phonemic hearing.

On the final stage recommendations are made in writing in the form of a conclusion and recommendations to parents (legal representatives).

The work of the council ends with the completion of the final document - the conclusion of the council.

Collegiate discussion at such a meeting allows:

Develop a unified idea of ​​the nature and characteristics of the development of the child;

Determine the general forecast of its development;

Determine a set of corrective and developmental measures;

Choose an educational route.

I would like to dwell on one more type of consultation - this is an unscheduled consultation. The meeting of this council took place at the end of the first quarter.

- addressing the issue of the need to take adequate emergency measures for the identified circumstances;

- making changes to individualized correctional and developmental programs if they are ineffective.

Two students of the 1st grade were sent to the district PMPK to determine the type of further education program.

In cases where the educational institution in which the child is located cannot provide the necessary conditions or the child needs additional diagnostics, he is sent (with the consent of the parents) to the psychological-medical-pedagogical commission.

When the child is taken out in a different way educational services (correctional classes(groups), home schooling, etc.), his pedagogical characteristics, extracts from the individual development map, from the conclusions of PMPK specialists, the final conclusion and recommendations of the council are drawn up.

Today, in our school, the council has become the main tool that can determine the best option for training and education for each student, identify problems and ways to correct them.

In order to ensure the quality of education that meets the new standards, modern teacher it is necessary to master educational technologies based on an activity approach. The standard already defines the technologies to be used. One of them is portfolio. Today we often talk about a personal portfolio, which reflects the student's personal achievements. For several years now, our school has developed and actively used speaking modern language- a portfolio, and then it was called a class development dossier, which tracked the personal achievements of class students, mastery of ZUN, the level of creative activity, the level of adaptation. In connection with the introduction of the Federal State Educational Standard, we have made additions. The map of student development, which includes such developmental parameters as cognitive UUD, regulatory, personal, communicative, the self-assessment map becomes the closest to real assessment. includes not only assessments of teachers, but also self-assessment of the child, thus. it turned out that the development dossier that we have been using for many years has received a new name, and has remained relevant and up-to-date for us.

1. Health status:

1. health group
2. chronic diseases
3. morbidity during the school day
4. complaints from parents
5. observable signs of a child's predisposition to health problems
6. doctor's recommendations

1. Features of educational activities:

1. attitude to learning activities

1. leading motives of educational activity
2. level of development of cognitive activity
3. the level of development of independence in the performance of educational tasks
4. pace of activity
5. level of self-esteem
6. typical learning difficulties
7. summary indicator of learning outcomes

1. Level of development of cognitive processes:

1. Attention
2. memory
3. thinking
4. speech
5. dominant modality of perception

IV Manifestation personal qualities in the child's behavior

IV.A Relevance:

1. activity
2. industriousness
3. a responsibility
4. initiative
5. organization
6. curiosity
7. accuracy

IV.B Attitude towards people:

1. collectivism
2. honesty, truthfulness
3. justice
4. unselfishness
5. sociability
6. camaraderie
7. responsiveness
8. courtesy, tact

IV.B Attitude towards oneself:

1. modesty
2. self confidence
3. self-criticism
4. knows how to calculate his strength
5. striving for success, excellence
6. self-control

IV.D Volitional qualities:

1. courage
2. determination
3. persistence
4. composure

V Card of psychological, medical and social assistance to the child.

VI. Application No. 1

Socio-psychological profile of the child.

VII. Application No. 2

Evaluation of the characteristics of the development of a child of preschool age.

VII. Application No. 3

Student Development Map.

Preview:

Psychological and pedagogical support of the educational process in the context of the implementation of the Federal State Educational Standard.

Afanaseva I.V.

The fundamental difference between the standards of the new generation is their focus on the result of education. Comes to the fore:

The development of the student's personality on the basis of mastering the methods of activity and the development of competencies;

- formation of universal and subject-specific methods of action, as well as a basic knowledge system that provides the opportunity to continue education in a basic school;
- education of the basics of the ability to learn - the ability to self-organize in order to set and solve educational, cognitive and educational and practical tasks;
- individual progress in the main areas of personality development - motivational-semantic, cognitive, emotional, volitional and self-regulation.

To achieve these results, it is necessary to implement a system-activity approach to training and education, which involves:

1. taking into account the individual age, psychological and physiological characteristics of students, the role and significance of activities and forms of communication to determine the goals of education and upbringing and ways to achieve them;
2. ensuring the continuity of preschool, primary general, basic and secondary (complete) general education;
3. a variety of organizational forms and taking into account the individual characteristics of each student, ensuring the growth of creative potential, cognitive motives, enrichment of forms of interaction with peers and adults in cognitive activity.

The development of these qualities, like no other, needs competent psychological and pedagogical support and participation in the educational process, both teachers and other specialists (psychologists, defectologists, speech therapists).
It is realistic to level the starting abilities of children, to create conditions for obtaining universal educational activities in accordance with the Federal State Educational Standard, when organizing psychological, pedagogical and medical and social support.

In our school, for several years now, the PPMS system has been functioning to support the development of the child in the educational process. Targeted programs have been developed and tested: “Psychological-pedagogical and medical-social support for the development of students”, “Health is a pedagogical category”, Adaptation and continuity in the educational process”, “System of work with students with learning difficulties”, “Gifted child".

All changes taking place in the education system require modern school new approaches to organization psychological and pedagogical accompanying students within the educational institution. And as practice has shown, it allows us to successfully solve the problems currently facing the school.

In order to ensure the effectiveness of work with children with certain learning difficulties and school maladaptation, in accordance with the concept of correctional and developmental education and on the basis of the order, a psychological, medical and pedagogical council was created, which included: a speech therapist, psychologists, defectologist, social pedagogue, doctor.

The purpose of the PMPK organization is to develop and plan a system of comprehensive support for students in the educational process in accordance with the special needs, age and individual characteristics of students.

Tasks of the PMPK:

1. Timely identification and comprehensive examination of children with deviations in adaptation, learning and behavior.
2. Prevention of physical, intellectual, emotional and personal overload of the child.
3. Identification of reserve and actual opportunities for the development of the student.
4. Determination of the nature, duration and effectiveness of special assistance.
5. Development of a program of corrective measures in order to overcome deviations in the development of children.
6. Counseling in the course of resolving difficult pedagogical situations.
7. Preparation and maintenance of documentation reflecting the actual development of the child, diagnosing his condition.
8. Organization of interaction between teachers and school specialists participating in the activities of the PMPK, the formation of holistic ideas about the causes, nature, possible ways child's difficulties.

And here we note that the tasks of the PMPK are closely related to the tasks primary education in accordance with the introduction of the Federal State Educational Standard, this is the provision of “conditions for individual

development of all students, especially those who most need special learning conditions - gifted children and children with disabilities", with learning and adaptation difficulties, "taking into account the educational needs of children with disabilities". At the same time, "strong" children also need some corrective work. In this case, the main concern of the teacher is not to delay the development of the student, to promote the formation of an initiative and creative approach to learning activities, the ability to think, reason, and search independently.

Educational program of primary general educationin our school was created taking into account the features and traditions of the institution, providing opportunities for students to discover the intellectual and creative abilities of the individual. In the main educational program of primary general education, which was developed in our institution in accordance with the Federal State Educational Standard, we tried to include all the specific features of teaching children with learning and adaptation difficulties: increasing the duration of training; remedial work program; special propaedeutic sections aimed at preparing students for mastering the main educational program; special material and technical conditions for the implementation of the main educational program of primary general education, etc. PEP IEO also includes a program of corrective work.

The specificity of the contingent of students is determined by the fact that MOU secondary school No. 34 is a school for all children in this microdistrict. First-graders who come to school have different starting preparation for learning. Many children find themselves in a difficult life situation due to the employment of parents at work, the illiteracy of parents, the material disadvantage of the family, the absence of one of the parents.

Primary school teachers, together with a teacher-psychologist, identified 5 areas of correctional work that are relevant for younger students of our school:

Raise learning motivation children (according to psychological diagnostics for the 2010-2011 academic year, 28% of primary school students have a low level of academic motivation);

Work with aggressive children (in each class there are from 1 to 4 students with signs of aggression);

Work with hyperactive children (from year to year the number of first-graders with signs of restlessness, attention deficit increases);

Working with underachieving students;

Work with children with disabilities (4 disabled people and 12 students with protocols of the GPMPK type VII study in the general education classes of the elementary school).

Every primary school teacher faces similar problems in the course of his pedagogical activity. But not every teacher has a sufficient level of psychological knowledge and life experience, so there is a need to develop an algorithm for the teacher's actions when working with children at risk. The program of correctional work will help every teacher, including young specialist approach the work consciously and systematically.

The innovative component of our program is:

1. the need for a significant correction of the teacher's work with children of the "risk group" (content, methods, forms, organization of the educational process) in the context of the introduction of the Federal State Educational Standard;
2. the need to introduce modern forms monitoring the achievement of planned results and personal development of children of the "risk group"

The purpose of this program- creation of favorable conditions for the development of the personality of each child and the achievement of the planned results of the main general educational program by children of the "risk group".

Main goalscorrectional work programs:

Formation of motivation of educational activity of junior schoolchildren.

Ability Development hyperactive children to self-control and planning their activities.

Creating a zone of proximal development for the child to overcome shortcomings aggressive behavior.

Help students who have difficulty in mastering the curriculum.

Implementation individual approach to all categories of children, including children with disabilities.

Solving the tasks set, it is important to create a complete picture of each child's development, correlate it with the family and school situation, with personality and character traits. This, in turn, is possible under the condition that joint efforts are made in the activities of a primary school teacher, school psychologist, speech therapist and parents.

Program implementation mechanism.

One of the main mechanisms for the implementation of the program of correctional work is the optimally built interaction of the specialists of the educational institution, which provides systematic support for children of the "risk group" by specialists of various profiles in the educational process.

Such interaction includes:

complexity in identifying and solving the problems of the child, providing him with qualified assistance from specialists of various profiles at different age stages(starting from preschool age)(

multidimensional analysis of personal and cognitive development child;

drawing up comprehensive individual programs for the general development and correction of certain aspects of the educational, cognitive, speech, emotional-volitional and personal spheres of the child.

Materials and equipment.

A system of wide access for children, parents (legal representatives), teachers to network sources of information, to information and methodological funds, including teaching aids and recommendations on all areas and activities, visual aids, multimedia, audio and video materials (2 interactive whiteboards, 2 projectors, 2 laptops, there is a methodological room).

In the arsenal of PMPK specialists there are psychodiagnostic tools, educational games, visual aids, materials for art therapy.

Correctional work should be built not as separate exercises to improve any personal qualities or norms of the child's behavior, but as an integral system of measures aimed at creating comfort in teaching younger students.

Problem-creative groups of primary school teachers, together with the school psychologist, developed subprograms in 5 areas of correctional work. Each program includes a number of main stages: diagnostic, correctional and developmental, consultative, informational and educational.

The main stages of the implementation of the program of corrective work.

The program is being implemented in four stages.

Stage 1 (April - May) preparatory or introductory.

Diagnostics at the 1st stage will determine the level of development of future first graders, highlight their problem areas, which will help the teacher to identify the main areas of classroom and extracurricular activities with future first graders. The form of diagnostics is screening testing, PMPK examination (at the request of parents or educational institutions).
Parents need to know the requirements and conditions of education according to the standards of the new generation, to identify the level of preparedness of the child for school. To do this, parent-teacher meetings are held in the preschool educational institution "Is your child ready for school?".

The introduction of new generation standards is an innovative process. In order to overcome psychological barriers among teachers, we offer the training "Anxiety Relief" and the workshop "The path to the student lies through the teacher."

Stage 2 (September - October) adaptation.

Diagnostics is carried out to determine the level of cognitive activity, the leading channel for the perception of information, temperament, and school motivation. Based on the diagnostics, the teacher compiles a complete psychological portrait of the class, which will help determine the appropriate pedagogical technologies to work with this class.
For parents, workshops of specialists are offered: a psychologist, a pediatrician. Program "Attention! First grader!”, proposed by psychologists of the PPMS Center for Children with the aim of developing the ability to self-organize, will help create a favorable psychological microclimate in the classroom, which will lead to successful adaptation to school.

Stage 3 (November - May) formative.

Diagnostics of the degree of socio-psychological adaptation of children to school is carried out, emotional attitude to academic subjects is determined, sociometry is carried out. Revealed structures interpersonal relationships complement the psychological portrait of the class.
Based on the results of the diagnosis, a psychological and pedagogical consultation is held, the purpose of which is to identify and eliminate those moments in educational process, a style of communication with children that can provoke various school difficulties.
Specialists of the PPMS Center at this stage work within the framework of extracurricular activities with children who experience difficulties in the formation of universal educational activities. The following educational programs are being implemented:

"Clever and clever" (36 hours).

"Prevention of school difficulties" (30 hours).

"Psychological and pedagogical program for the development and correction of cognitive, emotional and communicative spheres of personality elementary school student" (10 hours). Classes are conducted by a teacher-defectologist.

These programs are aimed at developing universal cognitive and regulatory actions.

"Learning to communicate" (25 hours). Classes are conducted by a teacher-psychologist. The program developspersonal and communicative universal learning activities,which the teacher further develops in children in the process of lesson activities.

"Working with hyperactive children"

This program presents a theoretical substantiation of the problem of hyperactivity (its medical, psychological and pedagogical aspects). The stages of the program implementation are prescribed. The program includes a calendar-thematic plan and the development of classes for 1 year of study.

"Correction of aggressive behavior of a child of primary school age"

The program substantiates the multiplicity of reasons for the manifestation of aggressiveness in children of primary school age.

The most common forms of manifestation of aggressiveness in the behavior of preschool children are considered and analyzed.

A program for the correction and prevention of aggressive behavior of children of primary school age has been developed. The educational-thematic lesson plan is presented.

"Program for supporting low-achieving students"

The program includes a plan of individual work on the formation of insufficiently mastered educational skills.

"Working with children with disabilities"

The program describes characteristics children with disabilities, the stages of accompanying children with disabilities are outlined. A system of integrated work with children with disabilities is presented, including the provision of differentiated, psychological, pedagogical, specialized conditions.

"Formation of motivation for educational activities of younger students"

The program is aimed atformation of educational and cognitive motives,increasing self-confidence, developing self-reliance,formation of adequate self-esteem.

The program presents methodological techniques aimed at creating an atmosphere of emotional acceptance that reduces feelings of anxiety and anxiety in situations of learning and communication.

The appendices reflect different areas of work of the teacher to increase the learning motivation of students.

The proposed training workshops on children's problems (aggressiveness, anxiety and insecurity, hyperactivity) will help eliminate the child's problems, which will have an impact on the cohesion of the educational team, maintaining motivation for learning.

For teachers, a workshop "Individualization as a condition for quality education" is offered.

For parents - a workshop "Learning to hear and understand each other." Throughout the entire academic the year is coming advising by the specialists of the PPMS Center of all participants in the educational process on the stated problems.

Stage 4 (May) final or analytical.
The final diagnostics of cognitive activity, educational motivation and socio-psychological adaptation will show the levelthe formation of universal educational activities at the end of the first grade.

For parents, a meeting is held based on the results of the data obtained and building further cooperation, for teachers - a round table based on the results of all the work done.

Expected results of the program implementation:

1. Construction of the educational process of first-graders on the basis of complex diagnostics.

2. Reducing the level of stressful state of teachers.

3. Creating a positive information environment for parents and building emotionally favorable parent-child relationships.

4. Timely identification of students of the "risk group".

5. Positive dynamics of the results of correctional and developmental work with them (increase in educational motivation, decrease in the level of aggressiveness, acceptance of social norms of behavior by hyperactive children);

6. Reducing the number of students of the "risk group";

7. Achieving subject, meta-subject and personal results in accordance with the BEP IEO

results implementation of the corrective work programare monitored through a system for assessing the achievement of the planned results of the development of the BEP by the IEO, which involvesintegrated approach to the evaluation of resultseducation. The achievements of all students are assessed three groups educational outcomes:personal, metasubject and subject.

Search for new educational technologies continues to worry teachers. The goals, content of education, as well as the requirements for monitoring learning outcomes have undergone significant changes and correlate with the principles of student-centered learning. Portfolio technology has successfully "taken root" in the framework of school pre-profile and profile training, as well as in the primary level of the school, being an example of the technology of ungraded learning.

The portfolio allows you to take into account the results achieved by the student in a variety of activities - educational, creative, social, communicative and others - and is an important element of a practice-oriented, activity-based approach to learning.

The portfolio is not only a modern effective form of assessment, but also helps to solve important pedagogical problems.

The creative group of our school developed a package of documents that the teacher collects in the class portfolio.

Today we present the class portfolio.

Separately, I would like to say about the creation of a system of methodological support for primary school teachers in the field of correctional work as essential condition ensuring the efficiency of the transition to a new generation of FSES

GOAL - level improvement professional competence elementary school teachers in the field of correctional work with categories of students who require special attention, through the detailed development of a mechanism for the transition to the new GEF and the provision of effective methodological assistance to them.

TASKS:

PERFORMANCE INDICATORS AND GOALS

1.Create a package of diagnostic tools to identify the level of formation of UUD in students with disabilities 2. Conduct a diagnosis of the formation of UUD in students with disabilities 3. Conduct a problem-oriented analysis of the state of work with students with disabilities 4. Create a Corrective Work Program. 5. Develop a Regulation on work programs for individual academic subjects for students with disabilities. 6. Make changes to the work programs for students with disabilities in accordance with the requirements of the Program for the formation of UUD. 7. To conduct an external examination of the Correctional Work Program, an internal examination of the work programs of elementary school teachers for students.

1. A package of diagnostic tools to identify the level of formation of UUD in students with disabilities. 2.Analytical report on the results of diagnostics. 3. Map of problems. 4. Section of the PEP IEO - Program "Correctional work": Targets and goals; Areas of work; Characteristics of the content; Stages of program implementation; Requirements for the conditions for the implementation of the program 6. Work programs on academic subjects for students with disabilities. 7. Expert opinions, reviews of the compiled program materials.

Stages	Directions	Types of jobs	Expected results	Timing
First stage	Implementation of a problem-oriented analysis of the activities of an elementary school in the direction of corrective work with students with disabilities	Collection of diagnostic tools for diagnosing students with disabilities.	Bank of methods.	December - January
		Carrying out a comprehensive diagnosis of the level of formation of UUD in children with disabilities.	Analytical report on the level of formation of UUD in children with disabilities.	February March
		The study of the section "Correctional work" of the Exemplary basic educational program of primary general education.	Definition of changes for the design of corrective work in the educational institution.	November March
		Diagnostics of professional difficulties of teachers, specialists of homework teachers in the field of correctional work.	Analytical reference "On the professional difficulties of teachers, specialists."	November January
		Round table on the topic “Problem-oriented analysis of the state of work with students with disabilities.	Problem map.	February March
		Creation of a section of the BEP of the IEO “Planned results of the development of the BEP of the IEO” for students with disabilities	Section of the BEP of the IEO “Planned results of the development of the BEP of the IEO” for students with disabilities.	January February
Second phase	Creation of a regulatory framework for the transition of primary schools to the Federal State Educational Standard in the field of correctional work.	Creation of an integral part of the PLO NOO - "Correctional work". Determining the structure of the Program "Correction work".	Section of the PEP IEO “Correctional work in accordance with the following structure: Targets and goals; Areas of work; Characteristics of the content; Stages of program implementation; Program implementation mechanism; Requirements for the conditions for the implementation of the program	February - April
		Development of an exemplary curriculum and an exemplary individual curriculum for students with disabilities that meets the requirements of the Federal State Educational Standard.	Explanatory note to the curriculum. Explanatory note to an exemplary individual curriculum for children with disabilities studying at home.	March, April
Third stage	Adjustment of the content of work programs in academic subjects and programs of extracurricular activities in accordance with the requirements of the Correctional Work Program.	Practice-oriented seminar "Formation of UUD for students with disabilities."	Working programs for teaching literacy, Russian language, mathematics, labor training, etc.	December February
		Workshop on the design by the teacher of work programs in academic subjects and programs of extracurricular activities.	A bank of diagnostic materials that assess the level of formation of the UUD of students with disabilities.	December
		The work of creative groups to adjust the content of work programs in academic subjects in accordance with the requirements of the Program for the formation of UUD.	Round table program	February March
		Development of diagnostic tools for assessing the quality of the formation of UUD in students with disabilities.	A set of methods	March, April
		Round table with a creative group of school teachers who are developing a system for evaluating the planned results of the activities of elementary school students.	Round table program	April
Fourth stage	Expertise of compiled program materials	External expertise of the Corrective Work Program.	Review Expert opinion	April
		External examination of the curriculum for students with disabilities.	Approval order.	April
		Internal review of teachers' work programs.	Expert opinion Order on the approval of work programs.	May
		Publication of materials on the topic of the project in the media (school website)