IVANOVA I.I. e-mail :k [email protected]
Municipal budgetary educational institution
"Secondary school No. 1", Tambov
Considered Recommendedto the statement:
Pedagogical Council
MAOU secondary school No. 1 of 2016
I approve:
Principal of the school MAOU secondary school No. 1
Protocol #1
I.P. Kaznacheeva
Program of psychological and pedagogical support
student___ classG
Ivanova Ivanna Ivanovna
MAOU secondary school No. 1
teacher-psychologist: Yu.V.Kubasova
Tambov 2016
Relevance of this work lies in the fact that this program of psychological and pedagogical support for students with disabilities is drawn up in accordance with the Convention on the Rights of the Child dated November 20, 1959, the laws of the Russian Federation "On Education" (as amended and supplemented), dated November 24, 1995. No. 181-FZ "On the social protection of persons with disabilities in Russian Federation”, “On the education of persons with disabilities (special education)” (adopted by the State Duma on 06/02/1999), the Family Code of the Russian Federation of 1995, letter of the Ministry of Education of the Russian Federation dated 03/27/2000. No. 27 / 901-6 “On the Psychological, Medical and Pedagogical Council (PMPk) of an educational institution”, instructive letter of the Ministry of Education of the Russian Federation No. 27/29 Children with cerebral palsy are characterized by specific deviations in mental development. The mechanism of these disorders is complex and is determined both by the time and the degree and localization of the brain lesion. The problem of mental disorders in children suffering from cerebral palsy is devoted to a significant number of works by domestic specialists (E. S. Kalizhnyuk, L. A. Danilova, E. M. Mastyukova, I. Yu. Levchenko, E. I. Kirichenko, etc.) 67-6 dated 14.07.2003 "On the Psychological-Medical-Pedagogical Commission".
Explanatory note.
Children with cerebral palsy are characterized by a peculiar mental development due to a combination of early organic brain damage with various motor, speech and sensory defects.
Years of experience of domestic and foreign specialists working with children with cerebral palsy showed that psychological assistance is one of the components of a comprehensive psychological, medical, pedagogical and social support for a junior schoolchild with cerebral palsy. Individual psychological correction is one of the important links in the system of psychological assistance to children with cerebral palsy of varying degrees of severity of intellectual and physical defects.
Planning and definition of tasks for individual correction is carried out after a comprehensive diagnosis. In particular, psychological examination is aimed at studying the personality of the child, determining the level of development of sensory-perceptual and intellectual processes and analyzing the motivational-need sphere.
In order to diagnose sensory-perceptual and intellectual processes, we use a set of psychological methods proposed by Mamaychuk I.I.
This individual program was developed in connection with a decrease in cognitive activity, insufficient development cognitive processes: perception, memory, attention, thinking.
Results of the study of mental functions Ivanova Ivanna, 9 years old.
Emotional-volitional sphere friendly, easy to get in touch with. The emotional reaction to the diagnostic situation is manifested in the form of interest. Encouragement causes a reaction colored with positive emotions. After the remark, he tries to correct the mistake, clarifies the correctness of the actions.
visual perception insufficiently developed: distinguishes colors (selection by name): yellow, blue, green, black, white, there are difficulties in distinguishing tint colors; correlates and differentiates objects by size; partially correlates objects in shape (circle, square). Small parts does not distinguish (vision features)
Temporary representations formed, spatial representations formed: differentiates right and left sides, top/bottom, knowsseasons, distinguished by the sequence of time of day. Understanding yesterday, today, tomorrow is.
Attention scattered, exhaustible, volitional effort is minimal, unstable. The gaze fixes on the subject for a short time, there is a mechanical sliding of attention from one object to another, the maximum concentration of attention on the task for 3-5 minutes. The volume of visual attention is much lower than the average for the age group. When performing tasks, constant individual training assistance from an adult, external stimulation is required.
Memory . The process of memorization is slow, requires repeated repetition. Involuntary, figurative, tactile and emotional memory predominates. The volume of auditory and visual memory is greatly reduced.
Thinking visually effective. When performing tasks that require analysis, synthesis, comparison, highlighting the main thing, adult learning assistance is required.
fine motor skills . Not developed. Strong spasticity of the arms makes movements limited and difficult, angular. There is no possibility of extending the arms from the elbow. With difficulty turns the palm up. The pencil is hard to hold. Hatching is possible with a ruler.
The level of assimilation of educational material : perceives new information with interest, with tips, "anchors" reproduces new information, with repeated repetition, is able to solve a typical problem without prompting an adult. Solving a non-standard problem using the analysis function is difficult.
This individual program was developed in connection with a decrease in cognitive activity, insufficient development of cognitive processes: perception, memory, attention, thinking, mental retardation in a child with cerebral palsy.
Program goal:
Creation of a system of comprehensive assistance to a child with disabilities (disorders of the musculoskeletal system) in mastering the basic educational program of primary general education;
Correction and development of sensory-perceptual and intellectual processes.
Tasks:
support for the development of the child;
support of the process of his education and upbringing;
correction of existing deviations (includes corrective work aimed at correcting or easing existing violations, and developmental work aimed at revealing the child's potential, achieving an optimal level of development)
Expected result:
1. Increasing cognitive activity, increasing efficiency, developing arbitrariness and stability of attention.
2. Formation of the ability to self-regulate their physical and mental state
3. Decreased psycho-emotional and muscle tension.
Program content.
The program is conditionally divided into 3 blocks.
Block 1. is aimed at the development of visual-motor coordination based on ideas about size, shape, color, the development of the integrity of perception, tactile-kinesthetic sensitivity.
Block 2. Correction and development of stability, volume, concentration and arbitrariness of attention, development of spatial orientations and temporal representations, development of memory.
Block 3. Development of visual-figurative thinking, the formation of mental operations: analysis, synthesis, comparison, exclusion, generalization
Classes are held once every two weeks, duration is 45 minutes, the total number of classes is 18 ()
Finger games and exercises used at the beginning of each lesson (“ Good morning!”, “Fingers say hello”, “My palm”, etc.), develop coordination of movements of the fingers of the child’s hands, reduce spasticity of the hands. For the development of tactile-kinesthetic sensitivity and fine motor skills finger paints, colored sand are also used.
Relaxation games and exercises that are held at the end of each lesson reduce psycho-emotional and muscle tension ().
As a result of the implementation of the program, the child's cognitive activity increases, interest in joint activities with an adult, the child's need for communication through speech develops.
Literature:
Vinnik M.O. Mental retardation in children: methodological principles and technologies of diagnostic and correctional work / M.O. Vinnik. - Rostov n / D: Phoenix, 2007. - 154 p.
Grabenko T.M., Zinkevich-Evstigneeva T.D. Corrective, developing adaptive games. - St. Petersburg: "Childhood-press", 2004. - 64 p.
Levchenko I.Yu., Kiseleva N.A. Psychological study of children with developmental disorders. - M .: Publishing house "Knigolyub", 2008.
Levchenko I.Yu., Prikhodko O.G. Technologies for teaching and educating children with disorders of the musculoskeletal system: Proc. allowance for students. avg. ped. textbook establishments. - M.: Publishing Center "Academy", 2001. - 192 p.
Mamaichuk I.I. Psychocorrective technologies for children with developmental problems. - St. Petersburg: Speech, 2006. - 400 p.
Metieva L.A., Udalova E.Ya. Sensory education of children with developmental disabilities: a collection of games and game exercises. - M .: Publishing house "Knigolyub", 2008.
Semenovich A.V. Neuropsychological diagnostics and correction in childhood: Proc. allowance for higher educational institutions. - M.: Publishing Center "Academy", 2002. - 232 p.
Titova M. How to relieve fatigue. // School psychologist No. 22 November, 2008.
Shanina S.A., Gavrilova A.S. Finger exercises for the development of speech and thinking of the child. – M.: RIPOL classic: HOUSE. XXI. 2010. - 249 p.
Individual work plan
Name of the child: Ivanova Ivanna Ivanovna
Date of birth: 02.22.2006
Conclusion PMPk: level speech development does not meet age standards
Conclusion: F83, F70? CHAZN. Violation of writing and reading due to the lack of formation of the main means of the language. Dysarthria (m.p.)
Implementation period: 9 months
Responsible teacher - psychologist: Kubasova Yulia Vladimirovna
2. Thematic lesson plan.
classesDirection
Tasks
1
1. To form work skills that contribute to the development of fine motor skills.
2. Strengthen arm muscles with self-massage.
3. Develop visual perception, tactile hand sensitivity, hand coordination through exercise,
4. Create an atmosphere in the classroom that creates positive emotional stability.
1 task
2 task
Working with a ruler and pencil, hatching
3. task
Colors of the rainbow (color repetition)
4. task
"Remember the order"
2
Development of finely coordinated hand and finger movements
1. Coordinating the work of small muscles and joints of the hands, fingers (especially the thumb) and wrists.
2. Development of memory
1 task
Finger gymnastics(to reduce muscle tone)
2 task
"Remember the order"
3 task
Hatching (working with a ruler and pencil)
4 task
"Magic Squares"
3
1. Development of fine motor skills
2. Expansion of vocabulary.
1 task
Finger gymnastics
2 task
"Magic Squares"
3 task
The game "Vegetables" (development of auditory memory)
4 task
Assemble puzzles "vegetables"
5 task
"What does mom cook from vegetables"
6.task
how many parts does
Direction
Tasks
Development of cognitive processes
1. Development of fine motor skills
2. Development of memory
1 task
Finger gymnastics
2 task
Remember a couple
3 task
draw
Autumn
Development of cognitive processes
1. Development of thinking.
2. Development of speech
1 task
Finger gymnastics
2 task
Make up a story from a picture
3 task
Guess the animal
4 task
Development of cognitive processes
1. Development of thinking
2. Development of attention
1 task
Finger gymnastics
2 task
Finish the sentence
3 task
Lay out the pattern
4 task
Find differences
Development of cognitive processes
1. Development of motor-motor attention
2. Development of memory
1 task
Finger gymnastics
2 task
Edible - not edible
3 task
Ear-nose-mouth
4 task
Remember a couple
Development of cognitive processes
1. Development of thinking
1 task
Finger gymnastics
2 task
Guess the item
3 task
Third wheel
4 task
Find the extra
Development of cognitive processes
1. Development of imagination
2. Development of attention
1 task
Lay out the pattern
2 task
It happens doesn't happen
3 task
Flying - not flying
Development of cognitive processes
1. Development of logical thinking
2. Development of the imagination
3. Development of facial expressions
1 task
Assembling the puzzle
2. task.
We read the fairy tale "Gingerbread Man" by roles
3. task
We draw our continuation of the fairy tale
Development of cognitive processes
1 task
Lay out the pattern
2 task
Where did the bunny go
3 task
Gouache drawing "my mood"
Development of cognitive processes
1. Development of thinking (establishment of patterns on abstract material).
2. Development of verbal memory
1 task
Finger gymnastics
2 task
Find the shapes
3 task
Development of cognitive processes
1. Development of the ability to navigate in the space of the sheet.
2. Development of logical memory (establishment of associative links).
1 task
Above, left, right, below
2 task
Neighbor, through one
3 task
Combine words.
Development of finely coordinated hand and finger movements
1. Development of fine motor skills
1 task
Finger gymnastics
2 task
Where is this house
3 task
Colored sand drawing
Development of cognitive processes
1. Development of visual-figurative thinking
2.Memory diagnostics
1 task
Lay out the pattern
2 task
glades
3 task
Memorization technique 10 words
Development of cognitive processes
1. Development of memory
2. Work with facial expressions.
1 task
Reading a fairy tale
2 task
rhythm
3 task
Mimic exercises
Development of cognitive processes
1. Development of voluntary attention.
2. Development of auditory memory.
3. Development of visual-figurative thinking.
1 task
Lay out the pattern
2 task
Count right
3 task
find a way
Development of cognitive processes
1. Development of thinking
1 task
Finger gymnastics
2 task
Eliminate the excess
3 task
Simple analogies
4 task
Find the extra
Program content
Lesson 1
Target: Acquaintance, establishing contact. Development of finely coordinated hand and finger movements
Acquaintance "Let's get acquainted."
Description: Presentation to the child. We greet with a handshake. (characteristic of spasticity of the hand).
Finger gymnastics "My palm"
Description: To the music, we invite the child to do self-implantation of each palm.
"My palm is a pond,
Boats sail on it.
(slowly with the edge of the other palm we drive along the open palm, drawing a wave)
My palm is like a meadow
And snow is falling from above.
(touch your fingertips to your palm)
My palm is like a notebook
You can draw in a notebook
(we imitate a letter by drawing mugs in turn on each palm, etc.)
My palm is like a window
It's time to wash it.
(rub palm with fingers clenched into a fist)
Your palm is like a path
And the cats walk along the path.
(carefully step over with a finger or fingers on the palm of your hand)
Hatching (working with a ruler and pencil)
Equipment: hatching A (Appendix 3)
Description: on a sheet of format A 4
"Colors of the rainbow" (repeating colors, raising the mood) Draw a rainbow.
"Remember the order" (memory diagnostics)
Description: there are colored pencils on the table (7 pieces, according to the colors of the rainbow). The child remembers their location on the table. Then the psychologist rearranges some pencils. The task of the child is to guess what has changed and put the pencils in their places.
Lesson 2
Target: Coordination of the small muscles and joints of the hands, fingers (especially the thumb) and wrists. Memory development.
Finger gymnastics (to reduce muscle tone)
Equipment: prickly ball
Description:
"Remember the order"
Equipment: hatching B (Appendix 3)
Description: put toys, books (12 pieces) on the shelf. The child remembers their location on the shelf. Then the psychologist rearranges a few or removes, replacing them with others. The task of the child is to guess what has changed.
Hatching (working with a ruler and pencil) application 3
"Magic squares" (development of spatial representations, consolidation of knowledge of color)
Equipment: "Magic squares" (Appendix 4)
Description: move your finger along the multi-colored cells and follow the psychologist's commands, up, down, right, left. After naming several teams, the psychologist asks to name which cell they stopped at.
Lesson 3
Target : Development of fine motor skills. Vocabulary expansion.
Finger gymnastics "My palm" (repeat lesson 1)
"Magic Squares" (repeat lesson 2)
The game "Vegetables" (expansion of vocabulary)
Equipment: ball.
Description: The psychologist throws the ball to the child, who, having caught the ball, must name the word for some vegetable and throw the ball back to the psychologist. The game continues until all the known words "vegetables" have been named.
"Assemble the puzzle" (for fine motor skills, perception of the part and the whole)
Equipment: set of cardboard puzzles "Vegetables"
Description: The psychologist asks to assemble the puzzle, after that the child must name the resulting vegetables and say where, his mother uses him, what dish he likes with him. How many parts it consists of, and other characteristics.
Lesson 4
Target : Development of fine motor skills. Memory development.
Finger gymnastics
Thumb boy where have you been?
With this brother forest walked,
I cooked cabbage soup with this brother,
I ate porridge with this brother,
I sang songs with this brother.
Description: the child tells a rhyme and bends his fingers into a ring. The first time - we perform the exercise with the right hand. The second time - with the left hand. The third time - simultaneously with both hands.
"Remember a couple" (Appendix 3)
Equipment:
Description:
Drawing "Autumn" (fine motor skills, pressure control, decreased muscle tone)
Equipment: album sheet, gouache, glass of water, brushes.
Description: The psychologist explains to the child that now they will draw Autumn. Conventionally, the sheet is divided into 4 parts. The top is drawn with fingers, the bottom with a brush. Up the sky, down the trees leaves, etc. (options are discussed with the child). The psychologist helps the child to make the first few strokes by directing the hand and pressure. Then, the child draws himself.
Lesson 5
Target : Development of thinking. The development of speech.
Finger gymnastics (to reduce muscle tone) (repetition of lesson 2)
"Make a story according to the picture" (increase in vocabulary, development of thinking and speech)
Equipment: 2 sets of 4 pictures.
Description: We give the child pictures. They need to be arranged in order. Then you need to describe what is drawn to make a story.
If the child made up a very meager story, the psychologist himself makes up a story from these pictures so that the child can see how the text can differ from the same pictures. In this case, be sure to use descriptions of objects or characters. The child describes the second picture, the Psychologist asks additional questions.
"Guess the Animal"
Equipment: pictures with animals: fox, mouse, hedgehog, falcon, dog, owl, snake, wolf, bear, etc.
Description: The psychologist asks the child to guess which animal is characterized by qualities: cunning, like ...; cowardly as...; prickly like...; faithful as...; vigilant,
How...; wise as...; strong as...; hungry, how...?”
(possible with any other natural phenomena, etc.)
"All year round" (teaching children to see signs of seasonal changes in nature)
Equipment 1. A large rotating disk, divided into four sectors, pasted over with colored flannel (white - winter, green - spring, pink - summer, yellow - autumn). 2. A series of pictures pasted on the flannel. 1 series. Drawings depicting seasonal changes in nature: sun, rain, snow, leaf fall. 2 series. Flowers: Snowdrops, daisies, asters. Fruit: radish green onion, strawberries, tomatoes, lemons, apples. 3 series. Animals and birds in different time of the year. 4 series. Labor of people in nature. 5 series. Entertainment for children.
Description: The disk is spinning, the arrow points to one of the sectors. The child determines the season by the color of the sector and selects pictures corresponding to this season.
Lesson 6
Target : The development of thinking and attention.
Finger gymnastics "Castle" (motor development)
Who could open it?
knocked,
Twisted
pulled
And they opened it!
(Put your fingers in the lock)
(knock hand in hand)
(twist with the hands without unclenching the fingers)
(pull the brushes in different directions without opening your fingers)
(sharply disengage fingers)
"Finish the sentence"
Description: The child is invited to insert the necessary words instead of dots.
An animal that meows is called...
The bird that croaks is called...
The tree that grows apples is called...
The tree that is decorated for the New Year is called ...
Then you can ask the child to independently make similar definitions of phenomena well known to him.
Equipment:
Description:
Nadi differences
Equipment: pictures (Appendix 3),
Description: find differences in pictures
Lesson 7
Target : Development of motor-motor attention, development of memory
Finger gymnastics "Burbot" (motor development)
One burbot lived in the river,
Two ruffs were friends with him.
Three ducks flew to them
Four times a day
One two three four five.
Slow movements with joined palms, imitating swimming.
Hand movements on both sides.
Wave your palms.
Bend your fists.
Unbend fingers from cams, starting with large ones.
Edible - not edible (development of attention, familiarity with the properties of objects)
Equipment: ball.
Description. Depending on the named object (whether it is edible or not), the child must catch or hit the ball thrown to him by the psychologist.
Ear-nose-mouth (development of attention)
Description: the child stands near the sofa and follows the commands that the psychologist says and shows. Nose - they point a finger at the nose, the floor - lower their hands down, the ceiling - raise their hands up. The psychologist calls and executes all the commands together, but at the same time he deliberately makes a mistake. The task is to listen carefully and accurately execute only those commands that the psychologist calls.
Remember a couple "(Appendix 3)
Equipment: forms with figures for memorization and reproduction.
Description: The psychologist explains to the child how he will remember the figures. He looks at the 1st form and tries to remember the proposed pairs of images (figures and sign). Then the form is removed and he is offered separate pictures, which he must place in front of each figure of the corresponding pair, trying to maintain order.
Lesson 8
Target : Development of thinking
Finger gymnastics (to reduce muscle tone)
Equipment: prickly ball
Description: We will take the hedgehog ball, (throw the ball up)
Let's ride and rub. (roll between palms)
Let's throw up and catch, (again throw the ball)
And count the needles. (with fingers we crush the needles of the ball)
Let's put the hedgehog on the table (put the ball on the table)
We press the hedgehog with the handle (we press the ball with the handle)
And let's ride a little ... (roll the ball)
Then we change the handle (change hands)
Guess the item Guess the item from the description.
Description: the psychologist names the signs of the subject. The child must guess what the subject is and name the subject.
Four legs, backrest, seat (chair)
Numbers, hands (hours)
Letters, pictures, sheets (book)
Trunk, branches, leaves (tree)
Root, stem, leaves, petals (flower)
Screen, buttons, electric cord, remote control (TV)
Spout, handle, lid, electric cord (kettle)
Paws, tail, collar (dog)
Paws, tail, trunk (elephant)
Third wheel
Description: The psychologist calls the first three words. The child must determine the extra word, name and explain his answer.
Milk, juice, bread
Car, horse, tram
Hat, scarf, boots
Rose, birch, tree
Rain, snow, river
Doctor, tourist, driver
shadow, sun, planet
Frost, blizzard, January
Stone, clay, glass
Door, carpet, window
Sea, river, pool
Equipment: card (Appendix 3).
Description:
Lesson 9
Target : Development of imagination, attention
Finger gymnastics (to reduce muscle tone)
Description: We chop cabbage, chop! (2 times)
(the child depicts the chopping movements of the ax, moving the straight palms up and down)
We cut cabbage, cut! (2 times)
(with the edge of the palm we drive back and forth)
We salt cabbage, salt! (2 times)
(we collect fingers in a pinch and pretend to salt the cabbage)
We press cabbage, we press! (2 times)
(vigorously clench and unclench fists)
We three carrots, three! (2 times)
(we squeeze the right handle into a cam and move it up and down along a straight line palmsleft hand, depicting a grater)
Lay out according to the model (development of fine motor skills)
Equipment: pattern sample (Appendix 3), pencils
Description: child on the table lays out a pattern of pencils
Sometimes it doesn’t happen (development of imagination, attention).
Description: Psychologist says sentences. If what is said in the sentence happens, the children clap their hands, if it doesn’t happen, they stomp their feet.
Offers:
“The wolf roams the forest. The wolf sits on a tree. A cup is boiling in a saucepan.
The cat is walking on the roof. The dog swims in the sky. The girl caresses the dog. The house is drawing a girl.
Flying - not flying
Description: The child must respond and perform movements in accordance with the words of the psychologist.
Instruction: "Attention! Now we will find out who (what) can fly and who (what) cannot. I will ask, and you immediately answer. If I call something or someone capable of flying, for example a dragonfly, answer: “Flying” - and show how she does it - spread your arms to the sides like wings. If I ask: “Does the pig fly?”, be silent and do not raise your hands.”
Note . List: eagle, snake, sofa, butterfly, Maybug, chair, ram, swallow, plane, tree, seagull, house, sparrow, ant, mosquito, boat, iron, fly, table, dog, helicopter, carpet...
Lesson 10
Target: The development of logical thinking, imagination, facial expressions.
Assembling the puzzle "Kolobok"
Equipment: plot picture from the fairy tale kolobok, cut into 4 parts.
Description: We invite the child to collect a picture. How will he collect it, we ask if the child recognized the fairy tale? What is the tale about? We invite you to remember it.
We read the fairy tale "Gingerbread Man" in paragraphs.
Equipment: fairy tale bun
Description: We read a fairy tale and do exercises on the motor skills of the hands (a broomstick along the barn, a scraper along the barrel, etc., we repeat in movements).
fairy tale ending
Description: We invite the child to finish the tale differently. And we draw a new end to the tale.
Description:
Note:
Count it right
Equipment: tables with figures (a, b).
Description:
find a way
Equipment:
Description:
Lesson 11
Target : Development of the ability to navigate in the space of the sheet.
Lay out the pattern
Equipment:
Equipment: children on the table lay out a paper pattern.
Description: A set of geometric shapes can be made from thick paper, the size must match the sample.
« Where did the bunny go?
Equipment: magnetic board, sheet of paper, pencil.
Description: On a magnetic board, the psychologist moves in different directions a bunny figure, and the student names where it is (in which corner - top right, top left, bottom right, bottom left, middle of the board; on which line - bottom, top, first, second, bottom, top). Then the student himself chooses the direction of movement of the figure and tells where the bunny hid.
Drawing "My mood
Lesson 12
Target : Development of the ability to navigate in the space of the sheet. The development of visual-figurative thinking.
Finger gymnastics (repeat 1 lesson)
Find the shapes
Equipment : a poster depicting geometric shapes, a cardboard circle (see lesson materials, fig. 53)
Description: The psychologist suggests considering the drawing: “It has two parts - the upper one of 9 cells and the lower one of 12 cells. Each cell has two figures. At the bottom, each pair of figures has its own number. I will close one cell in the upper part, and you will say which pair of figures from the lower part with a number can be placed in this cell. The lesson is conducted according to the scheme: the teacher closes one of the cells of the nine-cell square in the upper part of the picture and offers to find among the pairs of figures located in 12 cells in the lower part of the picture, a pair that fits into the place covered with cardboard. Cell selection order: bottom right, top right, bottom left, top left, bottom middle, right middle, left middle, top middle, center.
Thus, students solve 9 tasks related to the analysis of the relationships of images placed in a certain order.The teacher draws the students' attention to the fact that in order to get the correct answer, you need to consider the figures first in the top three cells and find which figures are the same. Then consider the figures in the three middle and three lower cells, as well as in the three vertical cells on the left, in the center and on the right.
Words starting with the same letter
Description: The student is instructed to follow while reading a short story for words that begin with one specific letter. He must memorize 5-7 such words in the order in which he heard them, and at the end of the reading, write them down in the same order.During the second reading of the story, the correctness of the task is checked.
Lesson 13
Target: Development of the ability to navigate in the space of the sheet. Development of logical memory (establishment of associative links).
Above, left, right, below
Equipment: a poster depicting birds (see lesson materials, fig. 54).
Description : Students look at the poster and answer the teacher's questions: “Which bird is located to the right of the free space?”, “Which is to the left?”, “Which is higher?”, “Which is lower?”, “Which bird is located to the right and above the free space?”, “Which is to the left and lower?”, “Which is to the right and lower?”, “Which is to the left and higher?”, “Which bird is to the left and lower than bird 9?”, “Which bird is to the right and higher than the bird that has a head like a bird 1, and the tail, like a bird 4? - and so on.
Neighbor, through one
Description : The same poster is used as in the previous task. The child is told: “Birds 1 and 2, 2 and 3, 1 and 4, 4 and 7 are neighboring, birds 1 and 3, 1 and 7, 7 and 9 are through one, birds 1 and 6, 2 and 7, 2 and 9, 8 and Z are non-neighboring. Questions are asked: “Which neighboring birds have different tails?”, “Which birds have identical legs through one?”, “Which non-neighboring birds have the same head?”, “Two birds have a tail, like bird 4, they are neighboring, not adjacent or through one? - and so on.
Combine words
Description : The psychologist names pairs of words that are not related in meaning. The child must find any connections between them and thus unite them. For example, given a pair of wordscat - leaf.It is possible to combine them on the basis of such an associative connection as “the cat plays with the leaf” or “the cat hid under the leaf from the rain”, etc.
Other example word pairs:
car - pear, apple - jacket,
the sun is a pencil, the hare is a backpack,
house - sea, etc.
Lesson 14
Target: Development of visual sensations
Finger gymnastics "Finger where is your home?"
Finger, where is your house? What is your name? I'm a thumb, and my house is here! Finger, where is your house? What is your name? I'm index, and my house is here! Finger, where is your house? What is your name? I'm the middle finger, and my house is here! Finger, where is your house? What is your name? I am nameless, and my house is here! Finger, where is your house? What is your name? I'm a little finger, and my house is here!
Where is this house?
Equipment: poster with houses (see lesson materials, Fig. 19).
Description : The psychologist first says: "Houses 1," 2, 3 are located in the top row, houses 4, 5, 6 - in the middle, 7, 8, 9 - in the bottom. Houses 1, 4, 7 are located in the left column, 2, 5, 8 - on average, 3, 6, 9 - in the right. "Then he asks questions:" Where, in what row and column is house 4? "," Houses 2 and 6 are in the same row? is in the bottom row and left column? and so on.
Colored sand drawing
Equipment: colored sand, image template
Description : The child is invited to draw with colored sand.
Lesson 15
Target: The development of visual-figurative thinking.
Lay out the pattern (development of fine motor skills, development of voluntary attention)
Equipment: pattern sample (Appendix 6), a set of geometric shapes required for laying out the pattern (repeat lesson 10)
2. Glades
Equipment: a set of sheets depicting four clearings with forked paths and houses at their ends, as well as “letters” indicating the path to one of the houses (see lesson materials, fig. 51).
Description: First, two introductory tasks are given (sheets A and B), then in the order of tasks 1-3. The psychologist says (the first introductory task): “In front of you is a clearing, paths and houses are drawn on it at the end of each of them. You need to correctly find one house and cross it out. To find this house, you need to look at the letter. The letter says that you need to go from the grass past the Christmas tree, then past the fungus, then you will find the right house.
The second introductory task (sheet B): “There are also two houses here. But the letter is different, it shows how to go and where to turn.” Together with the students, the teacher finds the right house. Then the students solve the main tasks on their own.
3. Methodology for memorizing 10 words
Description: “Now I will read 10 words. You must listen carefully. When I finish reading, immediately repeat as much as you can remember. You can repeat in any order, the order does not matter. It's clear?" The psychologist reads the words slowly, clearly. When the subject repeats the words, he puts crosses under these words in his protocol. Then continues the instruction (second stage).Second explanation : "Now I will read the same words again, and you must repeat them again - both those that you have already named and those that you missed the first time - all together, in any order." And 2 more times.
Lesson 16
Target: Development of memory skills to retell, work with facial expressions.
Reading the fairy tale "The Fox and the Crane"
Equipment: a fairy tale, a wooden stick, a flat plate and a vase with a thin neck.
While reading, we explain unfamiliar words (Kumanek, barn, millet, etc.).
Description:. The child reads the fairy tale paragraph by paragraph and highlights the main idea. Each paragraph is illustrated by the child to the psychologist. (Small theater)
Rhythm
Description: After reading, we tap out the rhythm wooden stick"full" and "hungry" crane
Mimic exercises
Description: facial expressions show a satisfied and hungry fox.
Lesson 17
Target : Development of memory, speech
Finger gymnastics (to reduce muscle tone)
Equipment: prickly ball
Description: We will take the hedgehog ball, (throw the ball up)
Let's ride and rub. (roll between palms)
Let's throw up and catch, (again throw the ball)
And count the needles. (with fingers we crush the needles of the ball)
Let's put the hedgehog on the table (put the ball on the table)
We press the hedgehog with the handle (we press the ball with the handle)
And let's ride a little ... (roll the ball)
Then we change the handle (change hands)
Lay out the pattern (development of fine motor skills, development of voluntary attention)
Equipment: pattern sample (Appendix 6), a set of geometric shapes required for laying out the pattern
Description: children on the table lay out a paper pattern.
Note: A set of geometric shapes can be made from thick paper, the size must match the sample.
Count it right
Equipment: tables with figures (a, b).
Description: The child aloud aloud counts the number of identical figures in each row (a) or the number of circles and crosses (b).
find a way
Equipment: individual forms with labyrinths (see materials for the lessons, Fig. 50, a, b), pencil.
Description: First, the psychologist asks the students to help Sasha and Kolya find their way to school by tracing it with a pencil. Then you need to help the bunny get to the carrot. Which path should he take? (Correct answer: 8.)
Lesson 18
Target : Development of thinking
Finger gymnastics (to reduce muscle tone)
Equipment: prickly ball
Description: We will take the hedgehog ball, (throw the ball up)
Let's ride and rub. (roll between palms)
Let's throw up and catch, (again throw the ball)
And count the needles. (with fingers we crush the needles of the ball)
Let's put the hedgehog on the table (put the ball on the table)
We press the hedgehog with the handle (we press the ball with the handle)
And let's ride a little ... (roll the ball)
Then we change the handle (change hands)
Eliminate the excess.
Equipment : sheet with twelve rows of words like:
Description: . The student needs to find in each row of words one that does not fit, is superfluous, and explain why.
Lamp, lantern, sun, candle.
Boots, shoes, laces, felt boots.
Dog, horse, cow, elk.
Table, chair, floor, bed.
Sweet, bitter, sour, hot.
Glasses, eyes, nose, ears.
Tractor, harvester, car, sled.
Moscow, Kyiv, Volga, Minsk.
Noise, whistle, thunder, hail.
Soup, jelly, saucepan, potatoes.
Birch, pine, oak, rose.
Apricot, peach, tomato, orange.
Simple analogies
Equipment: a form in which two rows of words are printed according to the model.
Description: Research order. The student studies a pair of words placed on the left, establishing a logical connection between them, and then, by analogy, builds a pair on the right, choosing the desired concept from the proposed ones. If the student cannot understand how this is done, one pair of words can be disassembled with him.
1. Run - stand; Scream -
a) be silent, b) crawl, c) make noise, d) call, e) stable
2. Locomotive - wagons; Horse -
a) groom b) horse c) oats d) cart e) stable
3. Leg - boot; Eyes -
a) head, b) glasses, c) tears, d) eyesight, e) nose
4. Cows - a herd; Trees -
a) forest, b) sheep, c) hunter, d) flock, e) predator
5. Raspberry - berry; Mathematics -
a) a book, b) a table, c) a desk, d) notebooks, e) chalk
6. Rye - field; Apple tree -
a) gardener b) fence c) apples d) garden e) leaves
7. Theater - spectator; Library -
a) shelves b) books c) reader d) librarian e) watchman
8. Steamboat - pier; Train -
a) rails, b) station, c) land, d) passenger, e) sleepers
9. Currant - berry; Pot -
a) stove, b) soup, c) spoon, d) dishes, e) cook
10. Disease - treat; TV -
a) turn on, b) install, c) repair, d) apartment, e) master
11. House - floors; Ladder -
a) residents, b) steps, c) stone,
"Find the excess" (development of thinking)
Equipment: card (Appendix 3).
Description: The psychologist shows a card that shows several objects. Children must guess which object is superfluous and explain their answer.
Find the shapes
Lay out according to the model of lesson 11
Find the way to lesson 10
Tell by picture
Tell by picture
Appendix 3
what lesson 9 is missing 
Lay out according to the model for lesson 6
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| Velcro, soft fur |
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| hard fur |
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| Leather - hard, sintapon - soft |
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| Wooden ribbed surface,corrugated cardboard |
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| Leather |
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| Ribbons |
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| shells |
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| At first, the child could not get anything out of the box. my palms were tightly clenched into fists, so I myself opened his palm and helped to get objects out of the box. he began to rake out the contents of the box with his fists, and after a while with his palms. The right hand coped better than the left, and although experts recommended developing only right hand, I focused on both hands. After 1.5 years from the beginning of the first classes, both palms open well and it turns out to hold objects, even large ones at the same time with both hands. One day we took everything out of the box, the other day everything was folded. the edge of the box so as not to miss. As I did, I ran my open palm along the edge of the box and said that this was the edge. I also put rustling bags in this box |
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| A train to consolidate the concepts of color and learn to unscrew and twist corks. For manufacturing, I took a box from a computer keyboard, 8 plastic bottles. I cut off the necks of the bottles along the width of the box, stepping back 1 cm from the side of the cut edge with a needle heated over a fire, made 4 holes. I pasted a train cut out of cardboard and rails on the box. In places where there will be wheels, I cut out holes according to the volume of the neck. I inserted bottle necks and sewed them with a very thick thread from the bottom of the box. |
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| Tower made of cardboard cubes. Sizes from 2.5 cm + 1.5 cm for each cube. |
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| Opening the boxes |
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| When the child learns to do all this with the help of mom / dad /, then we begin to do the sorting of objects. Put 4 cones on a tray. and 4 balls of the same color. Mix. Say:, Give only balls, or, Give only bumps, If it doesn’t serve, say, I don’t want to, and shake my head. If it doesn’t work, then help: Here is the ball, taking the ball with his hand. Each time I changed the items so as not to get bored. This is the most difficult of the choice of toys. Over time, choose and give a doll or other toy. This is called work through the third character. |
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We roll a gurney on the table. We fold and lay out the contents. We show that the balls are round, and you can build a tower from the cubes. We made the gurney ourselves. The basis from the set wooden constructor, and the wheels are from a toy truck.
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| We take out the buckets |
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| Sensory perception. We look in the dark at a lit candle, and then we blow together. |
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| The operation to correct strabismus cannot be done on the son, because they can do divergent strabismus, as soon as we manage to reduce our neurology - strabismus can become minimal. The oculist recommended fighting to preserve vision in both eyes by short acclusion / no more than 1 hour per eye once per day / alternately on each eye and at the same time give objects to the right if the left eye is closed and to the left if the right eye is closed. And also gentle stimulation of the optic nerve. For this, I took a simple small lamp with a low-power light bulb of a small size, made a stand out of a cardboard box / so that only the light bulb and 4 cups of primary colors from the insert pyramid / red, blue, green, yellow / looked out /. I seal one eye, put a glass, seat the child in front of the lamp and turn it on for 10 seconds, turn it off for 10 seconds too. I do this with every color. 1 minute for each color. I repeat 2 times, but if the child does not want to, I do not force it. We carry out the procedure for 10 days on one eye, then a month break and repeat on the other eye. The improvement is visible to the naked eye. When taking objects, he rarely misses, well averts his eyes in different directions / the right one did not move at all /, he began to notice small objects. |
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| Opening and closing the box |
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| a little inflated balloons, also with different content. There are among the balls and empty. |
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| Learning to bang one car against another |
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| We recently bought a small set for playing doctor. The game turned out to be long and even interesting for me. We started with the fact that our favorite doll refused to eat. I put my son’s hand on the doll’s head and said, probably Lyalya got sick, let’s treat her. They took her temperature, checked her throat, ears, rumpled her tummy, listened to her breathing and how she coughed with a phonendoscope. Oh, everything hurts at Lyali. They dripped her eyes, nose, gave her cough medicine, gave her water to drink, made an injection and put her to bed. A few hours later I tell my son let's wake Lyalya up and check if she has recovered or not. We woke up, changed clothes, took the temperature. Lala is healthy! My son enjoyed the game and now every day needs to be continued. |
In order to somehow diversify the life of a child, I involve him in everything that I do myself. He himself cannot move, therefore most spends time on my hands. Before going to bed, we help dad spread the bed. We move the curtains. When we do household chores: my son opens and closes pots, lids on jars, helps with kneading dough with his hands, removes flour from a bowl, opens doors in the refrigerator and cabinets. He taps the bowls with a spoon. I give him a taste of salt and sugar. Together we turn on the washing machine, and then hang out the laundry. I give it to vacuum, hold on to the mixer turned on, close the microwave. We wipe the dust from the furniture and the crumbs from the table. .I let you touch each cup. Show a full and empty cup. To remove fear and protest before everything new, she sat on different surfaces, often changed bedspreads, curtains and her clothes. The result is that she no longer shrinks from fear and does not shudder. Like every child, my son also quickly gets bored with everything, so I have to alternate activities and games and at the same time have a lot of them and constantly invent new ones. Every day he freaks out that he cannot do something himself. Then I explain to him that he can when he grows up a little and that everyone was small and also did not know how. Previously, the son was silent, like a fish, To find contact with the child and understand what he wants, she began to enter gestures with her head, Yes, No, At first she began to enter in relation to food. She asked: “Delicious, she answered for him, Yes, and nodded her head. As soon as the son began to respond with gestures, she transferred them to another type of activity: “Will you play?”, Do you want to sleep?, Then she led a dialogue, Who will eat? and nodded her head. The result was not long in coming. When we walk on the street, we look at grass, trees, bushes, smell flowers. I let you touch everything. In winter, I paid attention to snow and rain. - I also pay attention and ask you to look up. I pay attention to different sounds. We learn to play in the sandbox and play football with the dog. We learn the concept of close - far. We play finger games, listen to classical music, music from cartoons, audio fairy tales, watch slides on the computer. I show myself in the mirror, I let you comb and comb me. I show how to grimace at my reflection. After such classes, spasticity in the hands decreased and he learned to swing his arms. We inflate balloons, soap bubbles. We blow on dandelions and empty bags. When we brush our teeth, we show how to spit. Sitting on the sofa, we throw objects on the floor, and then collect them together. I put a pen in my hand and draw figures with my son's hand, and then I ask them to hide / sketch /. I help coloring. I started potty training at the age of 1.1. It didn’t work right away. I realized that my pants were wet only closer to 3 years old. But I still don’t want to sit on the potty. When changing clothes, I don’t completely take off my blouse, but leave it on my head and ask me to take it off myself. I do the same with mittens, socks and a hat. After 2 years of active mental development classes, I came to the conclusion that you need to study in complete silence, with the TV turned off and in the absence of dad and grandmother. The child is doing well until they enter the room. Their appearance begins to distract the son, he indulges, and then acts up, and as a result, the lesson is gone. In no case do I flow the child in his desires. If he began to act up, and then switched to a wild roar, everyone knows to run up and regret, I do not allow. I sit next to my son and quietly go about my business. After crying a little, he calms down and asks to play with him.
Lesson with a soft pyramid. Now that I already know that my son fully understands the speech addressed to him, I complicate the dialogue. In order for the child to be engaged with pleasure, there must be motivation for what purpose he will do this or that action. I give an example on a soft pyramid. I seat my son in a chair with a table. I put a doll on the table / in case of tears, she will calm him down /. I set a goal for the child to disassemble the pyramid. , Look, Maxim, what a beautiful pyramid we have, it is soft, I let you touch it. Take off the top cushion. , Look at this small pillow, We shoot the next one: , And this one is a little more, And this one is even bigger, And this one is even bigger, And this one is the biggest, Well done, Maxim, dismantled the whole pyramid. And now let's fold the pyramid, This is a big pillow, And this one is a little smaller, And this one is smaller, This pillow is even smaller, But this smallest one, Well done, Maxim, folded the whole pyramid, During this lesson, we do not pay attention to the color of the pads.Previously, when giving a child a task, I used simple sentences: Take the ball. Put the ball on the table. Roll the ball. Now I have complicated the sentences: Take the ball, put it on the table and roll it. I did this in order for the child to begin to remember the task completely given to him, and not just what he heard the last one. This is how I improve my memory.
Lesson with cubes: Look, Maxim, what beautiful cubes. Come on, you take them out of the box and put them on the table. The cubes are in a box with small sides and with a small distance from each other. He took it out with his right hand and put it on the left side. ,Well done! Come on, take a cube and put it on the table, Continue until the child gets all the cubes. Well done, Maxim! Look, the box is empty. Now let's you put all the cubes back into the box, Folded. Praised. ,Close the box,
Cubes on a spit, for the development of tactile sensations
My husband did the base and I did the rest. This is an exact copy of American equipment for the development of fine motor skills, tactile sensations, logical thinking.and study of color .For the manufacture of the skewer, cubes 4x4 cm 6 pieces were made of wood (you can use ready-made purchased ones). Holes were drilled in the center of the cubes for the base stick (we found metal pipe small diameter). The basis is a polished board. With glue, I glued the tactile surfaces in pairs.
How we play: the son finds the same surfaces, strokes them with his fingers, then does everything at random and finds them again.
The box with tea bags turned out to be interesting for my son. The bags themselves rustle a little (and he loves it) and smell. It can take 20 minutes to take the bags out of the box, while everyone sniffs, and put them back.
Now the harvesting season and my son helps me, he is interested and at the same time develops fine motor skills. I dry dried fruits in an electric dryer. To do this, I cut apples into slices, and Maxim puts them on pallets (5 pallets in total). Ready drying helps to fold into a 3-liter jar. (plays around and takes it back, and I pretend to swear) He can do this for a very long time. 
I continue to make manuals for the development of finger motor skills.
The therapeutic effect consists in threading and dragging an object into narrow holes with the fingers. I took the idea from a manual made in the USA. The toy is taken in the original irregular shape, but for Maxim it is still difficult, so I took a button on a leg. To make a manual, we need:
1.Base of thick fabric size 42cm x 32cm
2. A piece of plywood 40 cm x30 cm, on which the post-production manual and glue are pasted, Moment,
3. Pieces of colored dense fabric, the edges of which do not sag, for making ribbons.
4 .Toy is round or irregular shape and thick thread white color on which the toy is worn.
Small ribbons 20 pieces, 10 for each color, size 2x3 cm and 4 large ribbons, size 2x13,14,15,16 cm I sewed the details on a sewing machine.
Corrective activities with children with cerebral palsy Children who are diagnosed with cerebral palsy have many limitations and movement disorders. But if you work and deal with the child correctly, you can achieve good success, teach him to sit, walk and live a more or less full life. It is necessary to start working with a child who has been diagnosed as early as possible. In the first 3 years of life, a child develops all motor skills very actively, in the first year he learns to sit, crawl and walk. Exercises for children with cerebral palsy are aimed at improving and developing various nerve impulses that have been damaged for any reason and now do not allow the child to develop and move harmoniously. Most often, the reasons for the diagnosis of cerebral palsy are difficult childbirth, hypoxia (oxygen starvation), trauma during childbirth, and the mother’s unhealthy lifestyle during pregnancy. In order for the correctional program to have maximum amount pluses and gave good results it is necessary to adhere to the following principles: Conduct classes daily, sometimes several times a day. Regularity is extremely important; Individual approach to the child. It is important to consider all the possibilities and severity of the disease; The age of the child and his psychological and moral state; Gradual enthusiasm for physical activity, which depends on the capabilities of the child and his condition. Carrying out remedial classes with children with cerebral palsy early dates diagnosis is important because a child in early childhood is able to better restore damaged areas and compensate for impaired functions. It is very important to do regular massage of the child's body in order to restore and increase muscle tone. In the modern world, there are various help centers for children with cerebral palsy. There are specialists who help such children and make up individual treatment. It includes the application medications, sometimes carrying out various operations and frequent moderate physical activity. Also in such centers there are simulators that especially help to restore all damaged neural connections and develop muscles. At home, you can also carry out various exercises on your own with the child according to the developed program. There is a special gymnastics with balls, rollers and other devices. A properly designed correctional program for children with cerebral palsy includes exercises both at home and in rehabilitation centers. At home, parents independently do the following exercises with their children: Bend and unbend their arms, legs, stroke and massage them until they relax and warm up. You can use special salt heaters or bags of warm sand, put them on the flexion and extensor joints; Rocking the child by putting him on the ball, you can carry out this exercise on the back, stomach and sides; At an older age, teach the child self-care. You can use drawing with pencils, paints, felt-tip pens so that the child learns to control his hands and fingers; You can use the chair to carry out various coordination exercises. To do this, you need to put the child on it, put a ball or toy on the floor and ask the child to bend down and pick up the object, then holding it in his hands, lift it high above his head; If the child knows how to walk, then do exercises with him walking up the stairs in 5-8 steps, help him go up and down. It will be very useful to find an individual instructor or a doctor who can come and monitor the child's physical condition several times a week. He will tell you how best to do the exercises and will gradually increase the load.
