Areas of work of a defectologist, Report

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A defectologist is a specialist who works with children who have mental or physical disabilities. A person in this profession has knowledge of methods for adapting children to the environment, and is engaged in their training and education.

Introduction

The health problems of preschoolers and primary schoolchildren are causing serious concern today.
According to the State Report “On the State of Children’s Health in the Russian Federation,” 20% of preschoolers have health problems, and in primary school this percentage increases to 50%. During the period of schooling, the number of healthy children decreases by 4 times, the number of children with myopia, neuropsychiatric disorders, postural disorders, etc. increases. The causes of developmental disorders in children have always interested humanity. The issue of systematizing this information has so far undeservedly remained without due attention. Currently, most of these reasons have been established and reflected in the medical literature. But there is still no consensus on what stage of an individual’s development and which reasons (or groups thereof) dominate. For example, when it comes to intellectual disabilities, 90% of cases are attributed to prenatal problems, 3% to perinatal problems and 7% to postnatal problems.

The spectrum of developmental disorders is very wide. For the biological usefulness of an individual, social and psychological factors are significant, and from a psychological and social point of view, biological factors are also significant for a fully developing personality [3].

The problem of children's health today is more relevant than ever. We adults are accustomed to believing that the most important thing for children is to study well. Is it possible to study well if you are dizzy, if your body is weakened by illness, if it does not know how to fight illness. It is obvious that medical innovations alone cannot fully ensure a significant improvement in children's health unless certain changes occur at the level of educational institutions in the organization of the educational process.

Currently, we can say with confidence that it is the teacher who is able to do more for the health of a modern student than a doctor. This does not mean that the teacher must perform the duties of a medical worker. It’s just that the teacher must organize his activities in such a way that the education and upbringing of children in the institution does not cause harm to health. After all, only a healthy child is able to successfully and fully master the educational program. And health problems, as a rule, lead to difficulties in learning, especially if conditions for the normal functioning of the body of students and pupils are not created in the class or group.

Currently, a teacher-defectologist cannot simply be a source of knowledge, because... The demands of modern society run counter to the academic education that school provides. Since our country needs people of a new quality who are able to act independently, provide for themselves and others, be responsible for their work, and, above all, must act as an organizer and coordinator of the educational process and teach children to acquire knowledge, objectively assess themselves and their capabilities, and work independently and be responsible for the results of their work. And in order to achieve respect and love from children, you need to prove that you are worth it. How to do it? For every teacher, the emotional-value and creative sphere of activity, as well as knowledge of competencies, are very important. A professional teacher must have internal motivation for high-quality implementation of his activities. One of the main qualities of a teacher-defectologist is his willingness to help. One of the essential qualities is his professionalism. Nowadays, children can obtain almost any information on their own, so we simply need to update and expand our knowledge.

8 pages, 3528 words

Psychological support for the process of adaptation of young children to preschool

... that the nature of adaptation of a young child is a prognostic test for characterizing the dynamics of the child’s health during his adaptation ... research indicates that currently only 10% of children in senior preschool and 5% of children ... Clear, professionally coordinated and thoughtful work of psychologists and teachers and doctors, a favorable microclimate in a preschool institution, ...

Educational activities become brighter, livelier and more interesting if the teacher’s facial expressions and pantomimes show that he himself is interested in the educational process. Children feel that they are interested in them. One of the most important factors influencing professionalism is self-education. The search for new techniques, methods and technologies is especially relevant in our time. It is almost impossible to force a child, a representative of the new generation, to do something unless you reach an agreement with him or interest him. Therefore, it is necessary to choose technologies that would make it possible to achieve this. Technologies should contribute to the development of children’s key competencies: research, social-personal, communication, organizational, personal-adaptive, information and key competencies: the ability to work without constant guidance, the ability to take responsibility on their own initiative, the ability to master any knowledge on their own initiative, the ability to analyze new situations and apply existing knowledge for analysis and generalization.

The competency-based approach is a relatively new perspective in the study of educational problems. The concepts of “competence”, “competence”, “competency approach” as systemic educational and pedagogical categories have entered intensively into the conceptual apparatus of the sciences of education.

The professional competence of a teacher-defectologist influences all areas of his pedagogical activity, the content of which is largely determined by the nature of interaction with all participants in the correctional educational process. In modern conditions, full assistance to the development and education of a child with special needs is possible only in a broad sociocultural and interpersonal context, therefore, a teacher-defectologist must involve both various social partners and many highly specialized specialists in the educational process. The success of correctional and developmental intervention is directly related to the ability of a teacher-defectologist to build positive relationships with parents, children and colleagues in the form of active interaction, and the latter is determined, among other things, by the degree to which the defectologist has developed social competence.

8 pages, 3702 words

Creativity of preschool children “Development in visual activities.” ...

... visual activities of a preschooler, after which I build individual work with children, ... visual activities. A relatively high level of independent activity is manifested in the child’s setting of increasingly diverse goals (determining the themes of the image) according to the impressions that concern him. Child, ... activities. For personal development, it is important that a child…

Work of a defectologist with children in kindergarten

The work of a defectologist in a kindergarten is to educate, teach, introduce people to the world around them, broaden their horizons, introduce them to human culture, and much more. The list of activities of a defectologist in kindergarten is very extensive. The teacher independently selects areas of correctional work for each child. The choice depends on the general level of development of the child, his age and the type of disorder identified in him.

Note 1

The general goal of a speech pathologist’s work in a kindergarten is to develop each child’s sustainable motivation to learn.

The work of a defectologist in a kindergarten includes the following stages:

The first stage is a comprehensive examination aimed at studying all aspects of the child’s development. For example, the teacher establishes how the child makes contact, what his working tempo is, and his understanding of oral instructions, auditory and visual perception are examined.
The second stage is the division of children into groups, depending on the results of the examination. If a child is not able to work in a group (for example, autistic people), then classes will be conducted individually for them.
The third stage is direct correctional work, according to individually drawn up plans.

The speech pathologist conducts classes in the following areas:

Familiarization with the surrounding world - aimed at developing ideas about the world, nature, animals and phenomena; development of responsibility and attentiveness for one’s own actions.
Development of elementary mathematical concepts - the teacher introduces children to the size and shape of objects, as well as their other characteristics.

The defectologist pays great attention to sensorimotor development in children. Children are involved in finger games, construction using parts of various sizes, examination of a variety of unusual objects, natural materials, etc.

In addition to working with children, the defectologist also works with their parents. Work with parents is carried out in the form of consultations (group and individual), interviews, conversation, etc.

Note 2

The techniques and methods of work of a defectologist depend on the type and degree of the disorder. The correctional educational process is based on the characteristics of the disorder.

When working with children with hearing problems, the work of a speech pathologist is aimed at helping the child adapt to the world around him. In case of hearing loss, correctional work is carried out to preserve and develop communication skills; in case of deafness, children are taught sign language.

Working with children with vision problems is also aimed at their successful adaptation in society. To do this, the defectologist teaches children using special books, when working with which children are given the opportunity to form the necessary understanding of the world around them and learn to read.

Another important area is the development of self-service skills in children. This is due to the fact that parents often strive to help the child in everything, sometimes even doing most of the work for him and thereby depriving him of the opportunity to be independent and take care of himself.

Independence and self-care are of great importance for the further successful life of a child. Adults will not always be able to be with a child (teenager), which is why it is important to instill vital skills. Such skills include dressing yourself, cleaning up toys and things, the ability to wash your hands and face, make tea, etc.

Note 3

Thus, the work of a defectologist in a kindergarten is to organize an effective correctional educational process, depending on the type of disorder in the child; formation of necessary skills for successful adaptation and socialization in modern society.

Principles of work of a defectologist:

1) Using an integrated approach to monitoring, correction and rehabilitation, based on compliance with the principle of unity of diagnosis and correction. Monitoring is an integral part of a comprehensive study of the child by specialists of the psychological, medical and pedagogical council of the preschool educational institution. The results of the defectological examination are necessarily compared with psychological, speech therapy, medical, pedagogical data and discussed at council meetings.

2) Implementation of an etiopathogenetic approach to the analysis of disorders. The mosaic pattern of damage to the central nervous system with mental retardation of cerebral-organic origin leads to significant heterogeneity of impaired and intact parts of the child’s mental activity, to pronounced unevenness in the formation of its different aspects and determines the need for a differentiated approach in the work of a teacher-defectologist in overcoming the difficulties of pupils.

3) Taking into account the age and individual characteristics of the child’s development, based on maximum activation of the “zone of proximal development”. The content of educational activities is built within the framework of the leading activities of preschool age, on material that meets the requirements of the preschool program. Corrective and developmental exercises are selected in such a way that, on the one hand, they are accessible to the pupils, and on the other hand, their level of complexity allows them to activate the child’s potential capabilities. Various types of assistance are widely used in classes - from minimal to maximum.

4) Implementation of interdisciplinary interaction of specialists, the nature of which is determined by the structure of the violation and the primary objectives of corrective action. In the process of comprehensive monitoring, aspects of the child that need correction are identified, comprehensive programs for his development are drawn up, which should include priority areas of correctional work for each specialist, the total workload on the student, recommendations for the teacher and parents.

5) Organization of dynamic monitoring of the development of children, which is carried out with the aim of tracking the dynamics of the child’s development, determining the compliance of the selected forms, techniques, methods of teaching with the level of development of the student. In the process of dynamic study, the problems of differentiating similar conditions of developmental disorders are also solved.

6) Systematic conduct of a correlative analysis of the state of formation of knowledge, abilities, skills and psychophysical development of the child. Comparison of the child’s actual achievements with the development of the cognitive sphere allows us to adjust correctional programs, outline “workarounds” in education, vary the teaching methods of the teacher, and choose adequate forms of education in each individual case.

Who is a defectologist

Definition 1
A defectologist is a special teacher who conducts correctional classes with children with various developmental disabilities.

Definition 2

Defectology is a science that appeared at the intersection of pedagogy and medicine, but a defectologist is not a doctor.

A defectologist is a correctional teacher whose main task is to organize correctional educational processes for children with disabilities (hereinafter referred to as HIA). A defectologist carries out correctional activities not only in preschool educational institutions, but also in schools, social and rehabilitation centers, and clinics. A defectologist can work not only individually with a specific child, but also with a group of children.

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Currently, the following branches of defectology are distinguished:

Oligophrenopedagogy – carries out correctional work with children with various intellectual disabilities (mental retardation, mental retardation, etc.).
Deaf pedagogy – carries out correctional work with children with various hearing problems.
Typhlopedagogy – deals with correctional work with children with visual impairments.
Speech therapy – carries out correctional work with children who have a variety of speech disorders.

The work of a defectologist in a kindergarten is very diverse, and its content and direction depend on the specific disorders identified in the pupils. Unlike kindergartens, special education teachers are much less common in general education schools, since they work mainly in specialized schools, with children with disabilities. In general education schools, speech therapists and psychologists work with children.

Another important aspect of a defectologist’s work is instilling in children the necessary household and social skills. Since a child with intellectual disability does not adapt well to life, and children with visual impairment (blindness) cannot navigate in space. A defectologist is called upon to help cope with these problems.

Finished works on a similar topic

Coursework Defectologist in kindergarten, his responsibilities 420 ₽ Abstract Defectologist in kindergarten, his responsibilities 220 ₽ Test work Defectologist in kindergarten, his responsibilities 200 ₽

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Contents and levels of mastery of competencies

— Ability to design preventive and correctional-developmental programs for children with different types of disabilities;

4 pp., 1673 words

Value orientations of students as the basis for the development of their professional...

... means of developing professional value orientations of students at the university. The purpose of the work is to reveal the essence of students’ value orientations as the basis for the development of their professional activities. Object... consciousness. A clear structuring of the value sphere of the individual is necessary for constructing programs for the development of value orientations. Problems of professional value orientations of students were considered...

— knowledge of the basic principles of developing preventive and correctional and developmental programs for children with disabilities;

— understanding the essence, objectives, methods of preventive and correctional and developmental work with children with different types of disabilities;

— the ability to design activity programs based on modern scientific approaches to preventive and correctional and developmental activities, monitor the results of the implementation of preventive and correctional and developmental programs;

— willingness to interact constructively with related specialists on issues of developing the abilities of children and adolescents with disabilities;

— have an idea of the peculiarities of working with children with developmental disorders by defectologists, social workers, social educators, psychologists, art teachers, physical education teachers, etc. Knowledge of the basics of the psychology of group interaction. Understanding the specifics of the work of an educational psychologist in a general team of specialists;

— the ability to organize interaction between specialists in matters of developing the abilities of children and adolescents with disabilities, monitor the effectiveness of interaction between specialists and make appropriate adjustments;

— knowledge of the structure of the educational environment, methods for diagnosing components of the educational environment, methods for identifying violations in the behavior and development of children and adolescents with disabilities. Understanding the relationships between the peculiarities of the functioning of the educational environment and the difficulties that arise among subjects of educational disorders in the behavior and learning of children and adolescents with disabilities;

the ability to monitor the educational environment, analyze diagnostic results, identify and explain the causes of difficulties in learning for children and adolescents with disabilities;

the ability to provide psychological assistance in optimizing the pedagogical process in correctional educational institutions;

— the ability to provide psychological support to participants in the pedagogical process, conduct discussion and analysis of existing problems to solve problems of optimizing the pedagogical process;

— ability to advise teachers, administration, pupils/students on issues of optimizing the educational process in correctional educational institutions:

— knowledge of the basics of psychological counseling;

— understanding the interrelationships between the use of methods of the educational process and the mechanisms of the child’s educational and cognitive activity;

— the ability to select methods of interaction with specialists, parents, children during consultations, and monitor the effectiveness of the work being carried out.

Comprehensive prevention of developmental disorders in young children

Over the past decades, negative phenomena in the health of children have been increasing. With developmental anomalies, with long-term illnesses of early age, pronounced disorders can occur, which lead to limitation of life and social functions, in the most severe cases leading to social failure. The literature indicates a high prevalence of developmental disorders in children. This percentage, without significant changes, is observed throughout the early and preschool years - on average for all parameters - 65%. Developmental disorders in young children affect further mental and intellectual development, and the problem acquires not only medical and pedagogical, but also social significance. The problem of integrating children with developmental disorders into the general developmental environment poses a task for specialists - the search for new, holistic forms of early prevention, which simultaneously prevents the worsening of general underdevelopment and contributes to the formation of a developing human personality in all its manifestations[7].

13 pages, 6430 words

Development of musical and creative abilities of secondary preschool children...

... the process of development of musical and creative abilities of children of middle preschool age. SUBJECT OF RESEARCH: pedagogical conditions for the development of musical and creative abilities of children of middle preschool age in... PROBLEM: search for psychological and pedagogical conditions for the musical and creative development of children of middle preschool age through nurturing their musical and creative abilities...

The concept of preventing developmental disorders in children is based on the principle of a differentiated approach, taking into account the state of health, the complexity of the use of medical, psychological, pedagogical and social methods of rehabilitation using all possibilities, that is, the creation of a common correctional space. The system of early comprehensive prevention we propose is structurally medical, psychological and pedagogical. In our opinion, it is necessary to begin comprehensive preventive work already in the antenatal clinic, where the expectant mother is being observed. Considering the limited capabilities of antenatal clinics, the absence of neonatologists-pediatricians, neurologists, defectologists, psychologists and child psychiatrists in these institutions, it is necessary to use visual and poster forms of education, educational booklets for future parents about the normal development of the child and possible deviations. These stands and booklets in an accessible form can help parents understand the following questions: what are developmental deviations, why a child may be at risk, how and when to start communicating with the baby, how the family situation can influence development. In addition, they can perform a coordinating, dispatching function and form an attitude in adults about the need for timely contact with specialists - a speech therapist, psychologist, psychiatrist, neurologist, which makes it possible to specify early forms of habilitation. An extremely important task in this regard is the prevention of emotional and sensory deprivation.

At the same time, the positive results of complex correctional interventions are directly related to the correct organization of correctional interventions at home. First of all, this is the establishment, under the guidance of specialists, of partnerships: doctor - parents, special education teacher - parents, psychologist - parents, with the aim of the active participation of parents in enhancing the mental and general development of the child. Secondly, the complexity and integrity of the impact make it possible to stimulate, “observe” and direct the development of the child not only in an organized form, but also in natural, home conditions. The system and methodological approaches developed and tested in various organizational forms make it possible not only to obtain adequate adaptation and a correction effect, but, what is especially important, to eliminate diagnostic errors in assessments of cognitive activity that lead to a limitation of the social perspective of the child and his family. At the same time, pharmacological influence and psychotherapeutic support are necessary parts of a general correction program that helps restore or improve the state of speech activity, communication, neuropsychic processes, emotional and behavioral reactions.

7 pages, 3221 words

Topic: features of mental development of children with sensory impairments

... the mechanisms of influence of a primary defect on the occurrence of a complex hierarchical series of secondary disorders that determine the development of the child as a whole. In the model of a sensory defect, the reverse is also indicative... of a narrow range of concepts that narrows the development of the level of generalization. A specific disorder in the development of the emotional sphere is of great importance. Thus, in a blind child, the underdevelopment of the emotional sphere is associated...

Behavioral difficulties in children of this group are associated with disorders of the nervous system and higher mental functions, with existing emotional discomfort. An incorrect stereotype of a child’s behavior is reinforced by the incorrect and inadequate attitude of adults towards him. Parents need to understand why the child develops atypically, differs from other children in behavior, and has developmental delays. Such children cause a lot of trouble for adults with their behavior. Parents, as a rule, have a hard time dealing with the negative reaction of others to the behavior of their children. They experience a feeling of helplessness, confusion, and shame for their child. This turns into irritation against the child and leads to conflicts in the family due to upbringing. Each family member begins to accuse others of self-indulgence, excessive severity, etc. In the future, this leads to uneven behavior of adults towards the child, which aggravates the situation and has a detrimental effect on the child’s condition, leading to the consolidation of pathological behavioral reactions. That is why psychotherapeutic support is required as a restructuring, reconstruction of risk factors in a child, as a recreation of harmonious relationships in the family. All components of risk factors and the connections between them are subject to psychotherapeutic support; The psychological climate of the family is normalized, parental positions in relation to children are reconstructed, parents’ awareness of the motives of family upbringing is expanded, the very course of mental development of children in the family is harmonized, the child’s self-awareness and self-esteem are developed and harmonized.

In turn, the original correctional pedagogical program structurally includes two parts: 1 – preparing parents for cooperation with specialists; 2 – direct (with a correctional teacher) and indirect (with parents) classes with the child.

Work with parents is conventionally divided into propaedeutic and main periods. The purpose of the propaedeutic period is not only to prepare the child for new forms of education, training and integration (full, incomplete or partial) into the social environment, but also to adapt the parents to the child’s condition. The influence of parents on the child during the main period can be anticipatory, parallel and reinforcing. In this regard, the development of the content of a program of complex medical-psychological-pedagogical influence includes modeling adequate social and role behavior of both adults and children; teaching a new mode of intrapsychic, interpersonal and communicative relationships. The originality of the program lies in the fact that the entire life activity of a child with deviated development is covered by stimulating the appearance of speech, the development of detailed statements, linguistic flair, linguistic competence, and the formation of creative forms of speech and cognitive activity. An important feature of the program is to stimulate the development of speech in children by teaching them to read.

The program is built from mutually complementary methodological blocks, built on a concentric principle. The content of the blocks is dynamic, which allows you to include not only a gradual complication of the material, but also take into account the individual characteristics of the child and the cognitive style of perception, awareness and assimilation of information. Each block involves the parallel work of a speech therapist, other specialists and parents. The effectiveness and optimality of the application of the proposed approaches is confirmed by the positive results of our work with children suffering from severe developmental disorders: disorders of the development of expressive and impressive speech, delays in the rate of speech and intellectual development, delays in mental development[7].

9 pages, 4308 words

Psychological and pedagogical assistance to families with children with developmental disabilities

... Parents of children with developmental disabilities take an active part in the creation of parental associations, educational foundations, charity centers and social partnerships (Down Syndrome Society; "Association of Parents of Children with Disabilities ... such programs will reduce the likelihood of developmental delays in infants and young children from risk groups, will increase the competence of family members in satisfying...

To prevent developmental disorders in children, specialists and especially future parents should know the main directions for preventing this phenomenon.

Genetic counseling is useful in family planning. Such consultations are necessary for parents in the so-called risk groups. Factors causing risk:

- hereditary diseases in parents or members of their families;

- congenital mental retardation;

- congenital hearing or vision impairments;

— physical development disorders: bone deformations, changes in joint mobility;

- primary infertility or amenorrhea (absence of menstruation);

- two or more miscarriages;

- at least one pregnancy was terminated due to impaired fetal development;

- sudden death of an infant due to unclear reasons;

- mother’s age over 35 years;

- blood marriages, etc.

Parents at risk should attend medical and genetic consultations, whose specialists will inform them about the possibilities of having children with hereditary developmental disorders, as well as the risks of having children with developmental pathologies.

All women need to undergo prenatal diagnosis, which is essential for solving the problem of family planning.

If possible, it is advisable for pregnant women to visit prenatal centers for psychological support of pregnancy.

Immunization of children is very important. Timely immunization of children prevents dangerous infectious diseases that lead to developmental disorders.

One of the few causes of developmental disorders, the prevention of which directly depends on parents and teachers, is injuries to children. All types of injuries are dangerous, both domestic and street, and sports. The most dangerous are open and closed head injuries, which cause not only a concussion, but can also cause damage to centers (vision, speech, etc.), due to which certain functions may be impaired. We would advise families with small children not to purchase double-decker cribs. Children under 6 years old should not sleep in such cribs. Children of this age still sleep restlessly, so they may fall out of bed. Scottish traumatologists note that over the course of months in this country, 85 thousand children became their patients, of whom only 85 received minor bruises, the rest ended up in the hospital due to concussions, broken bones or other injuries. Half of the affected children were under 18 years of age. Even if a preschooler does not sleep on the second tier, such furniture remains a risk factor, since it is very attractive for play. Even in an ordinary crib, you should not put large toys and pillows, as babies may fall out if they stand on them.

3 pages, 1016 words

“Theory and methodology of physical education and development of early childhood...

... have an educational effect on him. Physical education contains unlimited opportunities for the comprehensive development of a child. It helps him reveal his motor abilities, mobilize mental and physical... 2016. - 192 p. 23. Yakubovich, M.A. Correction of motor and speech disorders using physical education methods / M.A. Yakubovich, O.V. Presnova. - M.: Vlados, 2016. ...

When babies begin to walk, in order to avoid accidents, parents should consider the safety of each living space, as children of this age become real explorers.

Only with a rational approach to preventing the causes of developmental disorders by parents and teachers of child care institutions will it be possible to minimize the portion of acquired developmental disorders in children [3].

Subject - practical activities in the work of a teacher - defectologist

Currently, inclusive practices and integrated learning are becoming widespread, providing an opportunity for the successful assimilation of cultural experience by every child with disabilities.

In accordance with the requirements of inclusive pedagogy, educational organizations create special conditions at their base that make it possible to provide variable forms of education to children with disabilities, taking into account their age characteristics, health status, individual capabilities and, most importantly, requests for educational services from the public. Parents (legal representatives) are given the right to choose an educational institution available at their place of residence and the form of education.

One of the areas of work with students with special educational needs is subject-based practical activities.

Performing simple, objective-manipulative actions is a feasible task for every student with disabilities. Students really enjoy feeling various objects by tactile sensations, transferring them from one container to another, putting them into cells, and also filling them with various objects.

It is known that practical actions with objects provide the child, first of all, with sensual (sensory) knowledge of reality.

Any sensory experience that a person receives through analyzers (feeling, examining, listening, etc.) is, first of all, information for his mind.

The expression “A child’s mind is at his fingertips” belongs to the great teacher V. A. Sukhomlinsky. And these are not just beautiful words: they contain an explanation of how the child develops. Through sensory experience, through perception, the child receives the necessary initial knowledge about the world around him. And only on the basis of this experience does thinking arise.

The task of enriching sensory experience as the main source of knowledge about the surrounding reality remains relevant throughout primary school age. The teacher has to do a lot of work to solve this problem on the basis of many educational subjects, since the poor supply of life experiences among students makes it difficult for them to develop.

We present practical experience of working with disabled children who have multiple developmental disorders on the basis of substantive and practical activities.

The material presented to your attention has been selected according to its level of effectiveness: we have chosen only the most interesting games and tasks that children love and that give positive results. Games and tasks can be used both in individual and group work. Individual games can become either the basis of a whole lesson or part of it. And they can also be used when working with different categories of students.

1 Sort by color

The child needs to distribute each color into a separate container.

The proposed task has a complex meaning. Firstly, the child learns to make grasping movements: which is of great importance for the development of fine motor skills. Secondly, learns to distinguish primary colors: red, yellow, blue, green.

2Stringing objects with holes on a rod, cord, tape.

Stringing objects on a rod, cord or ribbon helps teach a child perseverance and independence, concentration and evaluation of the result.

Children are given laces and beads that need to be strung. You can complicate the task by asking students to string beads in a certain color sequence, observing the color range

3 Filling objects with sand and grain. Pouring sand (cereals) from one container to another.

The idea of filling and pouring is that the child uses a spoon to pour substances from one container to another.

At first, children's movements are awkward, often aimless and inharmonious. Then, in the process of repeated training, motor activity is activated and the child’s actions become more controlled and purposeful. These exercises develop children's practical life skills related to the skill. In the future, he develops a sense of independence, because now he can perform vital activities completely independently.

This also includes filling objects with water. Pouring water from one container to another.

These actions simultaneously develop several very important qualities: motor skills, perseverance, and the ability to concentrate. In addition, they are able to win the heart of any child - pouring, pouring, pouring - this is what children love!

5 Lacing

Lacing toys develop hand motor skills and at the same time prepare the child’s hands for drawing and writing.

You can lace just like that or according to a pattern, as well as by getting involved in story games. Thus, we simultaneously get a multifaceted effect: the development of motor skills in children, the development of the eye, and attention. At the same time, the student learns to do the same thing for a long time, developing perseverance and concentration. In addition, lacing is a skill necessary in everyday life.

6
Folding simple figures using a template, and then independently
The developed set of template pictures is very popular with children, because thanks to the created template, the child sees the result of the activity, he understands what he should do and knows in advance what the picture will look like when he finishes laying out her from counting sticks. And most importantly, he is confident that he can do it!

7Folding objects according to shape and color

Children with disabilities experience disturbances in visual perception, inaccurate ideas about shape, size, color, and difficulties in optical and optical-spatial analysis. Particular difficulties appear in writing when a child cannot write a letter or even an element of a given letter using a model. This indicates the development of optical dysgraphia in such children.

In order to develop visual perception, it is necessary to choose appropriate exercises. Selecting items by color and shape helps correct the above-described shortcomings.

8Construction using paper clips and clothespins.

Construction using paper clips and clothespins is of particular interest to children, since this material is very unusual. But, at the same time, colored paper clips and clothespins are very affordable, so they can easily be purchased and used at home not for their intended purpose, but as an element of creativity with a child.

9 Productive activities Applique, modeling, drawing

Of course, these types of activities contribute to the development of small muscles of the hand. Of particular interest to children are non-traditional activities such as finger painting, plasticine drawing, drawing - stamps with a sponge, cotton swabs, etc.

10 Transferring the mode of action to another material

Systematic inclusion of such tasks develops the skill of independent processing of educational information.

11 Life competencies

The formation of life competencies is the main priority for students. Mastering the exact sciences, of course, causes great difficulty for children, but mastering social competencies allows them to be successful, active and cheerful.

Bottom line

Little attention is paid to subject-related practical activities in the upbringing and development of children of primary school age. The main emphasis, according to established traditions, is on theoretical training. And when the same material is systematically presented with the basics of practical activity, with vivid examples, with what can be held in the hands, then not only auditory memory will work for a student of primary school age, but also visual memory, which will consolidate the result of memorization and serve improving the quality of education.

Bibliography

1. Aksenova, L.I., Arkhipov, B.A., Belyakova, L.I. Special pedagogy: Academic. A manual for students. higher ped. textbook Establishments [Text] / L.I. Aksyonova, B.A. Arkhipova, L.I. Belyakova et al.: Ed. N.M. Nazarova. – 2nd ed., - M.: Publishing House, 2001.-400 p.

2. Bidenko, V. I. Bologna process: problems, experience, solutions. − M.: Research Center for Problems of Quality of Training of Specialists, 2006. Borytko, N. M. Man as a subject of education: modern approaches // Pedagogical anthropology: conceptual foundations and interdisciplinary context. Materials Int. scientific conf. (Moscow, September 30–October 2, 2002) / Comp. V. G. Bezrogov - M.: Publishing house URAO, 2002. - P. 40−43.

3. Gudonis, V.P. Analysis of the causes of developmental disorders in children and some ways to prevent them. [Test] / V.P. Gavrilov // Defectology. – 2004. No. 4. - With. 16-17.

4. Suntsova, A. S. Theories and technologies of inclusive education: textbook. − Izhevsk: Udmurt University, 2013.

5. Professional standard of a teacher. − Order of the Ministry of Labor and Social Protection of the Russian Federation No. 544n dated October 18, 2013.

6. Prevention, diagnosis and correction of developmental disorders / Ed. Lynskoy M.I., Pokrovskoy Yu.A. – M.: LOGOMAG, 2012. – 284 p.

7. Candidate of Pedagogical Sciences, Associate Professor at Moscow State Pedagogical University, Davidovich, L.R. Comprehensive prevention of developmental disorders in young children [Text] / L.R. Davidovich [Electronic resource]. – Access mode: https://pik100.ucoz.ru/konf/patologia/davidovich.htm

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Requirements for a defectologist

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Among the professional requirements for a defectologist are the following:

availability of higher professional education;
work experience in the specialty;
knowledge of developmental and special pedagogy and psychology, anatomical-physiological and clinical defectology;
knowledge of methods and techniques for preventing and correcting developmental disorders;
the desire for professional growth and familiarity with the latest discoveries in one’s field (attending advanced training courses, master classes, seminars, conferences, reading professional literature, etc.).

Not everyone is capable of working as a defectologist. If you have a diploma and professional knowledge, a specialist requires work experience and the possession of certain character qualities.

A defectologist is a specialist who works with children who have psychological or physical developmental disabilities. This profession is complex, requiring the employee to have deep knowledge and certain personal qualities. To work as a defectologist, you need to obtain a higher education. The job responsibilities of a specialist in this profile include examining children, identifying deficiencies, searching for the cause of the disease, helping them adapt to the outside world, etc.