Julia Znamenshchikova
Individual educational route for a child with disabilities

General information about child

Elizabeth V.

Elizaveta has been attending a visually impaired boarding school since 2015. According to the conclusion of the ophthalmologist, the girl has a low degree of farsightedness in both eyes, paresis of the abductor muscles of both eyes, clouding of the lens; visual acuity in glasses OD - 0.7; OS - 0.7; according to the conclusion of an otolaryngologist, Lisa has grade II adenoids, hypertrophy of the palatine tonsils, the girl has a nasal twang, often suffers from colds, and does not hear well; when walking, Liza has a clubfoot and shuffles her feet, the girl's posture is disturbed. ZPR. Health group III.

Lisa is brought up in an incomplete family.

Lisa perceives and evaluates moving objects poorly, she has difficulty perceiving the shape, size of an object and space. In this regard, she experiences difficulties with orientation in space; the child has difficulty in dynamic perception, visual-spatial synthesis is also difficult, she does not have a clear vision of objects. Lisa often complains of headaches and discomfort in her eyes. The girl has poorly developed phonemic hearing, she breathes through her mouth, and when running and jumping, Lisa finds it difficult to breathe. not developed enough memory: auditory and visual.

Elizabeth is independent, diligent, friendly, sociable, but the children are not very willing to play with her. Liza is more sociable with adults, she easily makes contact with them, loves to share her thoughts and experiences. Liza likes to go in for physical education, but throwing, flexibility, and balance exercises are difficult for her, which is confirmed by the monitoring data. Indicators of physical development are low. The girl enjoys playing outdoor games, willingly and diligently engaged in individually. Liza is diligent and diligent, she can play on her own for a long time without disturbing others. She tries to hear and follow the instructions of adults, but she does not always manage to do it well and accurately. It is difficult for Lisa to show creativity, to bring something of her own, acting, most often exemplary.

Lisa has well-developed self-service skills, she quickly dresses and undresses, eats neatly. She is very upset by failures, cries, but at the same time does not require increased attention to herself. The child is kind, helpful, polite. Liza does not hear well, so instructions and requests must be repeated repeatedly. The school program is given to her with difficulty.

With Lisa regularly in individual the form is handled by specialists schools: psychologist, teacher - speech therapist, physical education instructor, nurse.

Based on the foregoing, it should be noted that it is necessary to create optimal conditions for the correction of secondary violations, taking into account primary violations and individual characteristics of this child.

Elizabeth K's individual educational route for a child with disabilities

For the period from September 2016. to May 2017

Date of completion:. 2016___

1. General data

FULL NAME. baby Elizabeth B.

Date of admission to the institution 2016

Family Information: from an incomplete family, mother and father are divorced. low-income family

Mother (FULL NAME, education Mother….

Father (FULL NAME, education, place of work, intelligence) Dad…

House. address:

Telephone:

educators (FULL NAME):

Specialists:

Teacher speech therapist:

Defectologist teacher:

Educational psychologist:

Musical director:

Physics instructor. education:

senior medical sister:

Health group III

Group of physical activities - exercise therapy

The mode of stay of the child in the preschool educational institution Full day five-day week.

Conclusion PMPK Needs to create conditions for obtaining education, correction of violations, development and social adaptation based on special pedagogical approaches.

Educational program: adapted basic educational program for children with visual impairment of preschool age. Development individual educational route.

Conclusion honey. commissions:

Ophthalmologist:

Otolaryngologist:

Orthopedic surgeon:

Neurologist: - farsightedness of a weak degree of both eyes, paresis of the abductor muscles of both eyes, clouding of the lens; visual acuity in glasses OD - 0.7; OS - 0.7;

Adenoids of the II degree, hypertrophy of the palatine tonsils, the girl is nasal, often suffers from colds, does not hear well

Compliance with the regime of visual loads

Implementation of measures to relieve general and visual fatigue

- Landing in class: I row 1 desk in the center (closer to the material being shown)

Conduct propaedeutics of the main types of movements

Use exercises from a horizontal position

Contraindications: - It is unacceptable to work in a room with low light

Can't work too close

Forced working posture is unacceptable, requiring a long stay in a bent position with the head tilted down

Sharp turns / tilts of the head, torso are contraindicated

Lifting weights, shaking the body

Speed ​​run, competitive run, acceleration

Long jump, high jump, landing on the whole foot

Back - bridge

Prolonged leg raises while lying down

Forward/backward rolls - Birch stance

Goals for the current period (academic year) Inclusion child-disabled into a functioning peer group, to prepare for successful schooling

Target: The versatile development of children, taking into account their age and individual characteristics in educational areas: socio-communicative development, cognitive development, speech development, artistic and aesthetic development and physical development.

TASKS:

Social and communicative development

Assimilation of moral and moral norms and values ​​accepted in society;

Development of communication and interaction child with adults and peers;

The formation of independence, purposefulness and self-regulation of one's own actions;

Development of social and emotional intelligence, emotional responsiveness;

Formation of a respectful attitude and a sense of belonging to one's family and to the community of children and adults in kindergarten;

Formation of positive attitudes towards various types of work and creativity;

Formation of subject-practical actions;

Formation of the foundations of safe behavior in everyday life, society, nature.

cognitive development

Development of children's interests, curiosity and cognitive motivation;

Formation of methods of sensory cognition with the help of vision and safe analyzers;

Development imagination and creative activity;

Formation of primary ideas about oneself, other people, objects of the surrounding world, about the properties and relations of objects of the surrounding world, about the small Motherland and Fatherland, about the socio-cultural values ​​of our people, about domestic traditions and holidays, about planet Earth as a common home of people, about its features nature, diversity countries and peoples of the world.

Speech development

Mastering speech as a means of communication and culture;

Enrichment of the active dictionary;

Development of coherent, grammatically correct dialogic and monologue speech;

Development of speech creativity;

Development of sound and intonation culture of speech, phonemic hearing;

Acquaintance with book culture, children's literature, listening to various genres of children's literature;

Formation of sound analytic-synthetic activity as a prerequisite for teaching literacy.

Artistic and aesthetic development

Development of the prerequisites for a holistic semantic perception and understanding of works of art and the natural world;

Formation of real images objects of the surrounding world and mastery of sensory standards;

The formation of an aesthetic attitude to the world around;

Formation of elementary ideas about the types of art;

Perception of music, fiction, folklore;

Stimulation of empathy for the characters of works of art;

Realization of independent creative activity of children.

Physical development

Gaining experience in motor activities, including those related to the implementation of exercises aimed at developing coordination, flexibility, balance, gross and fine motor skills of both hands, contributing to the correct formation of the musculoskeletal system of the body;

Formation of initial ideas about some sports;

Formation of the need for motor activity and physical improvement, as well as overcoming the shortcomings that arise against the background of visual pathology (stiffness, fear of space);

Mastering outdoor games with rules;

Formation of purposefulness and self-regulation in the motor sphere;

The formation of healthy values lifestyle mastering its elementary norms and rules.

Methods:

Visibility, taking into account ophthalmological requirements for the design of didactic material

Verbal

Practical

Game

Forms of work:

Morning exercises;

Individual and subgroup work;

Sports holidays, entertainment.

Independent activity child.

These goals and objectives are implemented in diverse types of children's activities: game, communicative, labor, cognitive-research, productive, musical, motor and reading.

A specially designed step-by-step program to achieve specific goals for a child with disabilities. It is created on a personal basis, taking into account all the characteristics of a particular person.

Why does a child need a route and how is it made up?

Young children with mental or physical developmental disabilities need additional help, especially with regard to socialization and education. They can get the status of HIA before they even enter kindergarten. As soon as doctors can assess the intellectual level and physical development, they will determine the presence of abnormalities.

Sometimes the diagnosis is already made at birth, but some diseases can be seen only after the baby is old enough to see the discrepancy between its development and age. For example, autism or oligophrenia. As soon as a deviation from the norm is determined, if it falls under the HIA categories, a special commission will propose to issue this status. It is used to a greater extent precisely to determine the methods and education system.

An individual route takes into account absolutely all the features of the child:

• disease;
• state of the art;
• the influence of environmental factors;
• mental condition;
• possible targets;
• desire for learning;
• the influence of the family on the development of the child;
• contact and sociality;
• the presence of genetic diseases.

Absolutely every person from the environment of the child, as well as the situation, family relations, all this affects the psyche and perception of the world around. Therefore, when drawing up a program, teachers set goals and try to achieve them with the child. It describes each step in as much detail as possible within a certain period. At the same time, these are not only educational tasks, to increase the intellectual level, attention is paid to the ability to communicate, make friends, build relationships.

What are the main goals of creating IOM?

The main goal of design is the selection of a personal development system. Main tasks:

• development of a personal development program;
• creation of a curriculum in accordance with health problems;
• preparing the student for introduction into the social environment.

No one forces parents to switch to an individual route. The more differentiated the program is, taking into account absolutely all the features of development and environment, the more likely it is that in the future he will be able to become a full member of society. Loss of dependence on the family and parents is another of the tasks pursued by the state, trying to help families raising children with special needs.

Who is the individual educational route for?

Drawing up an individual development route begins with a study of the medical history and the decision of the parents that their child will study according to an individual program. After the consent is received, the commission will discuss all the features of the program and draw it up properly. IEM is used for the most effective education of the child. It is created together with a psychologist, an attending physician and parents. This is an action plan designed to complement the Individual Education Plan.

There is one feature: an individual educational route and an individual educational program are not legally approved documents, unlike an individual curriculum. By law, they are only advisory in nature, but recently programs have been actively developed in order to maximize the individualization of the learning process. So the student will better perceive the world around him and educational information. In the first years of life, the route is drawn up in order to have a well-defined plan of action.

Stages of developing an individual educational development route

In order to make a route, the teacher, psychologist and doctor working with the child:

• determine the level of mental development;
• the impact of the disease on educational gap;
• goals and methods of achieving them are calculated;
• the time to achieve them is determined;
• plan development;
• determination of the way to evaluate the results achieved.

Such careful work is carried out in order not to harm the fragile psyche. Since often with serious errors it will not be possible to repeat the attempt.

The main components of an individual educational route

An individual route plan is based on a standard document consisting of several sections:

Components IOM

Chapter	What is indicated in the section
title page	the name of the educational institution, the full name of the child, parents, diagnosis, etc.
explanatory note	anamnesis, additional information and reasons for which the instruction is being developed
characteristic	description of the level of development and psychological state of the child
social information	relationships with others, contact and independence
medical data	doctors' diagnosis and prognosis
information section	complete plan of action for the near future.

The routes are aimed at individualizing work with each child so that they can be taught in a regular school. It takes into account not only mental and physical abilities, but even the number of children in the family, relationships with parents and other factors that can affect the mental state.

The structure of an individual educational development route

Designing an individual educational route. The task of a special commission, which includes doctors, psychologists and teachers. They develop an individual plan. Its structure will differ depending on several factors:

• diagnosis;
• state of the art;
• age;
• goals.

A preschooler's route can usually have two main goals - getting into the kindergarten group or preparing for inclusive education in a comprehensive school. To do this, a set of measures is being developed to improve mental, communication and social skills.

After compiling the route and approving it with the leadership of the kindergarten or school, a special service provided for in the management team of the educational institution is involved in accompanying its implementation.

To a greater extent, the route concerns the educator or teacher and parents. So, as soon as their joint work will help to achieve results. It affects the class schedule, the difficulty of assignments, and even walking or visiting public places. Moreover, it indicates the level of workload at school, the possible complexity and tasks with which the child must definitely cope. When changing an educational institution, the document remains valid, as well as when replacing a teacher.

Karabaeva Gulnara Ismagulovna

Deputy Director for UVR

boarding school them. Krupskaya

The East Kazakhstan region,

Ust-Kamenogorsk city

Mini case

"Individual educational route for children with disabilities"

Individual educational route - this is a movement in the educational space created for the child and his family in the implementation of educational and psychological and pedagogical support in order to realize individual developmental characteristics.

To solve this problem in the current education system, it is planned to draw up individual educational routes for children with disabilities.

The choice of one or another individual educational route is determined by a complex of factors:

the age of the child;

state of health;

the level of readiness for mastering the educational program;

the characteristics, interests and needs of the child and his family in achieving the necessary educational result;

professionalism of specialists of educational institutions.

In practice, the process of education and upbringing is mainly focused on the average level of development of the child, so not every pupil can fully realize their potential. This sets the task for educators, speech therapists, psychologists of a school educational institution to create optimal conditions for realizing the potential of each pupil. One of the solutions in this situation is the compilation and implementation of an individual educational route (hereinafter - IEM).

An individual educational route is a personal way of realizing the personal potential of a child (pupil) in education and training.

The main goal of compiling an individual educational route (IEM):

This is the creation in the school of conditions conducive to the positive socialization of schoolchildren, their social and personal development.

Tasks for the social and personal development of the child:

Create a favorable subject-developing environment for the social development of the child;

To organize a unified system of work of the administration, teaching staff, medical staff of the school and parents for the social and personal development of the child;

Improve the style of communication between the teacher and the child: adhere to a psychologically correct style of communication, achieve respect and trust of the pupil;

Create conditions for the development of a positive attitude of the child towards himself, other people, the world around him, the communicative and social competence of children;

To form a child's self-esteem, awareness of their rights and freedoms (the right to have their own opinion, choose friends, activities, have personal belongings, use personal time at their own discretion)

The individual educational route is determined by:

government order;

the needs and wishes of parents;

individual functional capabilities and the level of development of pupils;

opportunities of the educational institution;

Individual educational routes are developed:

For children who do not master the basic general educational program of school education;

For children with disabilities, children with disabilities.

For children with high intellectual development.

The individual educational route includes the main directions:

development of general and fine motor skills;

development of cultural and hygienic and communicative and social skills;

the formation of the child's activities (manipulative, sensory-perceptual, subject-practical, playful, productive) which include modeling, applications, drawing) and other types of productive activities.

speech development (formation of the sensory basis of speech, sensorimotor mechanism, speech functions);

formation of ideas about the environment (objective world and social relations);

formation of ideas about space, time

Methods used in the work:

Conversations, games, classes, reading fiction, sketches aimed at getting to know various emotions and feelings, with "magic" means of understanding;

Games, exercises and trainings that contribute to the development of emotional, personal and behavioral spheres (development of communication skills and improvement of relationships with others, removal of fears and increase of self-confidence, reduction of aggression and weakening of negative emotions)

Classes, games and exercises for the development of mental processes (memory, attention, perception, thinking, imagination);

Art therapy techniques (puppet therapy, isotherapy, fairy tale therapy);

Relaxation psycho-gymnastic exercises (relaxation of the muscles of the face, neck, torso, arms, legs, etc.)

When developing an individual route we rely on the followingprinciples :

The principle of reliance on the learning of the child,

The principle of correlating the level of actual development and the zone of proximal development.

The principle of respecting the interests of the child.

The principle of close interaction and coherence of the work of a "team" of specialists in the course of studying the level of development of the child (phenomena, situations);

The principle of continuity, when the child is guaranteed continuous support at all stages of assistance in solving the problem.

The principle of rejection of the average rationing. The implementation of this principle involves the avoidance of a direct evaluation approach in the diagnostic examination of the level of development of the child.

The principle of reliance on children's subculture.

Based on the analysis of the studied literature, several stages of designing an individual educational route were identified

1. Stage of observation.

2. Diagnostic stage.

3. Construction stage.

4. Implementation phase

5. Stage of final diagnostics.

Let's take a closer look at each step.

The first stage of observation.

1. Purpose of the stage : to identify a group of schoolchildren experiencing difficulties: personal, regulatory, cognitive, communicative, psychomotor or complex. Based on the results of the observation, the table "Identification of groups of schoolchildren by difficulties" is filled in

2.Diagnostic stage. At this stage, a number of diagnostics are carried out together with a teacher psychologist. The purpose of this stage is to identify the causes of the child's difficulties. Based on the results of the observation, the table "Identified difficulties of schoolchildren and their causes" is filled in

FI - Identified difficulties - causes - Result (at the end of support)

3. Construction phase . The purpose of the stage: building individual educational routes for preschoolers, based on the identified difficulties and the established causes of these difficulties.

4. The stage of implementation of individual educational routes in the process of life of schoolchildren .

An individual educational route can be implemented in all types of activities, at any time, it all depends on the desire of the child, on his choice, self-determination.!

On the Stage 5 is the final diagnostics.

The purpose of the stage: to identify the results of the route action (difficulty is preserved or not preserved.

Expected result:

development of social competence;

development of communication skills;

correction of anxiety, self-esteem (approaching adequate);

developing a sense of self-worth;

correction of the child's social and personal problems.

Thus, by building individual educational trajectories for the development of children, we provide our students with equal opportunities when studying at school.

Publication date: 05/19/17

Report of the instructor in physical culture N.V. Vereshchagina

"An approximate individual educational route for the development of a child with disabilities in the NGO "Physical Development""

Dear colleagues, I would like to present you an exemplary Individual Educational Route (IEM) for the development of a child with disabilities in the NGO "Physical Development".

Considering that the main general educational program of a preschool organization (BEP DO) is focused on the average pupil, it is possible that the weaker ones may not learn it well enough, and the most capable of losing motivation to learn, the Federal State Standard for Preschool Education (FGOS DO) determines the planning of individual educational route (IOM) of a preschooler as a new approach to preschool education.

IOM is being developed:

- for children who have not mastered the basic educational program of preschool education

– for children with disabilities

– for children with a high level of physical development

Compiling an IEM implies the effective use of all pedagogical resources to achieve maximum results in the upbringing and development of a preschooler.

Target development and implementation of an educational route in the curriculum is the formation of factors in kindergarten that will be aimed at positive socialization and social and personal development of children with disabilities.

The procedure for developing an individual route of the NGO "Physical Development"

After monitoring the quality of mastering the BEP DO, the results are discussed at the pedagogical council. The Pedagogical Council recommends that children who have shown a low (high) result in mastering the OOP DO in the educational field "Physical Development" recommends considering the psychological, medical and pedagogical commission, which forms a list of children who need an individual educational trajectory.

In terms of physical development, the instructor, together with medical workers, educators, other specialists of the preschool educational institution, parents (legal representatives), develop an IOM (content component), then the developed method of its implementation is fixed in the calendar plan (technology for organizing the educational process).

IOM structure

The structure of the educational route should include such components as:

- target, which involves setting specific goals that meet new standards;

- technological, causing the use of certain pedagogical technologies, methods and techniques;

- diagnostic, defining a set of diagnostic tools;

- organizational - pedagogical, determining the conditions and ways to achieve the goals;

- productive, containing the final results of the child's development at the time of transition to schooling.

- Introduction, which explains the reason for compiling the individual educational route of the child, general information about the child at the time of the development of the IEM, the purpose, tasks, number of IEM sessions, the form of the IEM.

- Diagnostic data per child. Diagnostics of the child's development is the basis for building IEM. Along with diagnostics, in the process of implementing IEM, monitoring is carried out in work with preschoolers - this is control with periodic monitoring of the level of development of the child with mandatory feedback. Monitoring allows not only to register the state of development of the child at the moment, but also provides materials for comparison, analysis and correction of violations and deviations in development. The purpose of pedagogical monitoring is to summarize and analyze information about the state of general development for the purpose of assessing, planning a correctional and developmental process (development of IEM) and predicting the final result.

- Wellness route child includes an individual motor regimen, tempering procedures, physical activity and therapeutic and preventive measures for the child.

- Child Employment Grid, which indicates the sequence of introducing the child into activities common with all children;

- A dynamic watchlist is maintained, where all changes are made. The purpose of such observation is the correction of the components of the educational process, the choice of optimal forms of its organization. Having an idea of ​​the desired result in the form of specific performance criteria, depending on the results of the interim examination, it is possible to make timely changes to the IEM for better implementation of the educational process and its effectiveness for a child with disabilities.

- Ways to assess the success of the pupil - it is recommended to assess the success of the route development every three months or at the end of any educational block or stage.

Effective implementation of IEM will ensure positive dynamics in the personal development of the child. Undoubtedly, such work will require professional competence and interest in the process and result of their work from the teacher.

Form for registration of the IEM for a preschooler of the NGO "Physical Development"

Individual educational route

Name of the child ________________________________________________________________________________________________

Date of Birth_____________________________________________________________________________________________

IEM start date _________________________________________________________________________________

Reason for registration: _________________________________________________________________________________

___________________________________________________________________________________________________________

Age at the beginning of correctional and developmental work: ___________________________________________________________

Purpose (IOM): opening new perspectives in the assimilation of the OPP preschool educational institution in the educational field "Physical development"

Objectives: to identify the special educational needs of the child; provide individual pedagogical assistance to the child; to assist in adaptation to the team of children; to promote the child's assimilation of the educational program of preschool education; to develop in the child an awareness of their capabilities; ensure positive changes in the physical development of the child, stimulate the disclosure of individual capabilities; provide methodological assistance to parents of children with / disabilities / /gifted children in the field of "Physical development"/; involvement of parents in the educational process

Number of lessons per week:_________________________________________________________________________________

Form of conduct: organized educational activities, individual lessons, game activities, joint activities of preschool teachers, parents, children; independent motor activity, conversations, presentations, maintaining a health portfolio

___________________________________________________________________________________________________________

Expected Result:________________________________________________________________________________________ ____________________________________________________________________________________________________________

____________________________________________________________________________________________________________

Form of work with parents: consultations, workshop, interview, exchange of experience._________________________________

___________________________________________________________________________________________________________

Diagnosis of child development

The purpose of pedagogical monitoring is to summarize and analyze information about the state of general and physical development for the purpose of assessing, planning a correctional and developmental process (development of IEM) and predicting the final result.

Physical development

Assessment of psycho-physical qualities: speed of movement, strength, endurance, agility, flexibility

_________________________________________________________________________________________________________________________

Somatic development

Speech development

_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Features of the development of cognitive processes

Memory___________________________________________________________________________________________________________________

___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Attention_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

_________________________________________________________________________________________________________________________

Perception_______________________________________________________________________________________________________________

___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Thinking_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Appendix 2

Calendar planning of an individual route

		Topic of the lesson, number of hours	Instructor activities (technologies, forms and methods used)	The activities of the educator	Opportunity to work with other professionals	Areas of work with parents

An approximate individual route for the development of a child with disabilities educational area "Physical development"

Name of the child _________________________

Date of Birth ________________________

IOM start date _____________________

Age at the beginning of IOM ________________

Disease: Astigmatism II Macrosomatic

Astigmatism is a visual defect associated with a violation of the shape of the lens, cornea or eye, as a result of which a person loses the ability to see clearly.

Macrosomatic (somatic type, referring to a large physique) is a type of body constitution that is distinguished by a wide bone structure and large reserves of subcutaneous fat.

Level of development: does not correspond to age

Problem: Low physical activity, reluctantly takes part in p / and - there is no dynamics.

Development of physical qualities	Mastering ATS	Individual work of the instructor, educators	Family work
A noticeable lag in the OFC indicators - Agility, speed, endurance. Does not know how to change directions of movement on a signal, lacks endurance, gets tired quickly, uncoordinated movements of arms and legs while walking and running	Slowness in the process of mastering and performing ATS (lagging behind the general pace of performing exercises, a separate demonstration of exercises and movements is necessary), impaired general motor skills, and balance functions. Put the dynamics traced in long jumps (jerk, landing), catches the ball without pressing it to the chest. Makes mistakes in the basic elements of physical exercise - gym climbing. wall (fears), advancing jump	Consolidation of the ability to walk and run, coordinating the movements of arms and legs, jump, moving forward pushing off with both legs at the same time, landing softly on half-bent legs. Develop dexterity change direction on a signal, climb the gym. stairs in a convenient way). The development of the eye - the ability to throw the bag in the horizon. goal. Create motivation for involvement in a mobile game, game exercises.	Don't skip classes. Stimulation of the child's motor activity with joint outdoor games, long walks in the park or forest; purchase of sports equipment for the child (ball, rope). Involve in joint activities, entertainment.

Municipal budgetary special (correctional) educational institution for students, pupils with disabilities "Special (correctional) general education schoolVIII kind"

Individual educational route of the pupil

Full name of the child …………………..

Date of Birth……………….. . Class 6 Program VIII kind

Organization of correctional and developmental work carried out earlier: has been studying at this school since the second half of the 5th grade (second year).

Features of physical development has the status of "disabled child" until July 2020, is registered with an ophthalmologist "D" (squint), has a preparatory health group for physical education.

Features of mental development

Cognitive sphere: does not master the program material in mathematics and labor training. Geometric material does not assimilate. Experiencing difficulties in learning new exercises, poorly oriented in space. The girl learns the subjects of the humanitarian cycle better: she reads correctly, consciously, in whole words. He is good at memorizing poetry. Self-control is low. Working capacity and fatigue is average.

Emotional-volitional sphere: not conflict, listens to the opinion of the teacher, not whiny, can laugh at the minimum and without a reason. Cannot prepare himself for the lesson. Follows instructions and instructions for action from the teacher.

Behavioral sphere: Very low social orientation. The girl forgets where and what of the things she has.She cannot independently monitor her appearance, put her hair in order, and observe the girl's personal hygiene. The girl has an obsessive nose-to-mouth habit, and the girl is not shy about it. Actively participates in competitions.

Initiator of an individual educational route:

Administration of an educational institution (justification - IPR).

Purpose, tasks: social adaptation of a child with disabilities in society.

* Formation of ZUN in subjects, taking into account the capabilities of the child;

* correction of HMF: development of visual-figurative thinking and speech, formation of visual and auditory perception, training of memory processes.

* Adjustment of the VET program - psychological correction of motivation to work.

Timing 2014 -2015 academic year.

Forms of interaction with parents:

Individual conversations and consultations:On the need for training in an individual program in mathematics and VET; on the need to form social and everyday skills in the family and on the specifics of raising a disabled child.

Open classes;

Joint activities of parents and child:Doing homework. Consolidation of the acquired knowledge in the lessons of SBO at home.

Laboratory work with parents;

Thematic parent meetings:"To Parents on Punishing Children"

Trainings;

Other ___________________________________________________________

Forms of work of a parent with a child

№ p/p	Content	Timing
	Orientation in the yard	2014-2015 academic year
	Formation of hygiene skills	2014-2015 academic year
	Developing the ability to occupy oneself in the absence of adults at home	2014-2015 academic year
	Ability to shop in the store	2014-2015 academic year

Circle of specialists

Specialist	Content	Deadline / result
Teacher - psychologist
Teacher speech therapist	Classes for the correction of violations writing and reading by: Development of phonemic processes; Development of language analysis and synthesis skills; Clarifications and expansions of the lexical dictionary; Development of the grammatical structure of speech; Development of coherent speech, communication skills; Development of motor functions.	2014-2015 academic year Since September 2014 years to May 2015 group classes 2 times in Week: Wednesday Friday. 26.12.2014 - dynamics positive. 27.04.2015 - dynamics positive.
teacher-defectologist	Individualized remedial training development of the WPF. Correction of cognitive activity.	2014-2015 academic year The individual form of work gave positive results. Filling gaps in ZUN - in mathematics has a positive result. I learned how to solve problems for movement, mastered tabular multiplication and division.
VET teacher ("sewing business")	Development of orientation and planning activities; Development of fine motor skills, coordination of movements; Formation of emotional-volitional qualities and positive motivation to work. Ability to transfer working methods to new working conditions.	2014-2015 academic year I coped with the program material for the 5th grade, the debt for the 5th grade was liquidated for the grade "satisfactory". Completed independent and practical work on "3". A small positive trend in all indicators and criteria for correctional and developmental activities. Orientation and planning activity at the middle level; Fine motor skills and coordination of movements at an average level; Ability to transfer working methods to new working conditions at a low level
Mathematic teacher	Development of learning skills; - the formation of elementary mathematical concepts, reading skills, taking into account the psychophysiological characteristics of the student; - clarification and enrichmentideas about oneself and the world around; - development of space-time representations;- increasing the level of general and speech development;- formation of moral qualities; - protective mode of life.	Positive dynamics. With control works for the 5th grade I coped with "4" and "3". With control work for the 6th grade I coped with "3".
additional teacher education	Basic PC skills. ("Smiley"); Knowledge of the necessary traffic rules "Road alphabet" Development of fine motor skills of hands ("Creativity")	2014-2015 academic year Positive dynamics when using a PC The results of testing according to traffic rules: "average level". Positive dynamics
Social teacher	Formation of a culture of behavior in society	Positive dynamics

Evaluation of results: "sewing business": slight positive trend.

For parents: a tolerant attitude towards the child and the creation of a positive psychological microclimate in the family.

For teachers ________________________________________________________________

For narrow specialists: a speech therapist teacher - to continue work on correcting writing and reading disorders.

Deputy director. for UVR:

VET teacher:

Mathematic teacher:

Teacher-defectologist:

Teacher speech therapist: