The program of individual accompaniment of the child with HIA: classes and features

When a child is born in a family, it is always a holiday. It grows, develops, and everything seems to be wonderful. But, unfortunately, it's different. From the first days of the life of the child, parents and doctors notice deviations, which are further manifested more and more as it develops. These children need a special, individual approach in order that they can be as painlessly adapted in this world. For such cases, special programs for upbringing and development are being developed. Next, consider the program of accompanying a child with developmental disabilities and its features.

Child with HIA

A few words about what kind of child belongs to the category of children with disabilities.

These are children who have abnormalities, they are temporary or permanent in mental or physical development. These are children with disabilities and not recognized disabled persons, but with disabilities. In these cases it is necessary to individually accompany the child with HIA.

Children with HIA can be divided into groups for which the following deviations are characteristic:

• Violation of auditory function.
• Speech dysfunction.
• Significant visual impairment, blindness.
• Pathology of the development of the musculoskeletal system.
• Backwardness in mental development and problems of mental development.
• Violation of communication and behavioral disorders.

The decisive moment will be a specific defect in development, it is from this that the corrective program will depend. For each group, a special program for the individual accompaniment of the child with HIA has been developed. Getting to work with these children, it must be well studied. This will be useful to both parents and teachers.

Features of children with HIA and recommendations for working with them

Let's consider features of some categories of children-invalids.

• Children with hearing impairment.

In such children there is a violation of perception, memory, speech, thinking. The child is inattentive, often touchy and closed. You can also notice a lack of coordination and orientation in space. As a rule, do not show initiative in communicating with others.

Children with hearing loss are well read on the lips, perceiving oral speech visually. When writing words and pronunciation often miss letters or words. Their phrases are simple, and the vocabulary is very poor.

• Children with visual impairment.

For such kids it is necessary to use a special program for training. It is also important to properly distribute the training load. Used teaching aids, as well as optical and typhlo-pedagogical devices. It is recommended to change activities more often. Dosage of visual loads must be strictly individual. Their training program must include such classes:

• Orientation in space.
• Mimicry and pantomime.
• Social and domestic orientation.
• Development of visual perception.
• Fine motor skills and touch.
• Speech therapy.

It is compulsory for children with visual analyzer problems, physiotherapy exercises should be conducted, and in the lessons - phys. Minutes.

• Children who have a mental retardation.

Such a child has the following characteristics: lack of attention, lag in the development of the school curriculum, inability to concentrate and self-fulfilling tasks, excessive mobility and emotional instability.

For these children, it is necessary to complicate tasks, only taking into account the child's possibilities.

• Children with musculoskeletal disorders.

The main symptom of this category is the violation of motor functions. Children with cerebral palsy often have hearing, vision, speech, intellect. Often there are convulsive symptoms. Such children need to help to adapt in society, they also need medical, psychological, pedagogical and speech therapy. It is important to instill a love of work, an optimistic attitude toward life, family, and society.

GEF for children with HIA

There is a special state standard for children with developmental disabilities and other health problems. It guarantees such children the right to receive education regardless of the severity of the violations, the region of residence and the type of educational institution.

What are the functions of GEF for children with HIA:

• Maximize the coverage of children with HIA education, which will correspond to their capabilities and needs.
• To enable the child to receive education in accordance with the Constitution, despite the severity of the developmental disability, development and type of institution where the child is studying.
• Create conditions for the rehabilitation of children with HIA and ensure the satisfaction of educational needs.
• To give an opportunity to choose the appropriate education taking into account the recommendations of specialists.
• Go to a unified education system, by making the learning process manageable, for the joint education of children with HIA and normally developing toddlers.
• To stimulate the development of special education and create the necessary conditions for this.

Tasks of the program

In order to consider such a program, it is necessary to find out what individual accompaniment means for these children.

Supporting children with HIA is a long-term support, based on the correct organization of the process, aimed primarily at an effective choice of solutions to their pressing problems.

Individual accompaniment is a set of methods linked together by one goal, a task, actions that are aimed at helping a child with deviations from not only parents but also teachers. The program of individual accompanying the child with HIA helps to find problems in the development of the child, draw conclusions and ensure their correct resolution, and also gives the opportunity to develop the child's inclinations and opportunities. The effectiveness of individual accompaniment is assessed, in addition to the opinion of teachers, psychologists and doctors, the satisfaction of parents and the child while he is in an educational institution. It is also important to assess the ability of the baby to interact with other children and adults.

The program of individual accompaniment of the child with HIA is necessary for:

• Children who have difficulties in mastering the basic preschool program.
• Babies with severe abnormalities who visit the group for a short time.
• For individual training.

Development and implementation of the program

The program of accompanying children with HIA has several stages of development and implementation:

1. At the first stage, the collection and analysis of documents, doctor's conclusions, as well as discussion of the child's problems with parents, teachers.
2. At the second stage, it is necessary to conduct a comprehensive development survey. Analyze the results with specialists and deduce the conclusion. In the end, make up a psychological and pedagogical description.
3. At the third stage tasks, conditions, methods and forms of corrective-developing work are determined. At this stage, parents are actively involved. They are provided with the necessary assistance, both practical and consultative.
4. The fourth stage is considered the main one. The program is implemented, its execution is monitored, changes are made, if necessary. Specialists provide training for parents and teachers with the necessary skills to work with children with HIA.
5. At the fifth stage, the effectiveness of the program is analyzed. The difficulties in its implementation, the search for the reasons, the ways of solving problems are being found.

Features

The program of individual accompaniment of a child with disabilities gives the following opportunities:

• Obtain an education for a child with HIA, taking into account his needs and opportunities.
• It is easy to integrate a disabled child into a peer group with normal development.
• Parents have the opportunity to receive assistance and advice from the necessary specialists and teachers.
• Teachers receive constant methodical help and support.
• There is regular control over the development of the child with HIA and the work is adjusted in a timely manner, taking into account his abilities and capabilities.

Forms of working with children with HIA

To implement the program, it is necessary to conduct various activities with children with HIA. The program offers several forms of work:

• Specially organized classes.
• Non-program lessons.
• Organization of free time.
• Teaching parents.

Features of classes with children with HIA

Classes with disabled children can take place:

• Individually.
• In groups.
• Together with healthy children.

Be sure to consider:

• The state of health of the child.
• Mood.
• Current family circumstances.

There are also several main conditions for conducting classes with children with HIA:

• The pace of training should be slowed down.
• Involve children regularly in their practical activities.
• To build on the child's abilities and abilities.
• Take into account the characteristics of the child and adjust its activities.

What are the functions of the accompanying activities?

Pedagogical support of children with HIA involves the performance of certain functions:

• The social pedagogue conducts social and pedagogical work with children and the class teacher, and also correctional and developing activities. Assists in the collection of necessary documentation.
• The class teacher supervises the observance of the rights of children with HIA, ensures the safety of their lives and health, uses the necessary methods and skills to teach children with HIA, assists parents, and liaises with them to control the learning process.

Implementation of the program

The program of individual accompaniment of the child with HIA is realized in several stages:

1. The first stage: the diagnostic work is carried out, the accompanying documentation is studied. There is an agreement with the parents.
2. The teacher is a social and class teacher supervising the child, talking with parents, making a conclusion about the child's abilities, abilities and emotional state.
3. A more thorough examination with the participation of teachers-psychologists, GPA educators, social psychologist and class teacher.
4. A "Protocol of primary examination" is compiled.
5. Correction and development service analyzes the information received.
6. The recommendations on the program are made.
7. All information is recorded in a special diary by a social pedagogue. The effectiveness of individual accompaniment is assessed every quarter.

Recommendations for teachers

It is possible to draw up several general recommendations for teachers who provide individual support for a child with HIA:

• It is necessary to make a plan of studies and implement it, taking into account the characteristics of the child and his diagnosis.
• Conduct not only individual lessons, but also group ones, increase the activity of the child and the ability to work in a group.
• Pay attention to the child's mental state before classes.
• Assist in the performance of tasks and assignments.
• Develop motor skills through special gymnastics, games, assignments.
• Radiate positive emotions, involve children in entertaining activities, developing their abilities and talents.

Conclusion

If a child is born with any deviations in development, this does not mean that it is impossible to teach something. Only an individual approach can solve the problem with the training of such children. Targeted work of doctors, educators and parents will make these kids socially adapted and will provide substantial assistance in their development.