Consultation for teachers “what is an adapted program. Methodological recommendations for drawing up an adapted program for a child with disabilities or a disabled child.” How not to confuse the concepts of “adapted educational program” and “adapted fundamentals”
Parents do not always have the opportunity to take a child with special educational needs to specialized institutions. It doesn’t often happen that a correctional school or kindergarten is located close to home; most often you have to take the child to the other end of the city. The idea of inclusion assumes that a child with special needs can go to any kindergarten.
However, in order to accept such a child, the kindergarten must have the appropriate resources. Children with special needs require special accommodations. And it’s not just ramps and elevators, not just the environment, but education itself should be accessible. You can’t just bring a child into a team and expect him to pick up the program on his own and start showing results.
In order to figure out how to prepare kindergartens for inclusive education, in December we held a webinar “Exemplary adapted basic educational programs as a condition for improving the quality of preschool education.”
The webinar was conducted by Anna Borisovna Teplova, Candidate of Pedagogical Sciences, senior researcher at the laboratory for professional development of pedagogy at the Institute for the Study of Childhood, Family and Education of the Russian Academy of Education.
Anna Teplova spoke at the webinar about how to organize inclusive education in a preschool educational institution, what the adapted basic educational program (AEP) includes and how it differs from the adapted educational program (AEP).
Kindergartens need restructuring
Inclusive education involves the creation of special conditions for the education, upbringing and development of children with disabilities:
- special educational programs, textbooks, manuals and didactic materials, special methods of teaching and education;
- special technical means of training for collective and individual use;
- tutor services;
- conducting group and individual correctional classes;
- providing access to the preschool educational institution building and other conditions without which it is impossible or difficult for students with disabilities to master educational programs.
These conditions are created by the educational organization, its founders and the state. Please note that it is not the child who must adapt, but the organization itself that is restructuring its work so that children with disabilities can develop in an inclusive education environment.
- I must say that despite the fact that all this still seems new to us, sometimes insurmountable, it seems to us that all of these are some difficulties that must be provided, first of all, by the state. In fact, inclusive education is developing in Russia. Both the law and the standard work for this. And therefore, it makes no sense to say that for some reason we are not ready or that all this needs to be slowed down - inclusive education in Russia exists and will continue to develop,- says Anna Borisovna Teplova.
Problems of developing inclusion and solutions
However, the development of inclusive education in Russia is not without difficulties. It must be said that almost all buildings of old projects are not suitable for children in wheelchairs, even if they have a ramp. Unfortunately, at the moment, serious changes are required in these buildings. But this is not the only problem schools face.
Creating special conditions for children with disabilities in kindergarten requires significant financial costs and the involvement of specialists working with one or another category of children with disabilities. Teplova suggests solving these problems through network interaction.
Expert commentary
Inclusive education is an expensive education because it requires special conditions, the presence of specialists, environmental opportunities, the writing of adapted educational programs and the work of a psychological, medical and pedagogical commission. Networking solves these problems. But kindergartens have not yet joined the network interaction system and have not yet developed the logistics of providing assistance to children with disabilities, because there is no such experience. Network interaction should be created not only at the level of providing services or creating conditions, but also at the level of interaction as a community that accepts children with disabilities and creates these conditions. It is important to understand that conditions also depend on teachers - it is necessary to move forward.
This is very important, because not every educational organization can provide itself with the services of those same sign language, typhoid and other specialists. In this situation, you are invited to work through a network implementation form. The use of the network form of implementation of educational programs is carried out on the basis of an agreement between these organizations. You develop this agreement jointly with partner organizations. Network interaction provides the opportunity to master educational programs using the resources of several organizations. To organize network interaction with several organizations, such organizations jointly develop educational programs - a specialist included in the network form is included in the writing and development of the main educational program, an adapted educational program and an individual development program for a disabled person, and so on. That is, these specialists are included in all the intricacies of the educational process.
What are AOP and AOOP?
Children with disabilities are admitted to study in an adapted basic educational program only with the consent of their parents (legal representatives) and on the basis of recommendations of the psychological, medical and pedagogical commission. Parents are not obligated to bring these recommendations to the kindergarten, but if they brought them and agree to be trained under the AOOP, then the management of the preschool educational institution is obliged to implement these recommendations.
Adapted educational program is an educational program adapted for training persons with disabilities, taking into account the characteristics of their psychophysical development, individual capabilities and, if necessary, providing correction of developmental disorders and social adaptation of these persons.
AOP and AOOP: differences
If there is one child with disabilities in the group, then the kindergarten works according to the basic educational program, and an adapted educational program is written for this child. If in kindergarten there is a group with similar impairments, for example, speech, vision or musculoskeletal disorders, then an adapted basic educational program is written for the whole group of compensatory orientation, because the tasks will be the same for the entire group of children.
AOP and AOOP are different programs. Leaders need to identify the population of children and develop tailored programs based on the characteristics of these children. In combined groups, along with ordinary children, there are children with disabilities, so it is necessary to consider each child individually - to write an adapted educational program for each. Accordingly, an individual educational program must be drawn up for disabled children.
9 sample AOOPs
At the end of 2017, nine approximate adapted basic educational programs for different categories of children were developed and submitted for discussion:
- for deaf children;
- for hearing impaired children;
- for blind children;
- for visually impaired children;
- for children with severe speech impairments and general speech underdevelopment, with phonetic-phonemic speech disorders;
- for children with musculoskeletal disorders
- for children with mental retardation;
- for children with mental retardation of varying severity;
- for children with autism spectrum disorders.
This is the first time that our own educational program has been developed for children with ASD. Why only now, since teachers have been working with such children for many years? Yes, there are methodological developments, scientific schools for working with such children, but a scientific school and an adapted program for an educational organization are two different things. The fact is that it turned out to be quite difficult to translate the achievements of scientists into the practice of an educational organization.
These programs are still being finalized, as they do not comply with some provisions of the Federal State Educational Standard and modern scientific developments. In addition, there are no methodological recommendations for practitioners yet.
- You can find them on the Internet, but we strongly do not recommend working on them, so as not to do double, triple, and so on work. Of course, you can look at them, consult, because you need to work here and now, you have to wait a long time for these adapted programs, - notes Teplova.
While these nine approximate AOOPs have not been adopted, the sources for the development of adapted programs in preschool educational institutions are:
- Federal Law FZ-273 “On Education in the Russian Federation”;
- GEF DO;
- basic educational program of preschool education;
- approximate AOP DO;
- OP DO for children with disabilities;
- software, methodological and methodological manuals for preschool education;
- original educational programs for preschool education.
The approximate basic educational program was approved by the decision of the federal educational and methodological association for general education on May 20, 2015. It contains corrective and inclusive components. This program can be accessed as it is designed as a framework for all children.
When developing adapted educational programs, you can also refer to SanPin, since it indicates the recommended number of children with disabilities in compensating and combining groups. For example, the recommended number of children in compensatory groups for children under 3 years of age and over 3 years of age, respectively, should not exceed:
- for children with severe speech impairments - 6 and 10 children;
- for children with phonetic-phonemic speech disorders over the age of 3 years - 12 children;
- for deaf children - 6 children for both age groups;
- for hearing impaired children - 6 and 8 children;
- for blind children - 6 children for both age groups;
- for visually impaired children, for children with amblyopia, strabismus - 6 and 10 children;
- for children with musculoskeletal disorders - 6 and 8 children;
- for children with mental retardation - 6 and 10 children;
- for children with mild mental retardation - 6 and 10 children;
- for children with moderate and severe mental retardation over the age of 3 years - 8 children;
- for children with autism only over the age of 3 years - 5 children;
- for children with a complex defect (having a combination of 2 or more deficiencies in physical and (or) mental development) - 5 children for both age groups;
- for children with other disabilities - 10 and 15 children.
The last point is especially interesting because different children may actually end up here, including the most common group now - children with hyperactivity. But it is important to remember that hyperactivity is a diagnosis, and children cannot be called hyperactive unless there is a certificate from the psychological-medical-pedagogical commission. Often, children with pedagogical neglect, lack of certain forms of parental love, or other disorders are hidden behind hyperactivity.
When children with disabilities are included in the group, additional teaching staff who have the appropriate qualifications to work with these health limitations of children are involved in the implementation of the Program: speech pathologists, speech therapists, educational psychologists, tutors, typhlopedicators and other specialists. It is recommended to involve appropriate teaching staff for each group in which inclusive education is organized.
