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Theoretical approaches to the definition of the essence of the concept "professional competence of a teacher". Characterization of the structure of the teacher's professional competence, taking into account the study of approaches of different scientific schools. Professionally important personal qualities.
Anna Doroshenko
Self-analysis of the professional activity of a teacher - defectologist
Municipal state educational institution of the Suzunsky district
"Suzunskaya boarding school for students, pupils with disabilities"
633623, b. p. Suzun, Partizanskaya, 213.
Tel. (838346) 2-14-17, 2-25-77, fax (838346) 2-25-77
Email address: [email protected]
Introspection
teachers - defectologist
Performed: teacher - defectologist
MKOU "Suzun OSH - I"
Doroshenko Anna Alexandrovna
To be a good teacher, you need
love what you teach and love those you teach.
V. Yu. Klyuchevsky
"Everything professions good - take your pick". Under such a call, the question of choosing a future professions, perhaps, in front of every graduate of the school. Profession - teacher, that was my choice. This is a complex and responsible profession, not for indifferent people, as it requires a lot of mental and emotional costs. To be teacher It means constantly asking yourself questions and looking for answers to them every day. To be teacher for me, it means reaching out to each student, thinking about what teaching means for a particular child, and what I can give to this student. To be teacher is to be with children the way I am, but in the soul that remains a little child: often not knowing something, hesitating, making mistakes, looking for. Teach and learn all the time, decide, create, create together with children. After all the teacher teaches until then while myself studies. Teacher must keep pace with time: to use innovations in their work, various methods, must be fluent in the material taught. But the love and trust of children cannot be won by armed only modern methods. The teaching profession is a job and calling.
Currently I work in the Municipal Treasury educational institution Suzunsky district "Suzun boarding school for students, pupils with disabilities" in the position teacher - defectologist. Our school trains children with mental retardation of varying severity and students with mental retardation.
the theme of my self-education is the adaptation of students with disabilities in the social, educational, domestic spheres of life and the maximum compensation for deviant development.
The purpose of my work is the timely identification and assistance to students with disabilities who have difficulties in mastering the program material.
Tasks:
1. Identification of students experiencing difficulties in mastering the school curriculum in the context of remedial education.
2. Dynamic study of the level of mental development of students and the results of corrective action.
3. Conducting individual and group remedial classes that ensure the assimilation of program material and the implementation of the transfer of skills and abilities formed in the classroom into the educational students' activities.
4. Consultation of teachers, parents on the problems of education, upbringing and development of children with disabilities, the choice of optimal forms, methods, methods of education and upbringing in accordance with the individual characteristics of students.
The main directions of my activities, how defectologist teacher are:
- diagnostic direction: identifying the level of actual development and the zone of proximal development of students with disabilities in order to determine the prospects for training and education, dynamic monitoring of the development of students; distribution of students into groups according to the leader defect; determination of optimal conditions for individual development in the process of complex impact on each student;
- corrective direction: overcoming and compensating for deviations in development, overcoming the gap between training and development in the process of implementing comprehensive programs in the context of interaction between participants in the correctional and educational process;
- analytical direction: comparison and processing of the results of the success of mastering the programs of remedial classes, taking into account the analysis of the results;
Consultative - educational and preventive direction: assistance to teachers and parents in matters of upbringing and education of the child; development of recommendations for parents and teachers in accordance with the individual typological characteristics of children, the state of their somatic and mental health, the preparation and inclusion of parents in the correctional and educational process;
Organizational - methodical direction: participation in the preparation and holding of the ShPMPC, methodological associations, seminars, pedagogical councils, scientific conferences, documentation defectologist teacher.
In his correctional and pedagogical activities, how defectologist teacher guided by the following principles:
Developmental education aimed at developing the personality of the student, his potential physical and mental capabilities in specially created pedagogical conditions;
Educational training that contributes to the development in a child with disabilities of the necessary moral and volitional qualities, in order to form his character;
Systematism and consistency in teaching, which implies the concentric principle of studying the material;
Accessibility, allowing to reveal the content of the material at a level accessible to a child with disabilities;
A differentiated approach that allows children to be educated in subgroups depending on their potential;
- activity approach, which determines approaches to the content and construction of training, taking into account the leading one for each age period activities;
Individualization of education, which allows for an individual approach to the education of each child, depending on his psychophysical characteristics.
By their kind activities I work with primary school students with moderate and severe mental retardation, combined with various physical and mental disorders.
In this category of children, static and locomotor functions develop with a significant delay and are not differentiated enough, coordination, accuracy and pace of movements are impaired. In some, motor underdevelopment is manifested by the monotony of movements, slowness of their pace, lethargy, awkwardness. In others, increased mobility is combined with lack of focus, disorder, and uncoordinated movements. Rough defects motor underdevelopment affect the formation of skills self-service requiring fine finger movements. Everyone is distracted. Extremely weak active attention prevents the achievement of the goal.
The sensory sphere (sensations, perceptions, as a rule, is significantly impaired. The development of visual, auditory, tactile and other analyzers lags behind. There are gross anomalies of vision and hearing. However, even if they are preserved, many do not know how to use them for a more complete orientation in what is happening. They are poorly processed even the information received, coming in more.Correction of the emerging abilities of the sensory sphere can improve the habilitation of these children.
In this category of children, the stock of information and ideas is very limited. They have difficulty operating with existing ideas. Their thinking is concrete, inconsistent, stiff. The development of even visual thinking suffers.
These students slowly, 3-5 years late, develop understanding and use of speech. Vocabulary is poor, it consists of the most frequently used words and expressions in everyday life.
Memory is underdeveloped. Its volume is small. Knowledge learned with difficulty is usually applied mechanically, like learned clichés. The most typical personality traits of such subjects are the lack of initiative, independence, inertia of the psyche, a tendency to imitate others, a combination of suggestibility with negativism, instability in activities combined with inertia and stiffness.
Planning of correctional and pedagogical activities and its content orientation is determined, first of all, by the psychological and pedagogical characteristics of this category of students, the structure defect, the degree of its severity, the age of the students.
To work with students with intellectual disabilities, I have developed programs: "Special Child" 1 - 4 class (FSES O UO (IN, "Special Child" 1 (additional) class (FGOS O UO (IN, "We know the world" to work with students with a moderate degree of mental retardation of the first (optional)- ninth year of study ( http://s_intern.suz.edu54.ru/p56aa1.html). These programs were developed for basis: "Correctional-developing training and education" E. A. Ekzhanova, E. A. Strebeleva, programs "The upbringing and education of children with intellectual disabilities" group of authors L. B. Baryaeva, O. P. Gavrilushkina, A. P. Zarina, N. D. Sokolova. In addition, I use practical recommendations on the organization of correctional and developmental work with children with multiple developmental disabilities N.V. Vereshchagina "A special child in kindergarten» , methodological manuals by T. P. Medvedeva, I. A. Panfilova, E. V. Pole “Complex development of children with Down: group and individual lessons”, O. A. Chistova, "Correctional and developmental education of children in the process of didactic games" E. A. Strebeleva etc.
In the process of implementing correctional and developmental programs, in its practical activities I use a variety technology:
technology for the correction of sensory, sensorimotor and psychomotor processes;
technology of correction of cognitive processes and higher mental functions;
health-saving technologies;
educational technologies;
technology diagnostic examination children with intellectual disabilities;
child development analysis technology;
gaming technologies;
ICT technologies;
technology for the formation of the lexical and grammatical structure of speech;
digital educational resources.
The use of the above technologies contributes to health promotion, the maximum possible correction of intellectual disability and has a positive effect on various aspects of the mental and somatic development of students.
There is a separate office for work teachers - defectologist(Attachment 1). The office is a specially equipped separate room for diagnostic, correctional, developmental and advisory work. It consists of one room, divided into certain zones. The design of the office creates an atmosphere of coziness and psycho-emotional comfort for students, it is equipped with manuals, games, and simulators. Parents have free access to the classroom.
The material, technical and methodological base of the office meets the main tasks that I solve in the course of my professional activity. The office meets the criteria by which the organization of the working space:
Scientific - providing a methodological base, compliance with qualification and methodological requirements;
Health saving - compliance with the regulatory requirements of SANPiN;
Compliance with the age of the child - providing conditions that meet the age characteristics of students;
Rehabilitation is the creation of conditions that maximize the correction of violations and compensation of the condition.
Work zones created:
towards children (in accordance with the types of work with students)
study area;
motor zone;
Game Zone;
Towards activities of a specialist(in accordance with the directions of work defectologist teacher)
Diagnostic zone;
Correction-developing zone;
Advisory zone;
Methodical zone (manuals, programs, monographs and specialist documentation).
Structure defectological activities are interesting and varied. The set of educational games is so large that children, while studying with great interest, do not notice that they are purposefully learning something. Each lesson is a whole complex for the development of cognitive activities, motor skills, speech, phonetic hearing, etc. (Annex 2). In the classroom, children draw, sculpt, guess objects by touch and determine materials, work with cereals (Appendix 3).
Using a variety of forms of conducting classes (frontal, subgroup, individual, targeted excursions and walks, I rely on achievements in the field of methodological, pedagogical and psychological sciences, developmental psychology and children's hygiene, ensure the protection of life and health of students during the educational process (I conduct a variety of, including musical, physical exercises, breathing, finger, articulation gymnastics, etc.)
In the process of work, I achieve effective positive motivation for students to correct developmental defects. In this me help:
reliance on the positive;
creation of a favorable psychological atmosphere;
knowledge of the psychosomatic characteristics of students;
diverse construction of educational activities, the maximum inclusion of analyzers, the use of various visualization, multimedia presentations;
application of various evaluation methods.
The effectiveness of my work defectologist teacher, is determined by the success of assimilation, the timing of the passage of program material, positive dynamics in the development of the personality of the student as a whole (Annex 4). During the period of my work, it is possible to single out students whose educational level (labor, productive types activities, communication, socialization, sensory development, development of thought processes, FEMP, familiarization with the environment and social development, a game) risen:
from low to middle: Kirill P., Andrey P., Dmitry R., Eduard G.;
from low to low middle: Irina G., Veronica A.;
from below average to above average middle: Valentina N., Svetlana D., Kirill M., Sophia A.;
level remains the same: Anna T., Egor N., Vladimir E., Alina S.
One of the most important areas in correctional and pedagogical activities of a teacher-defectologist is to work with parents as one of the conditions for optimizing the pedagogical process and the socialization of a student with intellectual disabilities. In order to work with parents constructively, I involve them in active participation in the pedagogical process. My task is like teacher - defectologist- orient parents to the social well-being of their children, which provides for the disclosure and development of the child's capabilities, providing assistance to the child in social adaptation, the formation of social and educational competencies.
The parenting system includes myself:
Information and analytical part: collecting information (questionnaires, surveys) about parents, level of education, the presence or absence of special knowledge, family attitudes towards children with disabilities, the need of parents for psychological and pedagogical information and assistance;
- educational part: joint work with parents (homework, open classes, parent meetings consultations, attendance by parents of individual lessons);
Visually - informational part: familiarization of parents with the features of the correctional and educational process (booklets, stand, individual consultations);
The current system of work allows not only to provide pedagogical support to parents of students, but also to involve them in correctional and pedagogical activities for the whole child's family.
Forms of work with parents that I use in my work:
Cool clock;
Round tables;
Individual consultations;
parent meetings (Annex 5).
In order to improve professional growth since 2016 I am a member "Associations defectologists Novosibirsk region".
I am an operator for filling in the Unified database for registering children with disabilities and children with disabilities in a boarding school (Order No. 221 dated 31.08.2015).
I take an active part in conferences, seminars
Level and name of the conference, seminar, etc. Form of participation Topic of presentation Date
Regional scientific and practical conference "Introduction of GEF" listener 2014
Regional scientific and practical conference, organized jointly with NIPKiPRO "Modern approaches to the education and upbringing of children with intellectual disabilities" (Annex 6) poster presentation
Sensory Development of Children with Intellectual Disabilities 2014
Regional scientific and practical conference “Educational space of the Suzun region. Innovative approaches as a factor in ensuring a new quality of education” (Annex 7) report
Psychological and pedagogical support for children with disabilities on present stage 2016
I have been a member of the SPMPK since 2014. I take an active part in holding consultations within institutions: to determine the level of readiness of first-graders for schooling, to clarify, change the educational route, etc., I attend seminars and workshops held in the Suzun branch of the State Budgetary Educational Institution for children in need of psychological and pedagogical medical and social assistance, Novosibirsk region "Regional Center for Diagnostics and Counseling".
As part of the work on the topic self-education were carried out
year Topic name
Work results
2015-2016 " Comparative analysis mental development children school age with mild to moderate mental retardation. Speech with a report - a presentation at a special seminar on the problems of teaching children with disabilities.
Speech with a report - a presentation at the methodological association of educators within the educational institution.
"The use of electronic presentations in the classroom for social adaptation." Selection of computer games and presentations in the main educational areas.
Speech with a report - presentation "Psychological aspects of the use of information technologies in educational activities of students with disabilities» on MO teachers elementary grades within the OS.
Generalization and dissemination of experience
Form Level Subject Date
Open lesson Inside the institution for educators Educational region: cognition (sensory development)
"Fruit is an apple"
October 2016
I am currently working in a class for students with complex defects(moderate and severe mental retardation, complicated by somatic and neurological diseases (hydrocephalus, cerebral atrophy, RDA, cerebral palsy, hyperkinetic syndrome, etc.)
I take an active part in the creative life of the teaching staff. I assist colleagues in the preparation and holding of school-wide events, exhibitions, creative evenings. I take part in local and regional events.
Was the class teacher of students from 2014 to 2015 academic year. The class team consisted of 9 people - 5 boys, 4 girls. When working with the class, I used the program of educational work "Growing Up", which included the following sections:
Patriotic education - "Russia is my homeland";
Health saving - "Healthy lifestyle";
- career guidance -"Everything professions are important» ;
Moral education - "Tolerance".
All graduates after graduation from MKOU "Suzun OSH - I" entered the PU, successfully adapted to the new team. On the this moment successfully master seamstress profession, plasterer - painter, take an active part in the creative and sports life of PU.
As well as professional activity, I take an active part in many events, creative competitions, sports competitions of the school, village, region, I try to help where my experience and knowledge are needed. I pay great attention to projects aimed at improving people's lives, and I am always open to helping them. Very accurate and well written teacher famous writer Soloveichik: “He is an artist, but his listeners and viewers do not applaud him. He is a sculptor, but no one sees his work. He is a doctor, but his patients rarely thank him for the treatment and do not always want to be treated. Where can he get the strength for everyday inspiration? Only in to himself". I try to infect my students and colleagues with a personal example, to involve them in socially useful activities. activities(Annex 8).
Another, no less urgent problem is working with the parents of students. Not all parents studied at the educational institution, some do not know how to write, read, which greatly complicates the collection of information, there is no way to apply visually - information materials. The leading role in this situation is assigned to individual conversations, consultations, clarifications. Often, parents do not want to become participants in the educational process, they do not understand the full significance of the need to do homework, aimed at repeating, consolidating the material, which greatly complicates the consolidation and application in practice of the received ZUN.
Promising areas of work
Development of a program for teaching basic computer skills to children with complex defects;
Development of additional parameters to the criteria of psychological and pedagogical diagnostics junior schoolchildren with intellectual disability depending on the year of study according to the approved educational program;
Development of a standard perspective - thematic planning for the years of study, according to the educational program;
Production and purchase of manuals, didactic material for children with complex defects;
Teacher - defectologist
MKOU "Suzun OSH-I" Doroshenko A. A.
Serious concern today is caused by the health problems of preschoolers and younger schoolchildren. According to the State report "On the state of health of children in Russian Federation» 20% of preschoolers have health problems, and primary school this percentage increases to 50%. During the period of schooling, the number of healthy children decreases by 4 times, the number of children with myopia, neuropsychiatric disorders, posture disorders, etc. increases.
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Article on the topic "Competence of a defectologist in the prevention of developmental disorders of the child"
Introduction
Serious concern today is caused by the health problems of preschoolers and younger schoolchildren. According to the State report "On the state of health of children in the Russian Federation", 20% of preschoolers have deviations in health, and in the primary grades this percentage increases to 50%. During the period of schooling, the number of healthy children decreases by 4 times, the number of children with myopia, neuropsychiatric disorders, posture disorders, etc. increases.
The causes of violations in the development of children have always interested mankind. The question of systematization of this information has so far been undeservedly left without due attention. Currently, most of these causes are established and reflected in the medical literature. But there is still no consensus about at what stage of an individual's development and what causes (or groups of them) dominate. For example, when it comes to intellectual disabilities, 90% of cases are attributed to prenatal problems, 3% to perinatal and 7% to postnatal.
The spectrum of developmental disorders is very wide. For the biological usefulness of an individual, socio-psychological factors are essential, and from a psychological and social point of view, biological factors are also essential for a fully developing personality.
The problem of children's health today is more relevant than ever. We, adults, are used to believing that the most important thing for children is to study well. Is it possible to study well if you feel dizzy, if the body is weakened by diseases, if it does not know how to fight the disease. Obviously, only medical innovations cannot fully provide a significant improvement in children's health, unless certain changes occur at the level educational institutions in the organization of the educational process.
At present, it can be confidently asserted that it is the teacher who is able to do more for the health of the modern student than the doctor. This does not mean that the teacher should fulfill the duties of a medical worker. It's just that the teacher must build his activities in such a way that the education and upbringing of children in an institution does not harm health. After all, only a healthy child is able to successfully and fully master educational program. And a health disorder, as a rule, leads to learning difficulties, especially if conditions for the normal functioning of the body of students and pupils are not created in the class, in the group.
At present, a teacher-defectologist cannot be just a source of knowledge, because requests modern society are at odds with the academic education that the school provides. Since our country needs people of a new quality who are able to act independently, provide for themselves and others, be responsible for their work, and above all, they must act as an organizer and coordinator of the educational process and teach children to acquire knowledge, objectively assess themselves and their capabilities, work independently and take responsibility for the results of their work. And in order to achieve respect and love from children, you need to prove that you are worth it. How to do it? For each teacher, the emotional-valuable and creative sphere of activity, as well as knowledge of competencies, are very important. A professional teacher should have internal motivation for the qualitative implementation of his activities. One of the main qualities of a defectologist teacher is the willingness to help. One of the essential qualities is his professionalism. Nowadays, children can get almost any information on their own, so we just need to update and expand our knowledge. Educational activity becomes brighter, livelier and more interesting if the facial expressions and pantomimes of the teacher show that he himself is interested in the educational process. Children feel that they are interested. One of the most important factors influencing professionalism is self-education. The search for new techniques, methods and technologies is relevant especially in our time. It is almost impossible to force a child - a representative of a new generation, to do something if you do not agree with him or if you are not interested. Therefore, it is necessary to choose such technologies that would make it possible to implement this. Technologies should contribute to the development of children's key competencies: research, social-personal, communicative, organizational, personality-adaptive, informational and key competencies: the ability to work without constant guidance, the ability to take responsibility on their own initiative, the ability to master any knowledge on their own initiative, the ability to analyze new situations and apply existing knowledge for analysis and generalization.
Competence-based approach is a relatively new perspective in the study of education problems. The concepts of "competence", "competence", "competence-based approach" as system-educational and pedagogical categories have become intensively included in the conceptual apparatus of the sciences of education.
The professional competence of a teacher-defectologist affects all areas of his pedagogical activity, the content of which is largely determined by the nature of interaction with all participants in the correctional educational process. IN modern conditions full-fledged assistance in the development and education of a child with special needs is possible only in a broad sociocultural and interpersonal context, therefore, a teacher-defectologist should involve both various social partners and many narrowly focused specialists in the educational and educational process. The success of the correctional and developmental impact is directly related to the ability of the teacher-defectologist to build positive relationships with parents, children and colleagues in the form of active interaction, and the latter is due, among other things, to the degree of formation of the social competence of the defectologist.
- Areas of work of a defectologist
diagnostic direction.The diagnostic work of the teacher is an integral part of the comprehensive study of the child by the specialists of the school PMPK. The main task of this direction is to predict possible difficulties in the education and development of each child, to determine the causes and mechanisms of problems that have already arisen. Diagnostic activities include: studying the personal files of students (pedagogical characteristics, conclusions about the neuropsychic state of the student); visiting the family (establishing contact with the child's parents, studying the child's living conditions, individual characteristics and positive aspects child); monitoring the child during and after school hours; the study of the products of the child's activity (notebooks, drawings, crafts); use of standardized methods. The diagnostic activity of a specialist can solve various problems. In this regard, the following stand out: Primary diagnosis of students. Purpose: to determine the level of actual and "zone of proximal development" of the child, the causes and mechanisms of learning difficulties, identifying children in need of specialized assistance. Dynamic learning of students. Purpose: tracking the dynamics of the child's development, determining the compliance of the selected forms, techniques, methods of teaching and upbringing with the level of development of the student (2 times a year).
Stage diagnostics. Purpose: ascertaining the effectiveness and determining the effectiveness of the corrective impact on the development of the educational, cognitive, emotional and volitional spheres of the child.
current diagnostics. Purpose: examination of students at the request of parents, teachers, specialists of the school council (as necessary).
corrective direction.It is a system of corrective influence on educational and cognitive activity, the personal sphere of a child with disabilities in the dynamics of the educational process. The main directions of correctional and developmental work: sensory and sensorimotor development; formation of space-time relations; mental development (motivational component, operational and regulatory components); normalization of the leading activity of age; the formation of versatile ideas about objects and phenomena of the surrounding reality, the enrichment of the dictionary, the development of coherent speech. Indicative forms and methods of work can be as follows: individual and group remedial classes, conversations; socio-psychological training of interpersonal communication; simulation, career guidance and business games, educational discussions; involvement of children in creative associations of interest; involvement of parents in work with children. There is no single, uniquely successful method, method or form of work with students and their parents. It all depends on the specific situation, which cannot be passed by, and sometimes it should be specially created.
Consultative, educational and preventive direction
Consultative, educational and preventive areas of work of a defectologist are carried out to assist parents, teachers of preschool educational institutions in matters of education and upbringing of children with special educational needs.
Principles of work of a defectologist:
1) The use of an integrated approach to monitoring, correction and rehabilitation, based on the principle of unity of diagnosis and correction. Monitoring is an integral part of a comprehensive study of the child by specialists of the psychological, medical and pedagogical council of the preschool educational institution. The results of a defectological examination are necessarily compared with psychological, speech therapy, medical, pedagogical data and discussed at meetings of the council.
2) Implementation of the etiopathogenetic approach to the analysis of disorders. Mosaic lesions of the central nervous system with mental retardation of cerebral-organic genesis, it leads to a significant heterogeneity of the disturbed and intact links of the child's mental activity, to a pronounced uneven formation of its different sides and determines the need for a differentiated approach in the work of a defectologist teacher to overcome the difficulties of pupils.
3) Taking into account the age and individual characteristics of the child's development, based on the maximum activation of the "zone of proximal development". Content educational activities is built within the framework of leading activities preschool age, on material that meets the requirements of the preschool program. Correctional and developmental exercises are selected in such a way that, on the one hand, they would be available for the pupils to perform, and on the other hand, their level of complexity would make it possible to activate the child's potential. In the classroom, various types of assistance are widely used - from minimal to maximal.
4) Implementation of interdisciplinary interaction of specialists, the nature of which is determined by the structure of the violation and the priorities of corrective action. In the process of comprehensive monitoring, the aspects of the child that need correction are identified, comprehensive development programs are drawn up, which should include priority areas for the correctional work of each specialist, the total burden on the pupil, and recommendations to the teacher and parents.
5) Organization of dynamic monitoring of the development of children, which is carried out in order to track the dynamics of the child's development, determine the compliance of the selected forms, techniques, teaching methods with the level of development of the student. In the process of dynamic study, the tasks of differentiating similar states of developmental disorders are also solved.
6) Systematic carrying out of a correlative analysis of the state of formation of knowledge, skills and psychophysical development of the child. Comparison of the child's real achievements with the development of the cognitive sphere makes it possible to correct correctional programs, outline "workarounds" in education, vary the methods of the teacher's work, and choose adequate forms of education in each individual case.
- Content and levels of mastery of competencies
The ability to design preventive and correctional development programs for children with different types of disabilities;
Knowledge of the basic principles for the development of preventive and correctional development programs for children with disabilities;
Understanding the essence, tasks, methods of preventive and correctional and developmental work with children with different types of disabilities;
Ability to design activity programs based on modern scientific approaches to preventive and correctional development activities, track the results of the implementation of preventive and correctional development programs;
Willingness to constructively interact with related specialists on the development of the abilities of children and adolescents with disabilities;
Have an idea about the peculiarities of working with children with developmental disorders of speech pathologists, social workers, social educators, psychologists, teachers of fine arts, physical education, etc. Knowledge of the basics of the psychology of group interaction. Understanding the specifics of the work of a teacher-psychologist in a general team of specialists;
The ability to organize the interaction of specialists in the development of the abilities of children and adolescents with disabilities, monitor the effectiveness of the interaction of specialists and make appropriate adjustments;
Knowledge of the structure of the educational environment, methods for diagnosing the components of the educational environment, ways to identify violations in the behavior and development of children and adolescents with disabilities. Understanding the relationship between the features of the functioning of the educational environment and the difficulties that arise in the subjects of education, violations in the behavior and education of children and adolescents with disabilities;
the ability to monitor the educational environment, analyze the results of diagnostics, identify and explain the causes of difficulties in teaching children and adolescents with disabilities;
the ability to provide psychological assistance to optimize the pedagogical process in correctional educational institutions;
The ability to provide psychological support to participants in the pedagogical process, to discuss and analyze existing problems to solve the problems of optimizing the pedagogical process;
Ability to advise teachers, administration, pupils / students on optimization issues educational process in correctional educational institutions:
Knowledge of the basics of psychological counseling;
Understanding the relationship between the use of methods of the educational process and the mechanisms of educational cognitive activity child;
The ability to select methods of interaction with specialists, parents, children in the course of counseling, to monitor the effectiveness of the work being done.
Over the past decades, negative phenomena in the health of children have been growing. With developmental anomalies, with prolonged diseases of an early age, pronounced disorders may occur that lead to a limitation of vital and social functions, in the most severe cases leading to social insufficiency. A high prevalence of developmental disorders in children has been noted in the literature. This percentage, without significant changes, is observed throughout the entire length of early and preschool age - on average for all parameters - 65%. Developmental disorders in young children affect the further mental and intellectual formation, and the problem acquires not only medical and pedagogical, but also social significance. The problem of integrating children with developmental disorders into the general developmental environment sets the task for specialists to search for new, holistic forms of early prevention, which at the same time prevent the aggravation of general underdevelopment and contribute to the formation of a developing human personality in all manifestations.
The concept of prevention of developmental disorders in children is based onthe principle of a differentiated approach, taking into account the state of health, the complexity of the use of medical, psychological, pedagogical and social methods of rehabilitation using all possibilities, that is, the creation of a common correctional space. The system of early complex prevention proposed by us is structurally medical-psychological-pedagogical. In our opinion, it is necessary to start complex preventive work already in the antenatal clinic, where the expectant mother is observed. Considering limited opportunities antenatal clinics, the absence of pediatric neonatologists, neurologists, speech pathologists, psychologists and child psychiatrists in these institutions, it is necessary to use visual-poster forms of education, educational booklets for future parents about the normal development of the child and possible deviations. These stands and booklets in an accessible form can help parents understand the following issues: what are developmental disabilities, why a child may be at risk, how and when to start communicating with an infant, how a family situation can affect development. In addition, they can perform a coordinating, dispatching function and form in adults the need for timely access to specialists - a speech therapist, psychologist, psychiatrist, neurologist, which makes it possible to concretize the early forms of habilitation. An extremely important task in this regard is the prevention of emotional and sensory deprivation.
At the same time, the positive results of complex corrective action are directly related to the correct organization of corrective action at home. First of all, it is the establishment of partnerships under the guidance of specialists: a doctor - parents, a correctional teacher - parents, a psychologist - parents, with the aim of the active participation of parents in enhancing the mental and general development of the child. Secondly, the complexity and integrity of the impact make it possible to stimulate, “observe” and direct the development of the child not only in an organized form, but also in natural, home conditions. The system and methodological approaches developed and tested in various organizational forms make it possible not only to obtain adequate adaptation, a corrective effect, but, what is especially important, to eliminate diagnostic errors in the assessments of cognitive activity, leading to a limitation of the social perspective of the child and his family. At the same time, pharmacological effects and psychotherapeutic support are necessary links in a general correctional program that helps restore or improve the state of speech activity, the communicative sphere,nervously- mental processes, emotional and behavioral reactions.
Behavioral difficulties in children of this group are associated with disorders of the nervous system and higher mental functions, with existing emotional discomfort. The wrong stereotype of the child's behavior is reinforced by the wrong and inadequate attitude of adults towards him. Parents need to understand why the child develops atypically, differs from other children in behavior, developmental delay. Such children bring a lot of trouble to adults with their behavior. Parents, as a rule, have a hard time experiencing the negative reaction of others to the behavior of their children. They experience a feeling of helplessness, confusion, shame for their child. This turns into irritation against the child, leads to conflicts in the family on the basis of education. Each member of the family begins to accuse others of self-indulgence, excessive strictness, etc. In the future, this leads to uneven behavior of adults in relation to the child, which aggravates the situation and adversely affects the child's condition, leading to the consolidation of pathological behavioral reactions. That is why psychotherapeutic support is required as a restructuring, reconstruction of risk factors in a child, as a recreation of harmonious relationships in the family. All components of risk factors and the relationship between them are subjected to psychotherapeutic support; the psychological climate of the family is normalized, parental positions in relation to children are being reconstructed, parents' awareness of the motives of family education is expanding, the very course of the mental development of children in the family is being harmonized, self-awareness and self-esteem of the child are developing and harmonizing.
In turn, the original correctional and pedagogical program structurally includes two parts: 1 - preparing parents for cooperation with specialists; 2 - direct (with a correctional teacher) and indirect (with parents) classes with a child.
Work with parents is conditionally divided into propaedeutic and main periods. The purpose of the propaedeutic period is not only to prepare the child for new forms of upbringing, education and integration (full, incomplete or partial) into the social environment, but also the adaptation of parents to the state of the child. The influence of parents on the child in the main period can be of a leading, parallel and reinforcing nature. In this regard, the development of the content of the program of complex medical-psychological-pedagogical influence includes the modeling of adequate social and role behavior, both for an adult and a child; teaching a new mode of intrapsychic, interpersonal and communicative relationships. The originality of the program lies in the fact that the entire life activity of a child with deviant development is covered by stimulating the appearance of speech, the development of a detailed statement, language instinct, language competence, the formation of creative forms of speech and cognitive activity. An important feature of the program is the stimulation of the appearance of speech in children by teaching reading.
The program is built from complementary methodological blocks built according to the concentric principle. The content of the blocks is dynamic, which allows you to include not only the gradual complication of the material, but also take into account the individual characteristics of the child and the cognitive style of perception, awareness and assimilation of information. Each block assumes the parallel work of a speech therapist, other specialists and parents. The effectiveness and optimality of the proposed approaches have been confirmed by the positive results of our work with children suffering from severe developmental disorders: disorders in the development of expressive and impressive speech, delays in the rate of speech and intellectual development, mental retardation.
To prevent developmental disorders in children, specialists and especially future parents should know the main directions for the prevention of this phenomenon.
Genetic counseling is useful in family planning. Such consultations are necessary for parents belonging to the so-called risk groups. Risk factors:
Hereditary diseases in parents or members of their families;
Congenital mental retardation;
Congenital hearing or visual impairments;
Disorders of physical development: bone deformities, changes in joint mobility;
Primary infertility or amenorrhea (absence of menstruation);
Two or more miscarriages;
At least one pregnancy was terminated due to a developmental disorder of the fetus;
Sudden death of an infant due to unclear causes;
Mother's age over 35 years;
Blood marriages, etc.
Parents at risk should attend medical genetic consultations, whose specialists inform them about the possibilities of having children with hereditary developmental disorders, as well as the risks of having children with developmental pathologies.
All women need to undergo prenatal diagnosis, which is essential for solving the problem of family planning.
If possible, it is advisable for pregnant women to visit prenatal centers for psychological support of pregnancy.
Very importance has children's immunoprophylaxis. Timely immunization of children prevents dangerous infectious diseases that lead to developmental disorders.
One of the few causes of developmental disorders, the prevention of which directly depends on parents and teachers, is trauma to children. All types of injuries are dangerous, both domestic and street, and sports. The most dangerous are open and closed head injuries, which cause not only a concussion, but can also cause damage to the centers (vision, speech, etc.), due to which certain functions may be impaired. Families with small children are advised not to purchase double deck cribs. Children under 6 years of age should not sleep in these cribs. Children of this age still sleep restlessly, so they can fall out of bed. Scottish traumatologists note that during the months in this country, 85 thousand babies became their patients, of which only 85 received minor bruises, the rest ended up in the hospital due to concussion, bone fractures or other injuries. Half of the affected children were younger than a year old. Even if the preschooler does not sleep on the second tier, such furniture remains a risk factor, as it is very attractive for play. Even in an ordinary crib, you should not put large toys and pillows, because, standing on them, the kids can fall out.
When toddlers begin to walk, to avoid accidents, parents should consider the safety of each living space, as children of this age become real explorers.
Only with a rational approach to the prevention of the causes of developmental disorders by parents and educators of children's institutions will it be possible to minimize some of the acquired developmental disorders in children.
Conclusion
The initial task of today is the task of developing a strategy and tactics for creating a unified state system for the prevention of early detection and special assistance to children with developmental disabilities and their families.
Bibliography
- Aksenova, L.I., Arkhipov, B.A., Belyakova, L.I. Special Pedagogy: Uch. Allowance for students. higher ped. textbook Institutions [Text] / L.I. Aksenova, B.A. Arkhipova, L.I. Belyakova and others: Ed. N.M. Nazarova. - 2nd ed., - M .: Publishing Center "Academy", 2001.-400s.
- Baidenko, V. I. Bologna Process: Problems, Experience, Solutions. − M.: Research Center problems of the quality of training of specialists, 2006. Borytko, NM Man as a subject of education: modern approaches // Pedagogical anthropology: conceptual foundations and interdisciplinary context. Materials Intl. scientific conf. (Moscow, September 30–October 2, 2002) / Comp. V. G. Bezrogov - M .: Publishing house of the URAO, 2002. - S. 40−43.
- Gudonis, V.P. Analysis of the causes of developmental disorders in children and some ways of their prevention. [Test] / V.P. Gavrilov // Defectology. - 2004. No. 4. - from. 16-17.
- Suntsova, A. S. Theories and technologies of inclusive education: tutorial. − Izhevsk: Udmurt University, 2013.
- Professional standard of the teacher. − Order of the Ministry of Labor and Social Protection of the Russian Federation No. 544n dated October 18, 2013
- Prevention, diagnosis and correction of developmental disorders / Ed. Lynskoy M.I., Pokrovskoy Yu.A. – M.: LOGOMAG, 2012. – 284 p.
- PhD, associate professor of Moscow State Pedagogical University, Davidovich, L.R.. Comprehensive prevention of developmental disorders in young children[Text] / L.R. Davidovich [Electronic resource]. – Access mode: http://pik100.ucoz.ru/konf/patologia/davidovich.htm
Olga Stukalova
Essay "The profession of a defectologist is ..."
As representatives profession type"man-man" defectologists to be professionally successful, should develop such professionally significant skills and qualities of a person, such as reflexivity, interest in another person, desire for communication, sociability, goodwill, conflict-free, emotional stability during prolonged contact with people, adaptability, arbitrariness of behavior, the ability to have an emotional impact, responsiveness, endurance, composure, punctuality
Personal qualities needed to be a teacher defectologist: decency, high responsibility and moral stability, honesty, empathy, sociability, accuracy, organization, tact, restraint, disinterestedness.
Personal characteristics and success of activity
To become a good specialist requires high intelligence, intuition, observation, communication skills, emotional stability. He must be attentive, responsive, tactful, sociable, patient, show a penchant for working with children. To master profession and further work it is necessary to have a good memory, high communication skills. We need a competent and intelligible speech, a well-trained voice, stress resistance, a strong nervous system.
Defectology- the science of the patterns and features of the development of children with physical and mental disorders, the principles, methods and forms of organizing their upbringing and education. Teacher- defectologist - teacher engaged in the education and upbringing of children with disabilities in physical and mental development.
Defectology closely related to such sciences how: psychology, medicine, pedagogy, etc.
In the classroom defectologist, defectologist-speech therapist carry out work on the following directions:
Development and correction of attention (visual, auditory);
Development and correction of perception (visual, auditory, tactile);
Development and correction of memory (visual, auditory);
Development and correction of thinking;
Development and correction of speech (oral, written);
Development and correction of motor skills (motor function);
Development and correction of vision;
Development and correction of hearing;
Development and correction of the emotional-volitional sphere;
Filling gaps in the cognitive sphere;
Development and formation of elementary mathematical concepts;
Development and formation of constructive activity.
Qualities hindering efficiency professional activity
speech defects, hearing from a specialist in this professions;
Unsociable;
Lack of inclination to work with children;
Emotional imbalance;
Aggressiveness;
Adjust the program of activities in accordance with the requirements of the situation
Social help (as defined by L.I. Aksenova)- this is a system of humanitarian services (law enforcement, health, educational, psychotherapeutic, rehabilitation, consulting, charitable) to representatives of the economically disadvantaged, socially weak, psychologically vulnerable layers and groups of the population in order to improve their ability to social functioning. Socio-pedagogical activity (according to the definition of V. A. Nikitin) consists in providing educational and upbringing means of directed socialization of the individual, in transferring knowledge to the child (mastering them) of the social experience of mankind, acquiring or restoring the social orientation of social functioning.
Professional and personal qualities of the teacher defectologist working with children
Ability to make quick decisions;
Organizational skills;
Practicality;
Developed intuition;
Love for children;
Psychological stability;
cheerfulness;
High level of culture;
Active life position.
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22. Using practical, visual and verbal methods in working with children
Since the organization and the process of carrying out educational and cognitive activities involve the transfer, perception, comprehension, memorization of educational information and the practical application of the knowledge and skills obtained in this case, the first group of teaching methods must include:
methods of verbal transmission and auditory perception of information (verbal methods: story, lecture, conversation, etc.);
methods of visual transmission and visual perception educational information (visual methods: illustration, demonstration, etc.);
methods of transferring educational information through practical, labor actions and tactile, kinesthetic perception of it (practical methods: exercises, laboratory experiments, labor actions, etc.)
The allocation of verbal, visual and practical methods cannot be considered justified only in the external plan from the point of view of information sources. It has a certain basis in the internal plan through the characteristics of the forms of thinking.
The process of educational cognition necessarily involves the organization of comprehension of educational information and its logical assimilation. Therefore, it is necessary to single out subgroups of methods for organizing inductive and deductive, as well as reproductive and problem-search activities of students.
The perception, comprehension and application of knowledge can proceed under the direct supervision of a teacher, as well as in the course of independent work of students. Hence, it is possible to single out methods of independent work, bearing in mind that other teaching methods are implemented under the guidance of a teacher. Each subsequent subgroup of methods manifests itself in all the previous ones, and therefore we can talk about the mandatory use of methods in certain combinations with the dominance of one of their types in a given situation.
Visual and practical methods become the basis of correctional and educational work during this period. But even here the situation is not easy, because the use of visual teaching methods requires a certain level of development of perception.
Since the attention of children is involuntary, unstable, during classes it is necessary to strive to ensure that only those objects that correspond to the purpose of this lesson are in the field of view of children.
Adequate for the initial period of education of mentally retarded children are practical methods - the organization of children's activities and children's experience.
A more accessible way to transfer knowledge and skills to a child is a demonstration (imitation).
When shown, the child sees not only the result of the adult's actions, but also all the stages of the action that he can imitate.
Recall that visual and practical methods must necessarily be combined with speech - verbal instruction, verbal explanation of the task, verbal description, but speech should be included gradually.
23. The role and place of the game in the correction of developmental disabilities
One of the difficulties that these special children face is the difficulty of mastering any educational material, which leads to a decrease in interest in learning. Therefore, the question of the formation of cognitive interest, an active activity attitude to the educational process is of particular importance. At the same time, an equally important requirement of our time is to reduce the mental and physical overload of pupils.
The pace and content of classes that are optimal for students, the alternation of mental stress and rest, situations of success - all this forms an optimistic attitude to unconditionally overcome difficulties, self-confidence, a sense of joy and satisfaction from the work done.
Playful methods of work are usually perceived by children with joy due to the fact that they meet their age-related desire for play. To teach by playing - no one will challenge this commandment.
Well-known psychologists A. N. Grabov, G. Ya. Troshin highly valued the game in the upbringing and education of children with disabilities. They considered the game an accurate indicator of the manifestation of children's abilities and capabilities. They believed that the game has a beneficial effect primarily on the development of external senses: vision, muscle feeling, hearing. The game develops memory, thinking, imagination.
The widespread use of games and various entertaining techniques in the classroom (funny pictures, playful formulation of the goals of tasks and exercises, crossword puzzles, riddles, etc.) not only prevents the appearance of a passive attitude in children, but also helps to activate intellectual emotions: surprise, novelty, doubt .
Basic requirements for the selection of games and toys for children with disabilities:
Compliance of the game with the age of the child;
Selection of game material with gradual complication;
Accounting for the structure of the defect;
Compliance with the correctional goal of the lesson;
Accounting for the principle of changing activities (calm games alternate with active ones);
Use of bright, voiced toys and manuals;
Compliance of toys and aids with hygienic requirements, safety.
Due to the unstable emotional state of children, it is not enough to choose one type of game to keep children active in the classroom, the teacher should have several games with different corrective effects on children.
The game can be fast to stimulate cognitive interest, good mood, development of motor skills and preparation for practical work, and take longer when diagnosing knowledge and practical skills of children.
The introduction of play activity into the educational and educational process is one of the important tasks of correcting all the mental processes of the child. Play is a natural form of learning for a child. Teaching through play, we teach children not how it is convenient for us to give educational material, but how it is convenient and natural for children to take it.
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