Features of communication of preschoolers with special educational needs. Report “Children with special needs: problems, pedagogical solutions”

(with disabled children)

in co-educational groups in preschool educational institutions

Today, one of the pressing problems is the implementation of an inclusive approach in the upbringing and education of children with disabilities (hereinafter referred to as HHI), as well as children with special educational needs (children with disabilities) in a preschool educational institution.

Inclusive education – the process of creating an optimal educational space, focused on finding new ways to meet the educational needs of each participant in the process.

Currently, the so-called spontaneous inclusion of children with developmental disabilities among healthy peers often occurs. Children with special educational needs stay in general education institutions regardless of mental and speech development, the structure of the defect, or psychophysical capabilities. This is due to the lack of correctional preschool educational institutions, and to the reluctance of parents to raise their children in a compensatory type of institution, and to a number of other socio-economic and psychological-pedagogical reasons.

Finding children with special educational needs in the same room and at the same time with normally developing peers helps to reduce the distance between these categories of preschoolers. However, the ability to be included in a regular group of children characterizes not only the capabilities of children with disabilities, but also the quality of work of a preschool institution and the presence of adequate conditions for the development of pupils with special educational needs. Therefore, for full functional and social inclusion, a special organization of substantive interaction, interpersonal contacts and communication, equal partnership, and the removal of social distance is necessary.

At the moment, there are 2 disabled children in our group, the status of a child with disabilities (disabled child) was assigned to the children based on the conclusion of the Kurgan Regional Medical Center and on the basis of a certificate from the Bureau of Medical and Social Expertise - this is a child with a musculoskeletal disorder and a child with visual impairment.

For the successful development of children with various educational needs, the following special conditions are created at the stage of preschool childhood for these children:

1. Creation of psychological and pedagogical support.

In the preschool institution, a psychological-medical-pedagogical council operates, the purpose of which isis to provide diagnostic and correctional, psychological, medical and pedagogical support for pupils with developmental disabilities, disabilities, special needs, based on the real capabilities of the educational institution and in accordance with special educational needs, age and individual characteristics, somatic and neurological conditions mental health of pupils.The organization of comprehensive correctional and pedagogical support for children with special educational needs requires the participation of each specialist, namely the head, deputy head, speech therapist, educators, educational psychologist, music director, physical education instructor, and nurse.

During the stay of children with special educational needs in a preschool educational institution, we:

we include them in all classes, regardless of the defect, in the future we will develop an individual correctional and developmental program for each of them;

We create for pupils an atmosphere of goodwill, psychological safety, non-judgmental acceptance of the child, understanding of his situation;

We correctly and humanely assess the dynamics of children’s progress;

when assessing the dynamics of the progress of children with special educational needs, we do not compare them with other children, but carry out an analysis with the previous level of development;

We build a pedagogical forecast on the basis of pedagogical optimism, striving to find in each child preserved psychomotor functions, positive aspects of his personality and development, which can be relied upon during pedagogical work.

We follow the basic principles of a methodological approach to the upbringing and teaching of children with special educational needs:

we create special conditions to ensure the motivational side of the activity;

We carry out a communicative orientation of training;

individualize learning;

We comprehensively develop productive activities in children: modeling, drawing, manual labor, appliqué, etc.;

We create conditions for the active participation of parents (legal representatives) in the upbringing and education of children.

2. Creation of legal and regulatory and software and methodological support.

Adapted educational programs for preschool education are being developed for disabled children, taking into account the individual characteristics of the pupils: age, structure of the impairment, level of psychophysical development.

At the beginning of each school year, a comprehensive examination of students’ data is carried out by specialists and educators. In accordance with medical diagnoses, develop individual development routes for each child and determine the educational load.

As for our pupils with special educational needs, according to the recommendations of the Central Medical and Psychological Commission, a speech therapist works with a child with a musculoskeletal disorder.

3. Creation of a subject-spatial development environment.

For the success of inclusive education, it is necessary to create a subject-developmental environment adequate to the child’s capabilities, that is, a system of conditions that ensure the full development of all types of children’s activities, correction of deviations of higher mental functions and the development of the child’s personality (cultural landscapes, physical education, play and health facilities, subject-play , children's library, game library, musical and theatrical environment, etc. (E.A. Ekzhanova, E.A. Strebeleva).

One of the important conditions for organizing the process of raising and teaching children with special educational needs in a general developmental kindergarten is to equip it with special equipment.

We pay great attention to the development of visual-motor orientation in space, which helps to consolidate and develop a child with visual impairments’ ideas about the world around him and accumulate life experience.

The object-spatial environment for a given child must be saturated with various sensory stimuli, conditions for his motor activity must be created: a center for sensory development, catchy, sounding toys made from different materials, boards with different tactile surfaces.

We create special visibility:

demonstration material of at least 20 cm in size, handout material from 3 to 5 cm;

We pay special attention to the logical sequence of tasks; these are didactic games on the topics being studied, crosswords, puzzles, logical chains, algorithms;

We select the material for the tasks according to size (the tomato should not be larger than the cabbage, the car should not be larger than the house);

We try to frame subject and plot pictures;

there are stands that allow you to view the object in a vertical position;

We enroll a child in educational activities taking into account the recommendation of an ophthalmologist;

We observe a dosed regime of visual stress and a special lighting regime;

mandatory visual gymnastics with high visual load during frontal exercises (trainer diagrams for visual gymnastics);

individual lighting of the child’s workplace in the afternoon (table lamps in art activity centers, book corners, etc.)

When interacting with a child with a musculoskeletal disorder we take into account its psychological characteristics: low pace and insufficient productivity of activity; insufficient criticality, adequacy, including in behavior; difficulty understanding long, fast, complex instructions, the need to repeat them; difficulties in transferring methods of action; obvious uneven development of components of cognitive activity; need for a large amount of adult assistance during learning.

In the group for this child the following conditions are created:

free, slightly indented space;

miniflannelograph with a selection of cards, models by topic;

various lacings;

Montessori framework;

small items for counting, laying out patterns, sorting;

dry pools, exercise equipment, motor toys, collapsible toys;

the workplace should have comfortable lighting, a minimum number of objects in the child’s field of vision, special devices for securing objects on the table surface, etc. It is preferable to zoning the group space into zones for play, for relaxation, activities, and other things, with a fixed location in each zone of certain objects and objects.

4. Interaction between kindergarten and family is a necessary condition for the full development of children with special educational needs. It is important to maintain unity and consistency of all requirements for the child in the family and kindergarten.

We try to help parents understand the essence of the child’s deviations. We maintain continuous communication with parents through consultations, workshops, parent meetings, individual notebooks for recommendations and other forms of work. Parents receive information about what knowledge, skills and abilities need to be consolidated in their child, and become acquainted with various gaming techniques that are aimed at his comprehensive development.

In conclusion, I would like to note that L.S. Vygotsky wrote: “It is extremely important from a psychological point of view not to confine such children into special groups, but to practice their communication with other children as widely as possible.” A prerequisite is not a focus on the characteristics of the child’s existing disorder, but compensation for the development of a secondary defect.

Child with special educational needs? This is a child who needs changes in the developmental environment around him (toys, teaching aids, premises, teaching and educational methods) in order to support his development. ? The need for changes is determined by the capabilities, health status, language and/or cultural limitations, and personality traits of a child with special needs. A child with communication disorders? Does not acquire diverse and flexible ways of adapting to the world and interacting with the people around him. ? The world becomes frightening and dangerous for him. ? As a result, he withdraws from contact with the environment and people. ? Due to a special mental organization, the child looks for behavioral patterns that are accessible to him. Communication? The most important factor in the formation of personality, one of the main types of human activity, aimed at knowing and evaluating oneself through interaction with other people. ? As L.S. believed Vygotsky, the development of the human psyche occurs only in joint activity and communication. How can you help your child solve this problem? ? First of all, it is necessary to understand what is the main reason for difficulties in communicating with peers, which prevents the child from communicating. ? Depending on this reason, psychological and pedagogical assistance to the child is built. What are the main groups of communication difficulties? The child does not know how to communicate; play and interaction skills are at a low level. ? The child does not want to communicate for the reason that with any communication and interaction it is necessary to control himself, which is given to him with great difficulty. ? Reluctance to communicate with peers due to the child’s individual characteristics (to a greater extent, the child is characterized by internal experiences: the child does not share his problems). ? Difficulties in communicating with peers may be associated in a child with the predominance of selfish motives in behavior. Working with a child with communication problems? The first task is to change the image of an adult in the eyes of a child, to remove the negative attitude toward an adult as a person who “always gets in the way and demands something.” ? We must behave in such a way that the child wants to come to us again. ? When organizing and establishing contact, in no case should you begin interaction with the child with those types of activities towards which he has formed a negative attitude. ? When contact with him is established, when he begins to trust us, we very carefully, unobtrusively introduce him into a learning situation, choosing the most interesting activities for him. Making contact? You need to be very sensitive and attentive to see how comfortable and calm the child feels. ? When interacting with a child during training sessions, one should take into account the pace and rhythm of activity characteristic of the particular child. ? When establishing contact, we try not to be an active party, not to disrupt the natural course of events for the child. Working with a child (from work experience% ? Goal: finding an approach to the child. ? Objectives: study the child’s characteristics; ? Organize special conditions for learning; ? Establish contact for communication. First attempts to interact with the child. ? Conversation with the child. ? Influence on the child through a loved one (mother). ? Result: the child is silent. ? Observation of the child: ? The child does not like being touched by his name. , as he put it. ? Doesn't communicate with anyone, doesn't talk, doesn't let people close to him. Conversation with the previous teacher. Conversation with the teacher of the preschool group. ? Result: the child is attached to the mother and communicates mainly only with her, when his usual conditions change, he is silent. Creating conditions for the child to sit at a separate desk. others. ? Conversation with classmates. ? Selection of teaching methods and techniques. Methods and techniques of training? Goal: So that the child is not afraid to make physical contact and gets used to new people. ? Game: didactic games “Show on the doll”, “Come and show”, “What’s in the bag?” ? Finger games. ? Working with pictures: “Find the same one on the table”, “Find a pair” “Loto”, etc.? Goal: to interest the child and there is no forced contact. ? Using computer technology in lessons: presentations, viewing fragments of cartoons, paintings, drawings. Control of acquired knowledge through written assignments? Cards with letters or text, numbers. ? Game “Catch the letter”, “Number catcher” Working on establishing contact? Creating sudden situations: ? Randomly sitting next to him at his desk. ? Sudden random requests for something from school supplies or to serve something. ? Creating situations that are natural for him, when he does not sit in tension through games, interesting stories and fairy tales, watching fragments of cartoons. ? The child spoke six months later. ? (The child was found to have a speech disorder, which also affected communication. The child cannot pronounce the word, replaces sounds, rearranges sounds, vocabulary is poor, answers in monosyllables.) ? Started playing with other children. ? If you ask nicely, he gives school supplies to other children. ? But he still doesn’t like to be the center of attention.

The group of preschoolers with disabilities is heterogeneous. This is determined, first of all, by the fact that it includes children with various developmental disorders: impairments of hearing, vision, speech, musculoskeletal system, intelligence, with severe disorders of the emotional-volitional sphere, with delayed and complex developmental disorders.

If children with disabilities enter a preschool educational institution, the examination is carried out by specialists (educator-psychologist, teacher-speech therapist, and the teacher gets acquainted with the data obtained).

The child's study plan includes activities such as:

• - conversation with parents;
• - study of the child’s medical record;
• - examination of physical development;
• - examination of mental development: characteristics of children's activities, cognitive mental processes, speech.

The model of professional relationship between all kindergarten specialists (teacher-psychologist, speech therapist, teacher, music director, physical education instructor) in working with a child with special needs is as follows:

Teacher-psychologist:

• - organizes interaction between teachers;
• - develops correctional programs for the individual development of the child;
• - carries out psychoprophylactic work with children;
• - organizes special correctional work with children at risk;
• - increases the level of psychological competence of kindergarten teachers;
• - conducts consultative work with parents.

Teacher speech therapist:

• - diagnoses the level of impressive and expressive speech;
• - draws up an individual development plan;
• - conducts individual classes (establishment of correct speech breathing, correction of sounds, their automation, differentiation and introduction to independent speech, subgroup classes (formation of phonemic processes);
• - advises teaching staff and parents on the use of speech therapy methods and technologies for correctional and developmental work;

Musical director:

• - carries out musical and aesthetic education of children;
• - takes into account the psychological, speech and physical development of children when selecting material for classes;
• - uses elements of music therapy in classes.

Physical education instructor:

• - promotes children's health;
• - improves the psychomotor abilities of preschool children.

Educator:

• - conducts classes on productive activities (drawing, modeling, design) in subgroups and individually. Organizes joint and independent activities of children;
• - fosters cultural and hygienic skills, develops fine and gross motor skills;
• - organizes individual work with children according to assignments and taking into account the recommendations of specialists (teacher - psychologist, teacher - speech therapist);
• - applies health-saving technologies, creates a favorable microclimate in the group;
• - advises parents on the formation of cultural and hygienic skills, on the individual characteristics of the child, on the level of development of fine motor skills.

Medical staff:

• - carries out therapeutic, preventive and health measures;
• - monitors the health of children through regular examinations and compliance with sanitary and epidemiological standards.

For the optimal implementation of an inclusive approach at the stage of preschool childhood, it is necessary to observe special conditions for the upbringing and education of children with disabilities and organize a barrier-free environment for their living. In the process of educational activities in kindergarten, it is important to flexibly combine individual and differentiated approaches, which will promote the active participation of children in the life of the team.

One of the conditions for increasing the effectiveness of developmental pedagogical work is the creation of a subject-development environment adequate to the child’s capabilities, that is, a system of conditions that ensure the full development of all types of children’s activities, the development of higher mental functions and the formation of the child’s personality.

Most children are characterized by motor difficulties, motor disinhibition, and low performance, which requires changes in the planning of educational activities and daily routine. The daily routine should include an increase in the time allocated for hygiene procedures and food intake. A wide variety of organizational forms of educational work is provided: group, subgroup, individual.

“Special” children need an adaptation period. Adaptation is part of the adaptive reactions of a child who may experience difficulties entering the integration space (does not make contact, does not let go of parents, refuses food, toys). During this period, the teacher must relieve stress, ensure a positive emotional state of the preschooler, create a calm environment, and establish contact with parents and the child.

To organize and conduct developmental activities, you need to know some features of the didactic material. When selecting material for children with visual impairments, it is necessary to take into account its size and color contrast; for children with musculoskeletal disorders, select a pronounced, easily perceptible tactile surface.

In accordance with the capabilities of children, teaching methods and technologies are determined. When planning work, it is important to use the most accessible methods: visual, practical, verbal. The question of the rational choice of a system of methods and individual methodological techniques and technologies is decided by the teacher in each specific case.

In cases where the program cannot be mastered due to the severity of physical and mental disorders, individual correctional programs are designed aimed at socializing the pupils and promoting the normalization of emotional behavior, the formation of self-service skills, play activities, and objective activities.

It is also necessary to organize active work with parents. The methods can be completely different in form, but they are aimed at solving one problem - to combine the work of families and teachers into a single whole. Only with the joint and continuous work of teachers and families will there be a positive result.

Children with special educational needs

According to the UN, there are approximately 450 million people in the world with mental and physical disabilities. This represents 1/10 of the inhabitants of our planet (of which about 200 million are children with disabilities); Every year, about 30 thousand children are born in the country with congenital hereditary diseases; In the Russian Federation, over 8 million people are officially recognized as disabled. Children study in special (correctional) general education schools: - children who are hearing impaired, hard of hearing and deaf; - deaf and mute children ; - blind and visually impaired children; - children with speech disorders, in particular children who stutter; - children with problems in physical and mental development (with various forms of cerebral palsy (CP), spinal and traumatic brain injuries); - children with ADHD and mental retardation; - mentally retarded children. Children with special educational needs Students with disabilities- this is an individual who has deficiencies in physical and (or) psychological development, confirmed by a psychological, medical and pedagogical commission and preventing them from receiving education without special conditions. EDUCATIONAL SPACE FOR CHILDREN WITH DISABILITIES: city PMPK, preschool educational institutions with various forms of integration of children with disabilities, schools implementing integrative practice, special correctional school of the VIII type. What does it mean to accompany? " Accompany- means to go, to travel with someone as a companion or guide”; Create for a child who has these psychological characteristics, specific capabilities, focused on solving certain personal problems, appropriate learning and communication conditions. Purpose psychological and pedagogical support of the child in the educational process is to ensure his normal development (in accordance with the norm of development at the appropriate age) Maintenance tasks 1. Prevention of problems in the development of the child; 2.Creation of an educational and developmental environment; 3. Psychological support of educational programs; 4. Preservation and promotion of health; 5. Providing support for the child’s family; 6. Formation of psychological and pedagogical competence; 7. Taking into account the specifics of support tasks at each age stage of the child’s development. Principles of the maintenance process 1. Systematic principle. Identifies existing difficulties, then determines potential opportunities, strengths and weaknesses of educational activities, identifies current tasks and models 2. The principle of continuity. Providing psychological and pedagogical support throughout the entire period of study; Reflects the need for early diagnosis 3. The principle of complexity. The child is provided with comprehensive assistance by a teacher, psychologist, social services and parents. It involves covering all aspects of the child’s personality: communicative, personal, cognitive.. Complexity is manifested in the fact that the teacher, psychologist, parents provide the child with comprehensive assistance, covering all areas of his activity (cognitive, emotional-volitional, motor; social connections and relationships are optimized ), helping to track the success of training and establish interpersonal connections; 4. Principle of facilitation(i.e., a gradual decrease in initially significant assistance and support as the student masters the necessary competencies) 5 . The principle of integrativeness. It involves the integration of different methods, approaches, techniques, didactic and psychotherapeutic techniques (covers not only the educational environment, but also the microsocial one); 6. Prioritize the child's special needs.) – identifying the causes of a child’s learning difficulties, knowing and taking into account his special needs in order to use them as workarounds (they need special conditions for organizing the educational process);

Areas of psychological and pedagogical support: prevention; diagnostics; consulting; developmental work; correctional work; psychological awareness and education; expertise( educational and training programs , projects, manuals, educational environment, professional activities of specialists from educational institutions) COMPONENTS OF PSYCHOLOGICAL AND PEDAGOGICAL SUPPORT To ensure comprehensive support for children with disabilities in a general education institution, it is advisable to introduce the rates of teaching staff (speech pathologist teacher, speech therapist teacher, educational psychologist) into the staffing table.

Tutor support; --Additional classes (individual/group) with a teacher:

With a defectologist (teacher of the deaf, typhlopedagogist, oligophrenopedagogist),

Speech therapist, psychologist; social educator; - Physical therapy and rhythm classes; - Dynamic assessment of the child’s condition at PMP consultations

Why is a consultation needed? The organizational structure of the support service for a child with disabilities in a general education institution is the psychological, medical and pedagogical council (PMPk), which regulates the support process and ensures the complexity of the support process. - To organize the activities of an educational institution (its specialists) to support the educational process of a child with disabilities included in inclusive practice. - To organize interaction with the city PMPK and other “external” institutions involved in accompanying the “special child”. - To maintain a reasonable balance between ensuring the educational rights of a “special” child and other children who are with him in the educational institution (group, class). - To minimize conflict situations in the OS. - To protect your educational institution.

TASKS OF THE ACTIVITY OF THE PSYCHOLOGICAL AND PEDAGOGICAL CONSILIUM OF THE OU IN THE PROCESS OF SUPPORTING STUDENTS WITH DISABILITIES- Development Individual Educational Plan(IOP); - Dynamic assessment of the effectiveness of the implementation of IEP (individualized educational route and correctional programs within the framework of psychological and pedagogical support); - Changing the educational trajectory of a child in an educational institution; - Coordination of interaction between specialists in providing additional specialized assistance to children

Individual educational plan (individual development program)- a document reflecting the general strategy and specific steps of the interdisciplinary team and teachers in organizing psychological and pedagogical support and individualization educational route of a child with disabilities (PMPK conclusion) within a school/kindergarten for a certain period, approved by the director of the educational institution and signed by the child’s parents. Accompaniment in preschool age. Social inclusion through the leading activity – the game. Early age - laying the basic foundations of support. Accompaniment in elementary school. Adaptation to school conditions; Developing interest in learning; AOP development and training; Formation of independence, activity; Development of creative abilities; Corrective and developmental work Accompaniment in primary school Support of transition to basic school; Support in solving problems of personal and life-semantic self-determination; Prevention of neuroses, deviant behavior, drug addiction; Orientation in the world of professions; Help in building constructive relationships with parents and peers.

HOW TO HELP A CHILD STUDY! Support as the creation of adequate conditions

Learning programs 1. Development of an individual educational plan; 2. Reducing the number and volume of educational tasks; 3. Alternative replacement of difficult tasks; 4. Providing a choice of object of study within one topic (for example: learn a large or small poem); 5. Providing an alternative to lengthy writing assignments. Conditions for educational work 1. Availability of an office for individual work (special equipment for a child, arrangement of furniture); 2. Availability of individual work rules for the student; 3. Maintaining silence during intensive work; 4. Providing a personal computer; 5. Providing additional time; 6.Use of non-verbal means. Present everything that is possible to the child visually.” Make wider use of drawings, layouts, filmstrips... 7. The presence of a magnetic board. 8. “Anchor” A conventional sign for the child to return to the educational process. All specialists working with a particular child should have one. It could be a tambourine, a bell, or just cotton. Methods for monitoring and assessing knowledge 1. Use of an individual rating scale; 2. Daily analysis and evaluation; 3. Focusing on the student’s achievements, encouraging and stimulating the child’s activity; 4. Permission to redo a task that you failed to complete (unlimited time to complete tasks); 5. Explanation of the essence of the control task in a form accessible to them; 6. Selection of control task; 7. Permission to complete the exercise/test at home or using a textbook; ADDITIONAL TERMS Observation by a specialized doctor; Flexible mode of educational and/or emotional stress; Flexible mode of interaction with normatively developing peers in educational institutions; Timing for re-examination at PMPK Interaction with parents One of the connecting links in the support system is parents. Interaction with parents involves some difficulties, since for most families the birth of a child with a disorder is a huge tragedy. Such families experience: Violation of interaction with society; There are misconceptions about the treatment and upbringing of the child; Long-term stress leads to increased irritability, deterioration of marital relationships in general... However, we must remember that in the absence of interaction between specialists and parents, the result of working with the child may be zero. Corrective technologies accompanied by children with disabilities

Psammotherapy (sand therapy). Calms the nervous system. Perfect for hyperactive children (there is always a box of sand on the table), and for children with ASD, provided that they do not have aversion to the feeling of sand. Isotherapy. Stabilization of the emotional-volitional sphere, overcoming phobias. No targets. It's better to paint with watercolors. Isotherapy is one of the most common and widely used types of art therapy. Treatment and solution of various problems with the help of fine art is very popular and accessible to many. A wide range of materials is used for drawing: different paints (gouache, watercolor, acrylic, etc.), pencils, charcoal, pastels, wax crayons - everything that leaves a mark on paper and can create a drawing or imprint. In addition, isotherapy classes help to unlock creative potential and open up new resources and opportunities in a person.

Lithotherapy. Has a positive effect on the body. The child listens to the material and at this time sorts out the stones. Precious stones release energy by 100%, semi-precious stones by 70%, and semi-precious stones by 50%.

Aromatherapy Use only if the child does not have allergies. Smells that calm the nervous system: willow, hops, lemon balm, pine needles, etc. Smells that excite the nervous system: orange, rose, bergamot, jasmine, yarrow, etc. Use any scent 1 minute.

Sculptotherapy Goal: removal of aggression. For work you need: a board, salt dough or clay. Exercise to relieve aggression: "Chopping sausages"

Theater therapy(puppet therapy, shadow theater). Children love to watch theatrical performances, they like to tell and show fairy tales they know, and shadow theater is well suited for this. Despite the simplicity and accessibility of the method, puppet therapy is a deep and serious form of therapy, which has its own indications, which include:

• Increased anxiety, fears.

  Low self-esteem.

  Difficulties in relationships with others.

  Depression.

  Stressful situations.

Puppet therapy allows you to recreate and replay a traumatic situation in a playful way, with the help of dolls, safely for humans, and remove the traumatic factor. It is widely used to resolve intra- and interpersonal conflicts, improve social adaptation, stuttering, behavioral disorders, etc.

Lekoteka- this is a library of toys and correctional aids that parents can take home to work with their children. This is a meeting place for children with disabilities and their parents, as well as parents of ordinary children. Parents exchange information, toys, and manuals.

Respect the child, perceive him as a full-fledged person, show him care, attention, patience and be sure that your efforts will not be in vain.

The requirements of modern education and the demands of life itself dictate to us the need for careful attention to the personality of each student, the need to talk about effective methods, forms, and techniques for working with students who have different educational needs.

The pedagogical council does not have an epigraph, a statement that would accumulate information about the topic and purpose of the meeting. At the end of the work, we will select those words that could act as an epigraph.

Prologue. Theoretical block.

Personality-oriented learning involves the construction of individual educational trajectories, taking into account the subjective experience of the individual, his preferences and values, and the actualization of the student’s personal functions in the learning process.

The purpose of differentiation of the learning process is to provide each student with conditions for the maximum development of his abilities, inclinations, satisfaction of cognitive needs and interests in the process of mastering the content of general education.

Bases of differentiation:

• according to ability
• due to inability
• by interest
• according to the projected profession

Internal differentiation- such an organization of the educational process in which the individual characteristics of students are taken into account by the teacher in a regular classroom.

External differentiation- such an organization of the educational process in which special differentiated educational groups are created, in which the individual characteristics of students are taken into account.

Independent practical work in groups: describe how external and internal differentiations manifest themselves in our educational institution.

Episode 1. Gifted Children

“Oh, these “wunder kinder” for me! How many of them have I met, and how many times have I been deceived! So they often fly like idle and unnecessary rockets! It will fly and fly, light and beautiful, and then soon it will burst in the air and disappear! No! Now I don’t trust anyone or anything between them! Let them grow up and get stronger, and prove that they are not empty fireworks!..”

This is how the great philanthropist and teacher L.N. spoke disapprovingly of child prodigies. Tolstoy.

What does modern science say about child prodigies? Only that they do not differ from other normal children in anything other than the early manifestation of abilities in a certain area. A gifted child spends much less time and effort on solving the problems that he sets for himself than any other, and the positive emotions from success easily compensate for energy costs. On special tests, gifted children demonstrate very high abilities only in some narrow area.

Considering the specifics of our educational institution, we must understand what difficulties there may be when interacting with gifted children.

Let us dwell on the tragic example of the fate of a gifted person. We present to your attention a fragment of the film about the poet Nika Trubina “The Story of Flight” (memories of her mother, Nika’s story about the loss of her notebook, words by A. Likhanov).

After viewing this fragment, draw a conclusion about how a teacher accompanying gifted children, who is aware of their typical difficulties, should work.

Independent practical work in groups:

• Activities of a teacher in individual support of a gifted student
• Negative manifestations of the personality of a gifted child
• Increased emotionality, excitability, sensitivity
• Impatience
• Exaggerated Fears
• Tendency to self-blame, low self-esteem
• Making excessive demands on yourself and others
• Lack of sociability with peers, difficulties in establishing social contacts
• Uneven development of individual abilities and personal properties
• Dislike of school, protest against standard requirements if they seem meaningless or do not meet the interests of the child

Possible answer

Teacher's actions

• Tactful behavior towards the student. Coordination of actions with his parents and psychologist. Teaching self-regulation techniques. Support
• Impatience Detailed explanation of the logic of all actions. Developing the ability to plan one’s activities, predict results, and switch from one type of activity to another.
• Studying the nature of fears. Encouraging success. The holding of trainings. Coordination of actions with his parents and psychologist.
• Encouraging success. The holding of trainings. Coordination of actions with his parents and psychologist.
• Conversation with a student about tolerance towards others. An order to provide assistance to one of the comrades, to jointly complete some task. Reward for success.
• Formation of tolerance and modesty. Coordination of actions with his parents and psychologist. Focus on different ways of communicating with people with similar interests.
• Inclusion in activities that are new in form and content, organizing interaction with peers in an area that seems unfamiliar or unexplored to a gifted student
• Explanatory work. Commentary on the rules and norms established in society. Playing out reverse situations.

Episode 2. Low-performing students

Liya Solomonovna Slavina, a Soviet psychologist, a student of Vygotsky, identifies the following groups of underachieving schoolchildren:

• Children with the wrong attitude towards learning
• Children who have difficulty learning material
• Children who have not completed their academic work
• Students who cannot work
• Children who lack cognitive and educational interests.

At the same time, you need to understand that academic failure can be episodic in nature: adult control has weakened, interests have arisen outside of school. There may be a student's inability to do a certain subject due to lack of interest in it or a conflict with the teacher.

Of course, overcoming underachievement is individual in each specific case.

Determine universal ways for a teacher to support a low-performing student.

Independent practical work in groups

Activities of a teacher in providing individual support to a struggling student

Signs of falling behind in learning:

• Finds it difficult to answer questions based on text
• Has difficulty understanding, remembering, or reproducing rules
• Does not have general educational skills

Teacher's actions

• Repeat the explanation, breaking it into parts. Ask questions about the main content of the material studied, omitting details
• Complete several tasks of the same type, constantly returning to the text of these rules or formulas. After training, play them
• Explain the purpose of these skills, systematically and consistently practice each skill, provide an algorithm for practicing skills. Give precise instructions for performing elementary operations and actions in a certain sequence.

Materials from group work will be summarized in recommendations for teachers. We hope that the product of collective creativity will be useful to every teacher, and that the situation will change at the end of the quarter and year.

Epilogue.

Carefully read the proposed statements about children and the activities of teachers. Determine for yourself which of them reflects the content of our conversation and the conclusions you made today.

Dull and incapable of learning minds are a thing as unnatural as monstrous bodily deformities; but they are rare. (...) The vast majority of children show good hope; if all this fades away with age, it is clear that it is not nature that is to blame, but nurture. (Quintilian)

To change people, you need to love them. The influence on them is proportional to the love for them. (Johann Pestalozzi)

Let the child find out not because you told him, but because he himself understood; let him not learn science, but invent it. If you ever replace reasoning with authority in his mind, he will no longer reason: he will become only a toy of someone else's opinion... Living is the craft that I want to teach him. (J.J. Rousseau)

Respect your child's ignorance! Respect the work of knowledge! Respect failures and tears! Respect the current hour and today! How will a child be able to live tomorrow if we do not allow him to live a conscious, responsible life today? (J. Korczak)

A child is a person who has the right to his own opinion. Of course, it is more difficult with such a child. He demands respect for himself and for what he does. He needs to clearly explain his every action, because he is ready to defend his opinion in a dispute with an adult. (M. Montessori)

Someone has to answer someday
Having exposed the truth, having revealed the truth,
What are difficult children?
An eternal question and a sick one, like an abscess.
Here he is sitting in front of us, look,
He shrank like a spring, he despaired,
Like a wall without doors and without windows.
Here they are, these main truths:
They noticed too late... they took into account too late...
No! Difficult children are not born!
They just didn't get help in time.
(S. Davidovich)