At the moment, teachers must be prepared for the possible implementation of the adapted basic educational programs put up for discussion, learn to calculate the number, understand how a defectologist, speech therapist or special psychologist works, how to determine his workload, how to organize the logistics of this work so that the specialist does not run away due to overwork or lack of wages. All this needs to be thought through now.
You will receive more useful information for the development of your kindergarten at the International Conference “Interaction between preschool educational institutions and families: best Russian practices and foreign experience” , which will take place on August 6–8. Come to the conference and you will learn how to gain the trust of parents and create a positive image of a preschool educational institution.
Recently, Olga Vladimirovna Berezhnova, head of the department of educational development, head of the laboratory for problems of development of preschool education in the region of the Institute of Educational Development, held a webinar “Implementation of the Federal State Educational Standard for Preschool Education: current problems of a modern preschool educational organization.” After the webinar, the editors received many questions about the preparation of an adapted program within the framework of the Federal State Educational Standard for Education. Olga Vladimirovna answered pressing questions.
An adapted program is one of the most pressing issues, since for the preschool education system there are still no federal guidelines for its preparation; for now they exist only in the context of primary general education. Therefore, drawing up an adapted program is difficult. A possible solution is to use methodological materials on the introduction of the Federal State Educational Standard in primary general education. For example, the website of the Russian Ministry of Education and Science contains projects of adapted basic educational programs for children with various developmental disorders. In addition, there is the Federal State Educational Standard for Preschool Education, which prescribes both the structure of the main educational program of preschool education and the recommended content of the sections. These documents should be relied upon when drawing up adapted programs; there are currently no other recommendations.
How not to confuse the concepts of “adapted educational program” and “adapted basic educational program”?
There are two concepts: “adapted educational program” and “adapted basic educational program”. It is important to understand the following:
If there is one child in the group with disabilities (or with any one health limitation), then the kindergarten works according to the basic educational program, and an adapted educational program is written for this child.
If in a kindergarten there is a group with similar disabilities (for example, this is a compensatory group for children with speech, vision or musculoskeletal disorders, etc.), then an adapted BASIC educational program is written for the whole group of children.
That is, these are two different programs. Managers need to determine the population of children and develop programs in accordance with the characteristics of the population.
What to rely on when creating an adapted program?
Unfortunately, there are currently no programs developed, for example, for children with visual impairments or for children with mental retardation that meet the Federal State Educational Standard and modern requirements. All of them were written according to the canons that were in force before the introduction of the Federal State Educational Standard. An exception may be the N.V. program. Nishcheva, which is posted in the navigator of educational programs for preschool education on the FIRO website.
However, this does not mean that teachers cannot rely on proven programs that have been tested in the preschool education system. They can use any program, but adjust it, taking what corresponds to the Federal State Educational Standard. That is, in essence, this is the creation of your own program, but with possible reliance on an existing one. What specific adjustments to make depend on the number of children.
Therefore, it is impossible to give a general recommendation “take this program and work on it.” Probably, you need to look at the work of educational organizations that already have some experience in this. For example, you can watch the program for children with special needs T.B. Filicheva and G.V. Chirkina, for children with visual impairments - the program L.I. Plaksina. I would not say that this is a recommendation, I am simply naming programs for children with various disabilities known in the preschool education system. But none of them are currently included in the navigator.
About an individual approach in creating an adapted program
If the group has a combined focus, that is, along with ordinary children there are also children with disabilities, it is necessary, of course, to consider each child individually, and write an adapted educational program for each.
We must not forget about disabled children. An individual educational program must be drawn up for them. There are no differences here.
Introduction of the Federal State Educational Standard for primary general education for children with disabilities
From September 1, 2016, it is planned to introduce the federal state educational standard of primary general education for children with disabilities.
Thus, the standard has already been released and exists as a document. Today, every region has a “road map” for its introduction. But there are no documents or standards on preschool education that would be worth discussing. Therefore, for now we need to focus on primary education.
The same was the case with the state program “Accessible Environment”. First, it was implemented in general education institutions, and then reached the level of preschool education. So there's still more to come.
Maksakova Elena
In the modern system education aimed at ensuring the availability of quality education, creating conditions for students with disabilities is one of the main resources "human capital development". Thus, the Strategy for the Development of Education in the Russian Federation for the period until 2025 defines a task aimed at increasing the effectiveness of comprehensive support for vulnerable categories of children (including those with disabilities, promoting their social rehabilitation and full integration into society. In the Federal State Educational Standard, preschool education is defined as main task“creating favorable conditions for the development of children in accordance with their age and individual characteristics and inclinations.”
According to the Procedure for organizing and implementing educational activities in basic general education programs - educational programs of preschool education
(Order of the Ministry education and science of the Russian Federation dated August 30, 2013 No. 1014, contents preschool education and the conditions for organizing the education and upbringing of children with disabilities are determined by the AOP, and for disabled people also - in accordance with individual program rehabilitation of a disabled person (clause 16). So way, based on regulatory requirements, any preschool educational institution in which children with disabilities are educated is obliged to independently develop and implement AOP.
When designing such programs for preschool children age with disabilities, it is important to understand that such programs, on the one hand, must fully comply with the requirements established by law for the structure and content of sections, and on the other hand, reflect the specifics of its implementation in preschool educational institutions for children with specific types of health limitations, take into account the psychophysical characteristics, capabilities and needs of the child.
Making it accessible educational environment requires from all participants educational relations of new approaches to modeling effective mechanisms for the development of AOP of preschool educational institutions in accordance with the Federal State Educational Standard for Educational Education and taking into account PrAOOP preschool education and different options for its implementation. At the same time, each AOP should be aimed at overcoming the discrepancy between the process of teaching and raising a child with disabilities and basic educational program of preschool education and the child’s real capabilities, based on the structure of his impairment, cognitive needs and capabilities. As regulatory grounds for designing adapted educational programs Federal Law of December 29, 2012 No. 273 "About education in the Russian Federation".
“Children with disabilities are accepted for training under the AOEP only with the consent of their parents (legal representatives) and on basis recommendations from psychological and medical pedagogical commission» (Article 55, paragraph 3);
“a student with disabilities is an individual who has physical and physical disabilities (or) psychological development,
« program, adapted for training persons with disabilities, taking into account the characteristics of their psychophysical development, individual capabilities and, if necessary, providing correction of developmental disorders and social adaptation of these persons» (Article 2, paragraph 28);
« education students with disabilities can be organized both together with other students, and in separate classes, groups or in separate organizations that provide educational activities» (Article 79, paragraph 4);
"inclusive education- ensuring equal access to education for all students, taking into account variety of special educational needs and individual capabilities" (Article 2, paragraph 27);
The basis to the development of AOP is the conclusion of a psychological and medical pedagogical commissions and parents' statements (legal representatives). The recommendations of the PMPC identify specific problems in the development of the child and indicate the need to work on AOP, developed in basis PRAOP of a certain nosological group.
Approximate adapted basic educational programs for preschool education for various nosological groups http://fgosreestr.ru/
If there is one child with disabilities in the group, then the group (combined), like all preschool educational institutions, works according to the preschool education program, and for this child an AOP is drawn up. If there is a group in the kindergarten with similar impairments (of a compensatory nature), then for all children in this group one AOOP is compiled for the entire period of the children’s education.
When developing and implementing the AOP of preschool educational institutions, it is necessary to take into account information from the “Sanitary and epidemiological requirements for the design, content and organization of the operating mode preschool educational organizations", approved by the Resolution of the Chief State Sanitary Doctor of the Russian Federation dated May 15, 2013 No. 26 “On approval of SanPiN 2.4.1.3049-13”:
What else can they do? teachers rely on when compiling the AOOP. Unfortunately, there are currently no developed ones, for example, for children with mental retardation or for children with disabilities. programs, complying with Federal State Educational Standards and modern requirements. All of them were written according to the canons that were in force before the introduction of the Federal State Educational Standard. An exception may be program N. V. Nishchevoy " Educational program for preschool education for children with severe speech impairments from 3 to 7 years”, which is located in the navigator educational programs for preschool education on the FIRO website. However, this does not mean that teachers cannot rely on proven programs, which have been tested in the system preschool education and new"Approximate adapted main program for children with delayed psychophysical development” by L. B. Baryaeva, O. P. Gavrilushkina and others; " Preschool Education Program"Diagnostics development correction" for children with intellectual disabilities L. B. Baryaeva, O. P. Gavrilushkina and others.
When designing AOP, it is necessary to take into account the following methodological approaches:
system-activity approach as a leader in the standardization of the general system education Russian Federation (A. G. Asmolov). From the perspective of this approach when designing educational program the emphasis shifts from the content programs on the results of the child’s activities in the process of mastering educational content. So way, the results of a child’s activities can act as a reflection of his positive socialization, individualization, and personality development;
competency-based approach as one of the possible assessment results education as"knowledge in action" (A. G. Asmolov);
subject-activity approach (T. I. Babaeva, A. G. Gogoberidze, V. A. Derkunskaya, O. V. Solntseva, O. N. Somkova, etc., which assumes the activity, independence, initiative, creativity of the child, his desire to cooperation and interaction in children's activities;
an individually differentiated approach to the development and conditions for the implementation of AOP for children with disabilities;
functional-system approach associated with the organization of correctional pedagogical process, which makes it possible to use a combined model educational process.
The development and approval of the AOOP is within the competence of educational organization and is carried out in accordance with the procedure adopted and enshrined in the local act.
According to the Federal State Educational Standard, the structure is prescribed programs and recommended content of sections.
Performance 09.11.2016
“Peculiarities of writing and problems of the Adapted educational program for children with disabilities in kindergarten”
How not to confuse the concepts of “adapted educational program” and “adapted basic educational program”...
And also what to rely on when drawing up an adapted program and are there any methodological recommendations for this?
Recently, Olga Vladimirovna Berezhnova, head of the department of educational development, head of the laboratory for problems of development of preschool education in the region of the Institute of Educational Development, held a webinar “Implementation of the Federal State Educational Standard for Preschool Education: current problems of a modern preschool educational organization.”
An adapted program is one of the most pressing issues, since for the preschool education system there are still no federal guidelines for its preparation; for now they exist only in the context of primary general education. Therefore, drawing up an adapted program is difficult. A possible solution is to use methodological materials on the introduction of the Federal State Educational Standard in primary general education. For example, on website The Russian Ministry of Education and Science has posted drafts of adapted basic educational programs for children with various developmental disorders. In addition, there is the Federal State Educational Standard for Preschool Education, which prescribes both the structure of the main educational program of preschool education and the recommended content of the sections. These documents should be relied upon when drawing up adapted programs; there are currently no other recommendations.
How not to confuse the concepts of “adapted educational program” and “adapted basic educational program”?
There are two concepts: “adapted educational program” and “adapted basic educational program”. It is important to understand the following:
If in a group one child with disabilities(or with any one health limitation), then the kindergarten operates according to the basic educational program, and an adapted educational program is written for this child.
If there is a kindergarten group with similar disorders(for example, this is a compensatory group for children with speech, vision or musculoskeletal disorders, etc.), then an adapted BASIC educational program is written for a whole group of children.
That is, these are two different programs. Managers need to determine the population of children and develop programs in accordance with the characteristics of the population.
What to rely on when creating an adapted program?
Unfortunately, there are currently no programs developed, for example, for children with visual impairments or for children with mental retardation that meet the Federal State Educational Standard and modern requirements. All of them were written according to the canons that were in force before the introduction of the Federal State Educational Standard. An exception may be the N.V. program. Nishcheva, which is posted in the navigator of educational programs for preschool education on the FIRO website.
However, this does not mean that teachers cannot rely on proven programs that have been tested in the preschool education system. They can use any program, but adjust it, taking what corresponds to the Federal State Educational Standard. That is, in essence, this is the creation of your own program, but with possible reliance on an existing one. What specific adjustments to make depend on the number of children.
Probably, you need to look at the work of educational organizations that already have some experience in this. For example, you can watch the program for children with special needs T.B. Filicheva and G.V. Chirkina, for children with visual impairments - the program L.I. Plaksina.
About an individual approach in creating an adapted program...
If the group has a combined focus, that is, along with ordinary children there are also children with disabilities, it is necessary, of course, to consider each child individually, and write an adapted educational program for each.
We must not forget about disabled children. An individual educational program must be drawn up for them. There are no differences here.
Introduction of the Federal State Educational Standard for primary general education for children with disabilities
On September 1, 2016, the federal state educational standard for primary general education for children with disabilities was introduced.
Thus, the standard has already been released and exists as a document. Today, every region has a “road map” for its introduction. But there are no documents or standards on preschool education that would be worth discussing. Therefore, for now we need to focus on primary education.
So there's still more to come.
Today we will look in more detail, using the example of the current program of MADOOU d/s No. 46, an adapted educational program for one of the children studying in the educational program for children with intellectual disabilities.
MADOOU d/s No. 46 is attended by children with different educational programs recommended to them by the central PMPK:
Education program for children with mental retardation;
Educational program for children with intellectual disabilities;
Training program for children with general speech underdevelopment.
For each group of pupils with disabilities, its own AOEP has been developed. Since in groups with mental retardation there are only children with mental retardation, then the AOOP is the same for the entire group. However, children with mental retardation often have combined diagnoses, for example, autism spectrum disorder and other characteristics. Therefore, in our MADOE, each child has developed its own AEP (adapted educational program), taking into account the individual characteristics, capabilities of the child and presupposing the results of development.
An algorithm for writing an adapted educational program for a child with disabilities in accordance with the Federal State Educational Standard for Education.
Explanatory note Information about the child (characteristics)
Special educational needs
Parents' Expectations
Educational component
Curriculum for the 2016-2017 school year. year
Criteria for assessing achievements in different areas
Corrective component
Educational component:
- Conditions for interaction between preschool specialists and the child
- Terms of interaction between preschool educational institutions and parents
- Conditions for interaction between preschool pupils and children
Deputy Head Yu.G. Beloborodov
CONSULTATION for teachers
“What is an adapted program.
adapted program for a child
with disabilities or a disabled child.”
In accordance with Part 1 of Art. 79 of the Federal Law “On Education in the Russian Federation” dated December 29, 2012 No. 273 (hereinafter referred to as the Federal Law “On Education in the Russian Federation”) establishes: “... the content of education and the conditions for organizing training and education of students with disabilities (hereinafter – HIA) determined by an adapted educational program, and for disabled people also in accordance with the individual rehabilitation program for a disabled person.”
An adapted educational program (hereinafter referred to as AEP) is an educational program adapted for teaching persons with disabilities (persons with hearing impairments, vision impairments,musculoskeletal system, with speech impairments, intellect, autism spectrum disorders), disabled children taking into account the characteristics of their psychophysical development, individual capabilities and, if necessary, providing correction of developmental disorders and social adaptation of these individuals.
AOP is aimed at overcoming the discrepancy between the process of teaching disabled children with severe visual impairments, the musculoskeletal system, as well as somatic diseases (provided that the intellectual sphere is preserved) according to educational programs at a certain level of education and the real capabilities of the child, based on the structure of his disease, cognitive needs and interests.
In this regard, in order for children with disabilities to receive general education in general education organizations, appropriate adapted basic general education programs (in separate documents) must be developed, taking into account the characteristics of their psychophysical development and individual capabilities.
About an individual approach in creating an adapted program
If the group has a combined focus, that is, along with ordinary children there are also children with disabilities, it is necessary, of course, to consider each child individually,write an adapted educational program for everyone.
We must not forget aboutdisabled children. Mandatory for them
is being compiled individual educational program. There are no differences here.
Main document, which contains hygienic requirements for the organization of this work - these are the new “Sanitary and epidemiological rules, standards and requirements for the structure, content and organization of the operating mode of preschool educational organizations, approved. by Decree of the Chief State Sanitary Doctor of the Russian Federation dated May 15, 2013 No. 26 (hereinafter referred to as SanPiN 2.4.1.3049-13; the document commenced on July 30, 2013). Which says: “An educational organization must create conditions for children with disabilities, disabled children if they stay in an institution...”. The norms of SanPiN 2.4.1.3049-13 apply to all preschool institutions, regardless of their type, legal forms and forms of ownership.
An adapted program is one of the most pressing issues, since for the preschool education system so farThere are no federal guidelines for its preparation, while they exist only in the context of primary general education. Therefore, drawing up an adapted program is difficult. A possible solution is to use methodological materials on the introduction of the Federal State Educational Standard in primary general education. For example, on The Russian Ministry of Education and Science has posted drafts of adapted basic educational programs for children with various developmental disorders. In addition, there is the Federal State Educational Standard for Preschool Education, which prescribes both the structure of the main educational program of preschool education and the recommended content of the sections. These documents should be relied upon when drawing up adapted programs; there are currently no other recommendations.
How not to confuse the concepts of “adapted educational program” and “adapted basic educational program”?
There are two concepts:"adapted educational program" And "adapted basic educational program." It is important to understand the following:
If in a group one child with disabilities (or with any one health limitation), then the kindergarten operates according to basic educational program, and for this child it is writtenadapted educational program.
If there is a kindergartengroup with similar disorders (for example, this is a compensatory group for children with speech, vision or musculoskeletal disorders, etc.), then for a whole group of children it is writtenadapted BASIC educational program.
That is, these are two different programs. Managers need to determine the population of children and develop programs in accordance with the characteristics of the population.At the moment, our institution is visited by 3 disabled children (Volosatov Lev, Bogdanova Kristina, Stafeev Sava). The children do not have visible disabilities or developmental disabilities, their intellectual sphere is preserved, which freely allows them to be brought up and study together in groups with children who do not have developmental disabilities.
From the moment children with disabilities enter the institution, close work should be carried out with their families according to the developed and current"To the algorithm actions with children with disabilities and children with disabilities attending a preschool educational institution"
At the initial stage An initial meeting is held with the family in order to get acquainted and collect information about the child’s development, and to clarify the educational request from the parents.
Work with children of this category includes employees of the educational institution, administration and specialists of the preschool educational institution: head, deputy head of administrative affairs, deputy. head in medical education, medical worker, educators, educational psychologist, speech therapists, physical education instructor, music directors who contribute to the creation of conditions and a favorable microclimate in preschool educational institutions to facilitate the adaptation of children with disabilities and children with disabilities, their successful socialization.
Carry outindividual approach to children when organizing the educational process.Educators and specialists conduct conversations with parents, provide consultations, give recommendations, advice for the optimal development and adaptation of children in society, as well as providing assistance to all members of families raising these children.
Administration, in turn, concludes agreements on the relationship between the preschool educational institution and parents (legal representatives), and subsequently contributes to the creation of special conditions that involve the formation of an adapted educational environment.
Paramedic monitors the adaptation of children with disabilities and children with disabilities to the conditions of a preschool educational institution, monitors their health status, well-being during the day, timeliness of taking medications, according to the conclusion and recommendations of the attending physicians during the stay of these children in the preschool educational institution. Consults educators and parents (legal representatives), gives recommendations on the implementation of an individual approach to children in accordance with the diagnosis in the organization of nutrition, organization of regime processes in kindergarten and at home.
The next step isin-depth psychological and pedagogical examination all spheres of activity of children of this category, emotional-volitional sphere, higher mental functions, speech development, intellectual development. The results of this survey are submitted to the institution’s PMPC in order to determine the further educational route.
Next, organizational work on design, development and approval is carried outeducational program for a child with disabilities or a disabled child . Taking into account the age and individual characteristics of the child, medical indicators, recommendations of the PMPC of the preschool educational institution, the expectations of parents, the goals and objectives of the individual educational program are clearly formulated (the need to supplement or change the educational schedule is discussed, the forms of education are determined, the mode of attending classes, both subgroup and individual , additional types of psychological and pedagogical support, determination of intermediate and final results, etc.).
Further, teachers and specialists of preschool educational institutions are developingindividual educational routes based on a developed educational program for a specific child with disabilities or a disabled child, taking into account the general education program of the preschool educational institution. These individual educational routes include the content of the main sections of the basic program, as well as correctional directions for a particular child, recommended by the institution’s specialists.
Since the optimal option for developing and implementing an individual educational program for a student is one year, adjustments to its content are carried out based on the results of an interim diagnostic carried out in December of the current academic year. Based on the analysis of the intermediate diagnosis, changes and adjustments are made to the individual educational program for a specific child with disabilities or a disabled child.
At the end of the academic year, based on the results of the implementation of an individual educational program, a psychological, medical and pedagogical council (PMPC) is heldanalysis of the final diagnostics of various areas of child development , adjustments are justified, recommendations are formulated in order to ensure continuity in the process of individual support of a child with disabilities or a disabled child by specialists at the next stage of his upbringing and education. And also heldfinal meeting with parents (legal representatives) to determine further forms of work with the child, teachers and specialists of the preschool educational institution provide recommendations, advice, consultations, and reminders.
As mentioned earlier, at the moment, 3 disabled children attend our preschool institution. According to the Federal Law “On Education in the Russian Federation”, Part 11, Art. 79“An educational organization must create conditions for children with disabilities and disabled children if they stay in an institution.” The administration of the institution must create special conditions through budgetary allocations from the federal budget, which involve the formation of an adapted educationalbarrier-free environment, there are means for training and education, as well as for timely correction of violations in the development of children, taking into account the structure of their violations:
Equipment for the development of general mobility;
Equipment and toys for the development of: manual skills; tactile, visual and auditory perception; thinking, speech and language;
Toys to support social-emotional development;
Equipment for playing with water and bulk materials;
Materials for fine arts;
Music library, musical toys;
Fiction for children and parents.
The procedure for developing and adjusting individual educational programs for children with disabilities or children with disabilities takes place within the framework of the institution’s PMPC.
What to rely on when creating an adapted program?
Unfortunately, there are currently no programs developed, for example, for children with visual impairments or for children with mental retardation that meet the Federal State Educational Standard and modern requirements. All of them were written according to the canons that were in force before the introduction of the Federal State Educational Standard. An exception may beN.V. program Nishcheva, which is posted in the navigator of educational programs for preschool education on the FIRO website.
However, this does not mean that teachers cannot rely on proven programs that have been tested in the preschool education system. They can use any program, but adjust it, taking what corresponds to the Federal State Educational Standard. That is, in essence, this is the creation of your own program, but with possible reliance on an existing one. What specific adjustments to make depend on the number of children.
Therefore, to give a general recommendation "take this program and use it " impossible. Probably, you need to look at the work of educational organizations that already have some experience in this. For example, you can lookprogram for children with special needs T.B. Filicheva and G.V. Chirkina, for children with visual impairments -program L.I. Plaksina. I would not say that this is a recommendation, I am simply naming programs known in the preschool education system for children with various disabilitiesThe educational program is developed by the administration, teachers and specialists of the preschool educational institution and approved by the head. An individual educational program for a child with disabilities or a disabled child in an institution has the following structure:
1. Front page , which includes the name of the institution, purpose of the program, implementation period, targeting of the program (last name, first name of the student, year of study), approval stamp by the head, agreement with parents. If necessary, the program must be agreed upon with the chairman of the psychological, medical and pedagogical council. On the title page you can indicate the specialist or teachers who are responsible for the implementation of the individual program.
2. Explanatory note, which sets out information about the child: age, group, social environment, interests; parents' expectations; diagnosis; psychological and pedagogical characteristics of the child with a list of developed skills and abilities and those that are not adequately developed. Based on the data of independent psychological and pedagogical diagnostics, the goals and objectives of accompanying the child for a certain period of time are formulated. The explanatory note indicates the main general education programs on the basis of which the individual educational program has been developed, and also justifies the variation if there is a redistribution of the number of hours allocated to the study of certain sections and topics, a change in the sequence of study of topics, etc.
3. Individual curriculum . It is possible to vary the content of an individual program by strengthening individual topics and sections. Variation in the level of content of an individual educational program is carried out by rearranging the number of hours in the structural units of the program; changes in the sequence of studying individual sections of the program, some topics; increasing the volume of integrated classes within an individual program.
4. Contents of the program.
Includes three main components or blocks:
Educational component , which reveals the content of education for a certain year of study (intermediate planned results) with the inclusion of calendar and thematic planning, criteria for assessing achievements in educational areas, etc.The educational component is mandatory if an individual curriculum is included in the individual program .
Corrective component , within the framework of which the directions of correctional work with pupils, techniques, methods and forms are outlined. The correctional block includes sections of preschool education specialists: a speech therapist, a teacher-psychologist, a physical education instructor, a music director, an educator who has the opportunity to implement techniques and methods of correctional work with a student during direct educational activities and in free activity.
Educational component contains conditions for interactions between educators and specialists with a child with disabilities or a disabled child, as well as with parents in the process of psychological and pedagogical support
Conclusion and recommendations. This section formulates the rationale for making adjustments based on the results of the interim diagnostics and the conclusion on the implementation of the individual program as a whole when discussing this issue within the framework of the final psychological, medical and pedagogical consultation at the end of the school year. Recommendations are formulated with the aim of ensuring continuity in the process of individual support of a child with disabilities and a disabled child by specialists at the next stage of his education
In preparing this material, references were used to: