Summary of a lesson with disabled children “Island of Kindness. Individual support program for a child with disabilities: activities and features Developmental activities with a disabled child

Disabled children are traditionally one of the most vulnerable categories of children.

Receiving an education for children with disabilities and children with disabilities is their inalienable legislative right and a fundamental condition for successful socialization. Ensuring full participation in the life of society, effective self-realization in available types of social activities, according to the Law of the Russian Federation “On Education”, these children have additional educational rights to special pedagogical approaches and special educational conditions, enshrined in Articles 2,5,16, 29, 31.

Ensuring the realization of the rights of children with disabilities and children with disabilities to education is one of the most important tasks of our kindergarten.
The role of the education system for this category of people as the most productive path to socialization in society increases significantly for each of the disabled children and children with disabilities. Education solves the problem not only of developing the personality of this social group, but also of their rehabilitation in conditions of organized public support on the path to true integration.

Receiving by children of this category a full-fledged education contributes to their social security at all stages of socialization, increasing social status, developing citizenship and the ability to actively participate in public life and work. A full-fledged education for children with disabilities (disabled people) means that conditions are created for them to variably enter certain social roles, expanding the scope of freedom of choice when determining their life path.

In modern conditions, children must have not only a high level of training, but also a set of certain personal qualities:

• activity,
• independence,
• creativity,
• self-confidence,
• sociability,
• the ability to quickly and successfully adapt to new conditions.

The individual development program is aimed at developing the child’s individual capabilities to receive a full education, achieve maximum adaptation, and social rehabilitation.

The purpose of the individual rehabilitation program: creating favorable conditions for the socialization of a disabled child, and ensuring the child’s rights to accessible and high-quality education. Psychological support for a child and his family raising a child with disabilities.

Program objectives:

• Providing a disabled child with high-quality and accessible education in accordance with his psychophysical capabilities.
• Formation and further development of the provision of social, psychological and pedagogical assistance to parents.
• Formation of an active pedagogical position of parents.
• Formation of a tolerant attitude in kindergarten towards disabled children and children with limited health capabilities;
• Warn parents against the most common mistakes in raising children.
• Assisting teachers in developing skills to create psychological comfort when interacting with parents raising a disabled child or a child with limited health capabilities.

Expected result:

Improving the education of disabled children and children with limited health capabilities.

Creating conditions for the child’s integration into society.

The ability to notice and accept the individual manifestations of a child or family of this category.

Accumulation of pedagogical experience in working with families with disabled children, children with disabilities.

Providing consulting assistance.

Based on the results of the Program, conduct a survey and find out what other form of work with the family, with children of this category, the parents themselves could offer and assess how much social, psychological, and pedagogical assistance is needed for the family and how important and useful it is for them.

Features of the program implementation:

• Raising and educating a child is difficult due to low performance, increased fatigue and exhaustion, and persistent impairment of cognitive activity.
• Education and training are aimed at mastering social experience, taking into account the shortcomings of the child’s mental and physical development.
• Particular attention is paid to the psychological rehabilitation of a disabled child. The emphasis is largely shifted to family psychological rehabilitation since the family is the child’s closest environment, its interest, attitude towards the child, and involvement in the rehabilitation process determine the effectiveness of rehabilitation. Therefore, an individual development program is aimed not only at a disabled child, but also at his family, at informing them, teaching them rehabilitation measures, and correcting family relationships.
• Parents are the main participants in rehabilitation. The task of parents is to help the child in difficult conditions to reveal all the development potential inherent in him by nature, to form compensatory capabilities. Solving the tasks assigned to parents is impossible without special knowledge about the developmental characteristics of children, the specifics of their upbringing and education, and methods of correctional work. Consultation on the characteristics of the child’s development and assistance in carrying out rehabilitation measures, education and training are obtained from a speech pathologist, speech therapist, or psychologist (Family Planning Center) who are caring for the child, in accordance with the recommendations of the IPR.
• Once a quarter, it is necessary to hold a psychological and pedagogical consultation to analyze the results of the implementation of this program.
• Program participants: parents, educators, speech pathologist, speech therapist, psychologist, children with disabilities.

Step-by-step rehabilitation plan

Stage name	Purpose of the stage	Responsible	Deadlines	Reporting form
Social examination of the family, identification of the problem	Collecting necessary information about the family and child	Educator, specialists	September	Family Social Survey Card
Development of an individual rehabilitation plan (IRP)	Coordination of rehabilitation activities	Specialists according to IPR	September October	Entries in logs of registration of rehabilitation activities
Adjustment of IPR	Revision of the IPR taking into account changes in age, health, family situation	Team of specialists and parents	During the school year	IPR (new version)

Individual rehabilitation program:

Components of rehabilitation impact		Responsible
Social and household rehabilitation	1.Informing and consulting a disabled child and his family; 2. “Adaptation” education and training of a disabled child and his family; 3.Teaching a disabled child: personal care (self-care); personal safety; mastering social skills.	Educator, speech pathologist, speech therapist
Sociocultural rehabilitation	1. Cultivate a feeling of love for parents, a sense of respect for them. 2. Education on the example of fairy-tale heroes of kindness and compassion. 3. Formation of a tolerant attitude towards other children.	Educator, speech pathologist
Psychological and pedagogical rehabilitation	7.Provide timely psychological assistance and support to the child and parents.	educational psychologist (Family Planning Center)

Social and everyday adaptation.

This is a system and process of determining the optimal modes of social and family activities of disabled people in specific social and environmental conditions and adaptation of disabled people to them.

Social adaptation measures include:

Information and consultation of the disabled person and his family;

- “adaptation” education and training of a disabled person and his family;

Teaching a disabled child: personal care (self-care); personal safety; mastering social skills;

Mastering self-care skills (the ability to dress and undress, take care of oneself, use the toilet, bathe, wash, etc.) directly affects the child’s self-esteem and is an important step towards his independence.

Teaching self-service skills allows you to effectively solve the problems of expanding children's ideas and knowledge about surrounding things, sensory education, speech development, fine motor skills and hand-eye coordination, as well as the ability to perform actions of imitation and verbal instructions, focus on a model, and follow a certain sequence of actions.

Forming self-care skills in children with special needs is a vital necessity for them and their parents. Our goal is to help you gain independence and self-sufficiency in everyday life.

Social and pedagogical rehabilitation

Main goals:

1. Development of psychological functions of memory, thinking, imagination, attention, speech.

2. Formation of independence.

3. Development of fine and gross motor skills.

4.Development of the ability to express basic emotions and adequately respond to the emotions of others.

5. Formation of motivation for learning.

6. Development of cognitive skills.

7. Timely provision of psychological assistance and support to the child and parents.

8. Inform, teach rehabilitation measures, correct family relationships.

Types of activities are: 1) developing, 2) reinforcing.

The lesson itself is divided into two parts: a) developing (or reinforcing) basic cognitive processes; b) play (when children have the opportunity to play with “their favorite toys”), thus receiving a reward for their diligence in the first part of the lesson.

Methods Pedagogical work includes correctional and developmental activities with a disabled child.

Performance indicator classes to correct basic cognitive processes, along with improving memory, attention, thinking, is the acquisition of independence.

When working with disabled children, minor violations of discipline are possible: manifestations of fatigue, distraction. Conversations during class. In some cases, the child can be allowed to do something else, rest, or leave the study room. These features of this category of children must be discussed with teachers and parents.

Rehabilitation measures to correct communication abilities

Communication is the process of interaction between specific individuals who reflect each other in a certain way, relate to each other and influence each other.

The goal of play therapy is not to change and remake the child, not to teach him any special behavioral skills, but to give the child the opportunity to be himself.

First block(2 lessons) includes bringing children together. Most of the proposed techniques ensure the creation of a kind, safe situation where the child feels mutual understanding, support, and a desire to help in solving problems (entertaining, object-based and outdoor games).

Second block(8-10 lessons) carries out basic correctional work.

Third block (2 lessons) includes consolidation of acquired skills and forms of communication in children’s joint games.

A variety of gaming and non-game techniques are used that entertain children, test their ability to prevent conflict situations, promote mutual understanding, reflection and control of their behavior.

The proposed games are built on relationships of gaming partnership, on the coordinated participation of each child in what is accepted with everyone, and not on relationships of competition with each other. The first games are fun games and children's round dances in nature. They are created according to folk models and contain elements of folklore and folk culture. Such games attract children, first of all, because they meet their needs for movement, communication and figurative poetic speech.

Games are offered in a certain sequence, in order of increasing requirements for the organization of the child’s behavior in the group.

Corrective and developmental work of a speech therapist

Speech disorders are a fairly common phenomenon among children. The causes of these disorders are very diverse. The most complex are organic disorders - dysarthria, alalia, rhinolalia. Against this background, in most cases, such children have, to one degree or another, disturbances in sound pronunciation, vocabulary, grammar, and phonemic processes.

All these disorders cause difficulties in communicating with others, and subsequently entail certain personality changes. But with timely and adequate correctional work, mental retardation and speech disorders are reversible. Correctional work with disabled children in kindergarten is aimed at overcoming their speech and psychophysical disorders by conducting individual speech therapy sessions on the development of articulatory motor skills, production of sounds, development of phonemic perception, correction of impaired functions, taking into account the capabilities of each child.

Corrective work includes:

2. speech therapy correction at home.

System of correctional and pedagogical work

• Developing control over mouth position
• Articulation gymnastics
• Voice development
• Correction of speech breathing
• Development of articulatory movements and articulatory praxis or kinesthetic apraxia
• Correction of sound pronunciation
• Correction of sound pronunciation

Corrective work

Corrective work is carried out in stages:

1. stage - preparatory .

Target: preparation of the A apparatus for the formation of articulatory patterns.

In children, r/v - nurturing the need for verbal communication, developing and clarifying passive vocabulary, correcting breathing and voice.

Methods and techniques differentiated depending on the level of speech development. If absent, stimulate initial vocal reactions, induce onomatopoeia. The work is carried out against the background of drug treatment, physiotherapy, massage and therapeutic exercises.

2. stage - formation of communicative pronunciation skills .

Target: development of speech communication and sound analysis. In case of spasticity, relaxation of the muscles of the L apparatus. Selection of control over the position of the mouth, the development of articulatory movements, the development of the voice, the correction of speech breathing, the development of the sensation of articulatory movements and articulatory praxis.

By relaxing the muscles of the A apparatus with general relaxation - then the cervical, chest muscles, arms, then the facial muscles.

Developing control over mouth position

Stage 1 - lip exercises that help relax them and enhance tactile sensations in combination with passive closing of the mouth.

Stage 2 - trains active opening of the mouth according to verbal instructions and returning to the starting position.

Stage 3 - closing the mouth is done passively - actively.

It is easier for a child to close his mouth when his head is tilted and easier to open when his head is tilted back. Possible reflex yawning. They offer tasks to imitate the position of the mouth in paintings. Then they make it more difficult - blow through relaxed lips, make vibration movements.

Articulation gymnastics

First, more secure analyzers (visual, auditory, tactile) are connected. Many exercises are carried out with the eyes closed, drawing attention to the propriceptive sensations.

1. We start by cultivating an active touch of the end of the tongue to the lower teeth.

2.Then various active movements of the tongue.

3. Stimulation of the root of the tongue - reflex contractions when the root is irritated with a spatula.

4. It becomes fixed - coughing.

5.Then more subtle differentiated movements with the tip of the tongue.

The development of articulatory motor skills is carried out systematically and actively.

We use the general complex, then consolidate the exercise for future use.

Development of sensations of articulatory movement and articulatory praxis.

To develop motor-kinesthetic feedback, we carry out

exercises:

1. Shaking the upper and lower lips, straightening the lips, lowering and raising the lower jaw. “Swing” - in front of a mirror, without it, close your eyes. The speech therapist himself makes the movement, and the child names it.

2.Training articulatory-sensory circuits:

a) Bilabial - the lips are passively closed, held in this position, then blows through the lips, tearing them apart.

b) Labial-dental - with the index finger of the left hand we lift the upper lip, exposing the upper teeth, with the index finger of the right hand we raise the lower lip to the level of the upper incisors and ask to blow.

c) Lingual-alveolar - the tip of the tongue is pressed and held against the alveolar process, ask to blow, breaking the contact.

d) Lingual-palatal - the head is thrown back, the back of the tongue rises to the hard palate, the child coughs, we fix attention on the sensations of the tongue.

Review

for a modified program for children with disabilities"Hello, it's me"

Gusakova G.N. - social teacher)

This program is intended for school-age children with disabilities. It arose in connection with the need to reduce the problems experienced by children with disabilities. The program provides for reducing the lack of communication between children and others, ittarget – formation of positive self-esteem, positive attitude towards oneself and others, development of the ability to understand oneself and others, reduction of mental and emotional stress. When determining the goals and objectives of the program, teachers took into account not only the specific needs and capabilities of children, but also the needs of modern life.

The content of the program is additional, and the basic technology is personal development. The implementation of goals is achieved by a system of psychological and pedagogical tasks:

Creating conditions for emotional well-being for each child in all classes in the process of mastering the knowledge and skills provided for by this program;

The use of technologies that preserve the health of children: dynamic games, conversations, trainings, drawing, design, etc.

Exercises and tasks that require the active participation of each child;

Development of communication skills in dialogues, communication, games.

The solution to the assigned tasks is ensured by the content of the program. The content of the program corresponds to the age and personal characteristics of children, and is based on compliance with physiological and hygienic standards of workload and parameters of normal development of the child. The program has a scientifically based practical orientation. It is a complex of special game situations, dialogues, and practical exercises. Their combination, arranged in a certain sequence, creates an opportunity for the child to express himself, which helps to increase self-esteem and better overcome barriers in communication.

The originality of the program is that it provides for an optimal alternation of developmental and training exercises, active methods of children’s activities.

The program provides special diagnostics, which allows us to record changes in the emotional and personal development of each child.

The modified program “Hello, it’s me” will be of interest not only to psychologists, but also to those specialists who want to help children socialize and who can supplement the program with additional lesson topics.

Expert: _________ Teshke N.A. – Deputy Director for Social Affairs

Explanatory note

The idea of ​​​​creating the “Hello, it’s me” program for children with disabilities arose in connection with the realization that during the foster care of children with disabilities within the framework of socio-psychological and pedagogical support, we saw firsthand the problems of such children: isolation, isolation from the world, a state of hopelessness that caused the loss of communication skills.

Children with disabilities are special children. What is their feature? The closer you get to know such children, the better you understand how much support and help they need; you feel that such a child has an acute need for attention and goodwill at the basis of communication with both adults and peers. These children experience a lack of communication with others, which causes a general delay in the child’s assimilation of social experience, causing difficulties in adapting such people to society. When creating this program we settarget: the formation of positive self-esteem, a positive attitude towards oneself and others through overcoming barriers in communication, developing a better understanding of oneself and others, relieving mental and emotional stress.

Practical and social significance of the project (updating):

Assistance in the socialization of children with disabilities into society;

Formation of the position “I am the same as everyone else”;

Formation of a position from “alien” to “our own”;

Awareness that no one is immune from disability;

Forming awareness of the need for help and attention to people with disabilities.

In terms of structure, the program is linear; in terms of basic technologies, it is social-role-based and personal developmental.

In terms of novelty, the program is modified. Corresponds to the concept of the Federal Law “On Basic Guarantees of the Rights of the Child in the Russian Federation” (07/03/1998)

When compiling the program, materials from the project “I’m the same as everyone else” were used - for children with disabilities and their parents, author Alexey Sushentsov - member of the Republican Association of Wheelchair Users, Belarus; “A system of developmental activities for children left without parental care,” author Natalya Nikushkina is a practical psychologist at the Biysk orphanage. The content of the lessons was changed and the topics of the lessons were added: “I am like this, what are you?”, “I am like everyone else”, “Let’s get to know each other”, etc.

The percentage of modification is approximately 80.

The program includes 10 lessons, lasting 30 - 40 minutes. Taking into account the different ages and different abilities of children, classes are designed so that there is a constant change in different types of activities (methodological apparatus): play, conversation, training, drawing, design, etc.

Each lesson contains the following steps:

Creating an emotional mood in the group;

Creating in each participant a sense of belonging to the group through games, exercises, conversations and consolidating positive emotions from work and communication.

It is important that every child realizes himself, shows a certain level of knowledge and skills, and an adult praises him for his small successes.

Classes are held once a week. The group should be small - then the child gets the opportunity to be the center of attention and feel his own importance

We invited their parents, brothers, sisters, acquaintances and those who simply wanted to attend all classes with children with disabilities in order to correct fearfulness towards people with disabilities and promote “non-guardianship” behavior towards people with disabilities. We believe that the presence of guests is necessary. After all, they are the first assistants in the rehabilitation process. The program of life is laid in childhood. The explanation for many people's actions in adulthood can be found in childhood problems. This is also where a person’s attitude towards people with disabilities comes from. Since childhood, we have not been accustomed to perceiving people with disabilities as full members of society. And we are not aware of the problems they face every day. But no one is immune from this. A child who has timely and correctly perceived information about the concepts of “disabled person” and “disability”, who has learned about the problems of such people, will in the future begin to respond adequately and in a civilized manner to this phenomenon.

The scientific nature of the program lies in the fact that during the classes we conduct psychological training - a type of group work aimed at correcting and acquiring the skills necessary for successful communication. The performance of the work was monitored using special diagnostics. Methods used:

1. “Self-esteem”: good – bad; kind angry; smart - stupid; weak – strong; brave - cowardly; beautiful - ugly; unloved - loved.

2. “Formation of the image of “I”: - Who would you like to be like?

Who would you like to be like? -What are you like?

The results of the initial diagnostics showed:

1) Low self-esteem on the scales “good - bad”, “kind - evil”, “unloved - loved” was shown by 6 out of 7 children.

2) Unformed ideas about oneself:

To the question: “Who would you like to be like? – answer: “I don’t know”, two answers: “I want to be good”;

To the question: “What are you like? - children’s answers: “I don’t know”, “Good”, “Evil”. They had difficulties with themselves.

The control diagnostics at the end of the work revealed a positive dynamics of change: the children were able to talk about themselves, worked more boldly in class, and became more open in communication. Positive changes in the emotional and personal sphere of children with disabilities indicate the relevance of this program.

Literature:

A. Sushentsov “I’m the same as everyone else,” 2006

N. Nikushkina “Socialization of orphans”, Moscow, 2007

N. Gryada “Development based on socio-game techniques”, Armavir, 2002

T.A. Falkovich et al. “Psychological and pedagogical work in crisis situations”, Moscow, 2007

O.V. Khukhlaeva “Practical materials for working with children”, Moscow, 2003

K. Fopel “How to teach children to cooperate”, Moscow, 2000

E.D. Schwab “Psychological prevention and correctional and developmental activities”, 2010

S.A. Pyrochkina “Psychological, pedagogical and social support for adolescents”, Volgograd, 2007

Thematic lesson plan

№ p/p

Lesson topic

Number of hours

I am like this, what are you like?

Me and others (I'm not alone, there are many of us)

“This is me” - I draw my portrait. I am confident.

Our names.

I'm like everyone else.

Let's get to know each other.

Attention to your partner

Magical Means of Understanding

10.

Final lesson: “It’s me! That’s what I am!”

Lesson topic(1): Acquaintance. Establishing friendly relationships.

Target: overcoming communication barriers, relieving mental and emotional stress.

Tasks : formation of a positive attitude towards oneself and others, positive self-esteem through reinforcement of any successful actions

Develop the ability to establish contact, instilling trust and a desire to communicate.

Progress of the lesson

1. Org. moment . - Good afternoon everyone! Let's get acquainted: ... We are starting classes in which we will learn to rejoice, understand ourselves, and understand other people. Classes will be held every week on Monday at the same time.

2.Greeting with a candle ( create a positive attitude, an atmosphere of psychological comfort, and a mood for children to cooperate). As you pass the candle to each other, feel the warmth that comes from it. Take yourself a little warmth, turn to your neighbor and, looking at him, smile and say: “I’m glad to see you!”

3. Exercise “Mood Barometer”. Children are invited to show their mood (like a barometer shows the weather) only with their hands: a bad mood - palms touch each other, a good mood - arms spread apart.

4. Training exercise “Tender name” (maintaining a friendly atmosphere in group). Each child is invited to affectionately name the neighbor sitting on the right, who should thank the speaker by saying “Thank you.”

5. Training exercise “Unclench your fist” ( show children how affectionate people influence a person words, kind attitude ). The game is played in pairs. One of the children clenches his fist, the other must unclench it by any means. Then the children change roles. Children usually use force. The role of the presenter is to show by personal example how convincing kind words and a calm, friendly attitude are (unclenches a fist to any child, using persuasion, stroking, and small harmless tricks).

6. Training exercise “Scared kitten” ( develop the ability to establish contact, instilling trust and a desire to communicate ). One of the children portrays a frightened kitten (the kitten is small, he was frightened by the barking of a dog, he curled up into a ball). The other child’s task is to establish contact with the kitten so that he trusts him, induces a desire to communicate (pet the kitten, talk to him, calm him down).

How did you feel when you were a scared kitten? - How did you establish contact with him? - In what situations in life do you behave like a scared kitten?

7. Exercise training “Ladushki” ( ). Children are divided into pairs. When playing “Ladushki” with a partner, you need to achieve a high tempo without losing track. Then the partners change with each other.

8. Training exercise “Dancing on a newspaper.”

9. Exercise “Guess it.” Everyone sits down in their places. Puzzles:

1) A painted rocker arm hung over the river (Rainbow).

2) Everyone loves him, but when they look at him they frown (sun).

10. Summing up the lesson.

What means of establishing contact did we use today? (Force, stroking, calm tone of communication)

What did you like most? - What was difficult to accomplish?

11. Farewell ritual. Game "Round Dance" ( group cohesion )

Lesson topic (2): I am like this, what are you like?

Target: show children that all people are different, different from each other and that this is natural and normal.

Materials and equipment: toy characterchick , notebooks, pencils, markers, recorded children's songs.

Progress of the lesson

1. Exercise “Greetings” ( creating a positive emotional background ).

I have a ball in my hands. Now we will pass it around, greeting each other with the words: (Name), I am glad to see you.

Today a Chicken came to visit us, who just recently hatched from an egg. He had never seen children before, especially many children together.

2. Exercise “We are different.” Chicken: how alike you all are. You all have noses, eyes, arms, legs, torsos... How can I tell you apart?

Dear Chicken, all children are very different, and now you will see this. Children, let's get to know Chicken better. Tell him your names. (Children pass the Chicken around in a circle, saying their name)

Let's tell Chicken Little what makes you different. 2 children are selected, preferably with the same names. Children sit next to each other in front of the class.

What color is Sasha's hair and what is Pasha's?

What eye color? - How tall are they? -Are they the same height?

What are you wearing? - Do they differ in behavior?

Chicken, have you realized that children are completely different?

Children draw conclusions about what they have learned.

3. Exercise “Beautiful name” ( increase self-acceptance ).

Write your name with a bright felt-tip pen, and then decorate it so that it is bright and beautiful. Show the work to everyone.

Conclusion:

4. Exercise-training “Ladushki” ( establishing long-term contact ). Children are divided into pairs. When playing “Ladushki” with a partner, you need to achieve a high tempo without faltering. Then the partners change with each other.

On the golden porch sat: the king, the prince, the king, the prince,

shoemaker, tailor - who will you be?

Which child did you play with for the longest time without getting lost?

With which child was it easier to achieve a high tempo?

5. Training exercise “Dancing on a newspaper.”

A newspaper is spread on the floor and the children stand on it. Children should dance to the music only on the newspaper (20 seconds). Then they fold the newspaper in half, stand up and dance (20 seconds). And so on.

Conclusion: (about helping each other)

6. Design. Work in pairs. Make a panel from pieces of paper on the table: “Me and my friends.” Before independent work, talk about what plot and how the children will portray it.

7. Farewell ritual. Game "Round Dance" ( group cohesion )

Children stand in a circle (game - change places), then take each other’s hands, smile, then palm each other - “Thank you!” - palms fanned up.

8. Summing up the lesson:

What new did the chicken learn in our lesson?

Are other people different from each other?

What's good about the fact that we are all different?

Lesson topic (3): I'm not alone, there are many of us.

Target: addressing one's own feelings; development of attention to surrounding people.

Materials and equipment: a candle, newspapers for the game “Killer Whale and the Penguins,” a scarf, recorded children’s songs.

Progress of the lesson

1. Org. moment

2.Greeting with a candle (

1) As you pass the candle to each other, feel the warmth that comes from it. Take yourself a little warmth, turn to your neighbor and, looking at him, smile and say: “I’m glad to see you!” 2) “Elephant, palm tree, crocodile”

3. Warm up

1) Raise your hands those who brushed their teeth today; loves to walk; loves music; got 5; loves physical education; ate sweets; who is in a good mood.

2) Complete the adjective: snow, hand, head, flower, world, deer, book, leg, ball, eyes. Choose an antonym: small, fast, sad, affectionate, fluffy, serious.

4. Training game “Water” (development of tactile sensations, consolidation of bodily images).

The “water man” sits in the center of the circle and is blindfolded. The children walk in a circle with the words: Vodyanoy, Vodyanoy, don’t sit under the water, we are walking along the shore, leading a big round dance. You will play with us if you can guess who is standing in front of you. Answer me, Vodyanoy!

The merman approaches the children and uses his hands to try to determine who is standing in front of him. He becomes a Vodyanoy.

Did you find it difficult to recognize your friends blindfolded?

What helped you determine who was in front of you? - What do you all have in common?

5. Game “Killer Whale and Penguins” (decreased motor disinhibition, attention to others)

6. Training exercise “Chants. Whispers. Silent people." The words: santiki - candy wrappers - limpopo - we say in chorus in a whisper, loudly, very quietly and at the same time improvised movements.

7. Training exercise “Letter to a friend” (development of the ability to establish contact)

Who has a friend or person you love who seems very good to you? Let's send him a little letter of kindness. He will be happy.

Children with their eyes closed and their noses “write” their first and last name. Select and add color, decorate with drawings and patterns. Add animation and lights so that the name glows with multi-colored lights.

Now mentally send it to your good person, call him by name. Imagine how happy he will be. He will be pleased. At this moment he will definitely remember you.

8. Training game “It’s boring, it’s boring to sit like this” - “Extra chair” (development of attention)

It's boring, boring to sit like that, looking at each other. Isn't it time to go for a run and change places?

9. Training game “Magic Forest of Wonders” (establishing long-term contact)

Now we will turn into a magical forest, where it is always good. Let's stand in line. Our hands are tree branches that will gently and tenderly touch a person walking through the “forest.” And now each of you will take turns walking through this magical, gentle forest, and the branches will stroke your head, arms, and back.

What did you experience when you walked through the “forest” and were touched?

What were your feelings when you were trees? - Did you like the game? How?

19. Exercise “If I were...” (development of associative perception)

If I were an animal, what kind would I be? A flower? By the wind? (Why?)

(kind, evil, lethargic, bright, brawler, etc.) - Is it interesting to be someone?

20. Training game “Steam Locomotive” (developing a sense of collectivism, relieving emotional and physical stress)

Children stand in one line, put their hands on each other’s belts and begin to move. Obstacles: go around, cross the bridge...

What did you like? Why?

21. Result. - What new did you learn? What did you like or dislike?

Lesson topic (4): “This is me” - I draw my portrait

Target: help you realize your difference from others, your individuality; build self-confidence

Materials and equipment: children's songs recorded, sheets of A 4 paper, colored pencils.

Progress of the lesson

1. Org. moment . - Good afternoon everyone! We are starting a lesson in which we will learn to rejoice, understand ourselves, and understand other people.

2.Greeting ( create a positive emotional mood, an atmosphere of psychological comfort, and a mood for cooperation among children).

Children sit in pairs, hands on laps, palms up. Ved. turns to the neighbor on the left, puts his palms on his and greets him with the words “N., I’m pleased to see you.” Ex. performed in a circle.

3. Exercise “Mirror” (development of observation)

Everyone stands in a circle. Ved. begins to perform movements: first large, noticeable, and then smaller ones. Children repeat. If they do not notice small movements, then you need to suggest which part of the body they should pay attention to. Then give each child a mirror, the children look at themselves.

What did you see in the mirror? Is it possible to see our inner qualities in the mirror: are we kind, brave or lazy, touchy? (Children's answers).

Indeed, the mirror does not reflect the inner qualities of a person. Our actions and deeds speak about them. Each of you has many good, kind, beautiful qualities.

Who wants to tell something good about themselves? Who will add?

4. Physical exercise “Yes or not?”

Children stand in a circle and hold hands. If - “Yes” - shout, hands up, if - “No” - shout, stomp your feet.

Are there fireflies in the field? Are there any fish in the sea?

Does a calf have wings? Does a piglet have a beak?

Does the mountain have a ridge? Are there doors to the hole?

Does a rooster have a tail? Does the violin have a key?

Does the verse rhyme? Is there a bug in it?

5. Conversation (expanding knowledge about each other, forming a positive attitude towards each other).

What's your favorite mood? Favorite animal? Favorite dish? Favorite hobby?

6. Exercise “My portrait” (increase the level of self-acceptance, self-confidence)

Children draw their portrait. To do this, they are offered the outlines of a boy or a girl.

Portraits are hung on a board.

Tell: what am I? (at the end, say “I am good” - first in a whisper, then louder, then very loud). Then everyone joins hands and says loudly: “We are good.”

7. Physical exercise “Chanters – whisperers – silencers”

Three palm silhouettes: red, yellow, blue. These are signals. Red – “shout” – you can run, shout, make a lot of noise. Yellow – “whisper” - you can move quietly, speak in a whisper. Blue – “silent” - freeze in place or lie on the floor and not move. Finish the game with silence.

8. Ex. "Tree of Friendship" ( cultivating respect for each other, self-acceptance)

You all have different, beautiful, affectionate names. We will now create a friendship tree. Write your pet names on these pieces of paper. You can add the names of your friends. Glue the leaves onto the friendship tree.

9. Summary. - What new did you learn today?

What did you like about the lesson?

Lesson topic (5) : our names

Target: introduce children to different names and their meanings, give them the opportunity to feel their own importance, and strengthen self-confidence.

Materials and equipment: recorded children's songs, a sheet of paper, markers, green paper leaves, glue, various toys depicting animals and fairy-tale characters.

Progress of the lesson

1.Org. moment. - Good afternoon everyone! Each of you has a name. Everyone has names. Today in class we will talk about our different beautiful names.

2. Greeting with a candle. (Goal: creating a positive emotional background)

State your name clearly: affectionate, short, full. (“This is my name – Dashenka, Dasha, Daria”)

3. Warm up (development of interest, activity)

Raise your hands, those who washed themselves today; helped at home; listened to music; who is in a good mood.

Complete: beautiful (flower), sad, interesting, fast, ...

Choose an antonym: smooth, serious, big, ...

4. Exercise “My name” (Goal: to develop associative thinking, to lead the child to identify his strengths and weaknesses).

Search and find an object in the class to which he could give his name. Then the children explain why they chose this particular item and note its positive aspects and disadvantages.

5. Conversation: “What do our names mean” (Goal: to show the variety of names, their meaning, with what love parents gave names to their children)

Do you enjoy being called by your affectionate name?

Who calls you or called you by your affectionate name?

If we call each other by affectionate names, will we become friendlier?

5. Exercise-training “Ladushki”

6. Exercise “Creating a friendship tree” Green tree leaves are distributed to the children. It is suggested to write your affectionate names and, if desired, additionally those of your friends. The leaves are glued to the branches of the tree.

This is the tree of our friendship. It reminds us that we can respect and understand each other.

7. Work in pairs. Exercise “Pick up a broken plate”, “Find five differences”

Is it easier to work alone, or in a pen? Why?

8. Summary. - What new have you learned?- What did you like about the lesson?

Lesson topic (6): I'm like everyone else

Target: Forming a positive attitude towards others, strengthening self-confidence.

Materials and equipment: recorded children's songs, sheets of paper, small mirrors for each child, various toys depicting animals and fairy-tale characters.

Progress of the lesson

1. Greeting (Creating a positive emotional background)

Children sit in a circle, hands on their knees, palms up. The child turns to the neighbor on the left, puts his palms on his and greets with the words: “Petya, I’m pleased to see you.” Ex. performed in a circle.

2. Exercise “Mirror”

Children stand in a circle. The psychologist performs movements: first large, noticeable, then smaller ones. Children repeat. The child can be asked to play the role of the mirror.

Looking at yourself in small mirrors.

What did you see in the mirror? Is it possible to see our inner qualities in the mirror? (good or evil, brave or lazy, touchy)

Indeed, the mirror does not reflect the inner qualities of a person. They can be judged by our actions and deeds. There is a lot of good, kind and attractive in each of you. Tell us about your positive qualities. (Children tell stories if they wish, others complement them).

3. Conversation in pores (expanding knowledge about each other, forming a positive attitude towards each other). Questions:

What's your favorite mood? - What is your favorite animal?

What's your favorite dish? -What is your favorite activity?

Do you have a friend? Tell about him.

After a few minutes, if desired, the children tell the group about each other.

4. Physical exercise. Exercise-training “Gawkers” (development of voluntary attention, reaction speed, teaching the ability to control one’s body and follow instructions)

Children walk in a circle to the music, holding hands. At a signal (bell) they stop, clap their hands 4 times, turn around and walk in the other direction. Anyone who fails to complete the task is eliminated from the game.

5. Exercise “Mood Builder”. Portray a cheerful, surprised, sad, angry boy.

What kind of person would you like to be?

6. Exercise-training “Give your smile” (consolidating a positive mood)

Why do you think people smile?

How do you feel when you yourself smile?

Do you want to smile when people around you smile?

We invite children to draw their smile.

7. Summary. - What new have you learned?- What did you like, what did you not like?

Lesson topic (7): let's learn about each other

Target: show children that they have a lot in common and a lot of differences; develop a positive attitude towards others; fostering tolerance towards others.

Materials and equipment: recorded children's songs, various toys depicting animals, fairy-tale characters: pictures with various types of clothing, clothes for dressing up (sports, festive, casual, professional).

Progress of the lesson

1. Greeting (creating a positive emotional background) (See lesson No. 6)

2. Game “Five Names”. Children stand in a circle, alternating: boy, girl. Each person takes turns saying five names of boys and five names of girls, starting with the words: “I know five names...”

3. Training game “Water” (development of tactile sensations) Children in disguise take part in the game. Children stand in a circle and choose a driver - Vodyanoy. He is blindfolded and sits in the center of the circle. Children walk in a circle saying:

Vodyanoy, vodyanoy, don’t sit under the water, We are walking along the shore, leading a big round dance.

You will play with us if you can guess who is standing in front of you. Answer me, Vodyanoy!

The merman uses his hands to determine who is standing in front of him. If he correctly names the child’s name, then the one who is recognized becomes Vodyanoy.

4. Game – training “Veterok”. Children stand in a circle. Leading:

The wind blows on those who have blue eyes (those who have white in their clothes is called a feature: appearance, clothing, character, actions, ...).

Those on whom the wind blows change places.

Did you like the game? - Do you have many similar ones? What exactly?

Do you know why a person needs clothes? Clothes can change a person's appearance. Let's see how this happens. (Children dressing up)

What types of clothes did we use? (Casual, holiday, winter, summer, professional).

What could happen if people use clothes for other purposes?

5. Summary. - What new did you learn? - What did you like?

Lesson topic (8): attention to your partner

Target: developing an attentive attitude towards others, developing the ability to take into account the interests of others; development of empathy.

Materials and equipment: recorded children's songs, various toys depicting animals and fairy-tale characters; album sheets, colored pencils; 6-7 small objects of different textures: a piece of fur, a brush, a glass bottle, beads, cotton wool.

Progress of the lesson

1. Greeting. « Sweet words" (creating a favorable microclimate in the group).

Turn to your neighbor on the left and say kind words to each other.

2. Training exercise “Weather forecast” (teach children to convey their mood using visual means; teach children to be attentive to the state of another person; development of associative thinking).

Children draw their mood on sheets of paper using images and colors. Then they present their drawings, the rest must guess the mood from the drawing.

3. Training game “Tender Paws” (relief of tension, muscle tension, reduction of aggressiveness, development of sensory perception, harmonization of relationships).

All small items are laid out on the table. The child bares his arm up to the elbow. An “animal” will walk along your hand and touch you with its affectionate paws. You need to guess with your eyes closed which “animal” touched your hand - guess the object. Touches should be stroking and pleasant.Option: The “animal” can touch the cheek or palm.

4. Training exercise “Three faces” (working with facial expressions, developing empathy).

Showing three facial expressions. Children must guess what kind of expression: a fierce face - depict it: “Let’s knit our eyebrows, bare our teeth and clench our fists.” The next emotion is a sad face, it seems that you are about to cry. The third emotion is a happy face: “Let’s smile broadly, press our hands to our hearts.”

Then the children are divided into pairs and stand with their backs to each other. At the count of 1-2-3, children turn to face each other and show one of three facial expressions without agreeing. The game is repeated several times.

How many matches were there? -Which of the three expressions did you depict more often?

5. Summary. – What did you learn today? - What did you like? Did not like?

What game did you feel the best in?

Lesson topic (9): magical means of understanding

Target: introduce speech intonation; learn to be attentive to each other; learn to use facial expressions when depicting emotions; show how facial expressions help in communication; development of attention and empathy.

Materials and equipment: recorded children's songs, various toys depicting animals and fairy-tale characters; glomerulus.

Progress of the lesson

1. Greeting “Tender name” (creating a friendly atmosphere in the group). Children pass the ball around in a circle, calling each other affectionate names.

Reflection

Name one good and one bad event this week.

2. Training exercise “Intonation” (development of empathy, differentiation of auditory perception).

What is intonation? Say with different intonations (joyfully, sadly, fiercely, surprised, with a feeling of guilt):

Let's go play! - Give me a book!

Children must guess with what intonation the phrase is pronounced.

3. Training exercise “Who called you?” (correlation of a sound image with a person)

Children take turns standing at the end of the room. Someone alone, changing his voice, should call: “Petya, let’s go play.” The child guesses who called him and what intonation was used.

What is the most pleasant intonation?

4. Training game “Dragon Interview” (working through familiar means of understanding)

Imagine that you need to interview a fairy tale dragon that has five heads and each head is in a different mood.

Five children are called, each must answer the question: “What do you need, stranger?”, while expressing the mood of the head he portrays. The rest must determine the intonation and mood of the dragon's head.

Were you able to capture the dragon's mood?

5. Summary . What game did you feel the best in?

Lesson topic (10): that's what I am!

Target: generalization of knowledge; increasing the child’s self-esteem; maintaining interest in one’s own individuality and in other children; cultivating a positive attitude towards yourself and others.

Materials and equipment: recorded children's songs, various toys depicting animals and fairy-tale characters; candle, notebooks, pencils, flower, picture “Hedgehog”

1. Greeting with a candle (creating a positive emotional background, mood for work.

As you pass the candle to each other, feel the warmth that comes from it. Take yourself a little warmth, turn to your neighbor and, looking at him, smile and say: “I’m glad to see you.”

2. Exercise “Association” (diagnose individual participants and the group at the beginning of the lesson, pay attention to the positive attitude of each student, his importance in the work of the group)

If our activities were like something or any animal, what would it be like?

Children name associative images. The presenter makes a conclusion about the mood of everyone and the group as a whole.

3. Exercise-training “Palms” (increasing the child’s self-esteem, appealing to his individuality). Children trace their palms on a piece of paper and pass them to a neighbor. The neighbor writes the name of the “owner” on the palm and decorates it: he paints the fingers, decorates the name, etc. Then he talks about the child whose palm he painted (his favorite activities, friends, good qualities).

Did you like your palm?

Did you like the story about yourself? What can you add to it?

4. Exercise “Change seats those who...” (focus children's attention on individual similarities and differences)

Children sit in a circle.

Take a seat, everyone who loves ice cream. Sometimes you can say: “Hurricane” - and then all the children change places.

Did you like the game?

Do you have many similar features? What were the differences?

5. Training exercise “Peony and the prickly hedgehog” (to activate children’s attention to each other’s positive and negative qualities, teach them to highlight them; receive feedback from children in the group)

Children are given two objects: a peony (or any flower) and a picture or toy “Hedgehog”. The child should give it to any other child with the words: “I give you because ... (name a positive quality, something for which a person can be loved) and “I give you a prickly hedgehog because ...” (what stands out is that in the person doesn't like it). You can use only one flower and one hedgehog during the lesson and pass them around.

Belousova N.V.
social teacher of the Soviet branch
GKU SO "Center for Social Assistance to Family and Children of the Samara District"

Group developmental classes with disabled children using technical teaching aids as a way of socialization in small groups

The socialization of children with disabilities is one of the most pressing tasks facing social educators working with this category of families. The “Family” centers create conditions for the socialization of disabled children by holding various thematic events, holidays, meetings, and organizing development groups.
In recent years, there has been an increase in the number of families raising children with disabilities: for example, in the Sovetsky district of Samara, in the database of disabled children as of January 1, 2013 there were 448 people, 2014 - 469, 2015. – 508.
Thanks to the municipal program of the city. Samara “Samara for children: we are different - we are equal” for 2013-2017, disabled children of school age had the opportunity to receive laptops, which made it possible to expand the opportunities for deeper study of school subjects, expand general knowledge, broaden their horizons, and increase the number of friends.
However, many families raising disabled children have difficulties in mastering the computer equipment they have received. In this regard, the Family Center began to receive requests from parents to help their children develop computer skills and create a computer class.
The relevance of such training in small groups is undeniable: computer skills help disabled children develop speech, cognitive processes, the ability to listen and hear, consistently follow instructions, socialize in small groups, communicate with each other, and build relationships in a team.
In addition, teaching basic computer literacy to children with disabilities can further influence the decision to choose a profession. From a survey of 50 disabled teenagers from 14 to 23 years old, 16% of teenagers expressed a desire to become a programmer, specializing in computer networks.
In 2014, as part of the implementation of the municipal program of the city. Samara “Samara for children: we are different - we are equal” for 2013-2017, a computer class “Infoznayka” was opened at the Family Center in the Sovetsky District for children with disabilities.
For classes in the “Infoznayka” computer class, a program was developed to teach children with disabilities and their parents a course in basic computer literacy, and also in classes on the development of higher mental functions, the computer program “Murzilka” was used. Let's draw a fairy tale."
In working with disabled children, the following goal was set: psychological and pedagogical support for a child with disabilities through the use of technical teaching aids, socialization in small groups, and training in initial computer literacy.
Specialists solve the following tasks:

• develop mental processes (perception, attention, memory, thinking, imagination);
• expand knowledge about the world around us;
• promote speech development;
• develop creative abilities;
• develop communication skills and the ability to work in a group;
• develop computer skills.

The program, designed for 7 lessons (7 hours), was tested in three groups, in which 26 people took part (13 children and 13 parents).
Of the 13 children - 5 children with preserved intelligence and 8 children with mental retardation, 1 child with bilateral sensorineural deafness, 1 child with bilateral sensorineural hearing loss, 4 children with visual impairments, 3 children with cerebral palsy, 2 children with Down syndrome, 1 child with autism.
For children with different diseases who found themselves in the same group, conditions were created for interaction with each other: introducing themselves to others, talking about themselves, creating slides with photographs of group members, learning the necessary information when interacting with other children, helping each other (photo 1).

Classes with disabled children together with parents in the Infoznayka computer class

Any positive successes of children with disabilities were supported by support from the teacher and the group.
For example, Veronica (14 years old, diagnosed with a disorder of the musculoskeletal system, deformation and impaired motor skills of the hands, mild mental retardation) herself came up with the idea in the Paint program, instead of drawing grass with a brush in a zigzag, to use a geometric figure “line” (photo 2, 3) .

Veronica and her mother in class

Photo 3. Drawing of Veronicain the Paint program "House"

Nikita (11 years old, diagnosed with Down syndrome, mental retardation) was able to draw a car independently without the help of an adult (photo 4, 5).

Nikita and mom in class

Photo5. Nikita's drawing in the programPaint"Car"

Rustam (14 years old, diagnosed with bilateral sensorineural deafness, cerebral palsy, congenital operated cataract, congenital heart defect) was able to draw a picture in the Paint program dedicated to the 70th anniversary of the Great Patriotic War, which took 7th place in the city computer graphics competition on the Internet for children with disabilities “70 years of Victory in the Great Patriotic War” in the “drawings” category (photo 6,7).

Rustam with his mother in class

Photo 7. Drawing by Rustamin the Paint program “Victory Day”

In computer classes, parents are teaching assistants. For example, Rustam’s mother became a sign language interpreter for her son, which helped the child better understand and assimilate the educational material he was receiving in class.
Dasha (11 years old, diagnosed with visual impairment, operated cleft palate) learned to use a printer and produced coloring books for the whole group of children. She also helped other children understand tasks that were difficult for them in the computer program “Murzilka. Let's draw a fairy tale" (Photo 8).

Dasha in class

Dayana (11 years old, diagnosed with phenylketonuria) came up with a new way to design the presentation “My Friends”: she inserted colloquial speech into the slides, like in comics, in which the children in the photograph described the qualities of the author of the presentation. Dayana came to class with her classmate Yulia (photo 9, 10).

Dayana in class

Slide from Dayana’s presentation “My Friends”

Dima (10 years old, diagnosed with mental retardation, autism) was the first to complete all levels in the computer program “Murzilka. Let’s draw a fairy tale,” which surprised all the guys in the group (photo 11).

Dima in class
In a personal conversation with Dima’s mother, it turned out that her child enjoyed going to classes at the Family Center, and this desire allowed her to use it in correcting the child’s behavior.
I would also like to note that the presence of a child with autism in the computer class required the teacher to respond correctly to the child’s emotional outbursts during classes. So, for example, if something didn’t work out, Dima reacted sharply, frightening the rest of the group with his emotions. It is important for the teacher to help the child in a timely manner, use positive stimulation, remain calm and show by all means to the rest of the group that everything that happens in the class is normal for this child and does not pose a threat to other children.
As a result of computer classes, group members acquired skills in working in Paint, Microsoft Office PowerPoint, Microsoft Word, and the educational program for children “Murzilka. Let's draw a fairy tale."
Children and their parents acquired keyboard skills, learned to create drawings on a given topic, presentations, tables, insert the necessary material and photographs into a document, work with text, create folders and save the necessary documents in them, were able to complete tasks for the development of memory and thinking , imagination, attention.
During the classes, the guys became friends, communicated easily and helped each other during classes.
At the end of the initial computer literacy course in the Infoznayka class, all children were solemnly awarded certificates of completion of the initial computer literacy course, as well as their work and algorithms for each lesson (photo 12).

Presentation of certificates to participants of the Infoznayka computer class

During computer classes with disabled children, an individual approach was used to each child.
During the learning process, it was revealed that disabled children:

• require constant stimulation of their actions, correction of their emotional state;
• with severe physical disabilities can perceive material and take a creative approach to completing tasks;
• with preserved intelligence they can work using the lesson algorithm, with a little help from the teacher;
• mild mental retardation better understand the material being studied when each stage of the work is clearly shown.

Based on the results of a survey conducted at the end of the initial computer literacy course, all children and parents liked the classes; they noted that the knowledge gained would be useful when studying the school curriculum.
Many parents continue to keep in touch with each other after classes and meet with their children at events held at the Family Center.

Using light sensory room equipment when working with children with autism.

Introduction

Children diagnosed with autism require long-term correction, which can take place over several years. It is important when working with such children that parents participate in the correction. After establishing contact with the child, the use of the equipment can begin actively. And during the establishment of contact, the equipment is the environment in which the child adapts and gets used to the equipment and to the specialist - the psychologist. The equipment is large in size and bright in color, which is an additional incentive for the child to begin action or manipulation with this equipment.

1 lesson.

Target: development of the child’s emotional reactions.

Tasks:

Equipment: sensory trail, play path, play panel “hedgehog”.

Progress of the lesson:

It is necessary to develop certain rituals of classes:

1. The child is offered to enter the room along a sensory path to stimulate tactile sensations (foot therapy). After the child has learned to perform this action, the sensory path can be replaced with a play path, which creates additional inconvenience and causes emotional reactions in the child, and if difficulties arise, the psychologist offers the child help (extends his hand or verbally stimulates the child), which causes interaction between the child and psychologist.

2. The specialist and the child approach the “hedgehog” play panel. The psychologist invites the child to remove the elements of the picture (hedgehog, paws, bows). For the first time, the psychologist performs all the actions himself, verbally explaining his actions to the child. Then the psychologist invites the child to do the same actions, while always verbally explaining what the child is doing. During the lesson, the psychologist must constantly reward the child for any actions, stimulating further activity. Stimulation can be verbal (praise, approval, always emotional) and non-verbal (stroking on the back, head, arm). The child is always given time to tactilely explore the materials on the panel. At the same time, the psychologist explains what the child is taking and what expected emotions and feelings the child may experience at this time. The psychologist also pronounces the shape and color of the objects being studied. While studying the items, the psychologist also shows how else you can use the items in the set. For example, the bag contains items that can be used to massage the hands and forearms. First, the psychologist takes the child’s hands and shows how this can be done, then the child is asked to perform the massage on his own. After the objects have been studied, the psychologist puts together a picture on a panel, while analyzing his actions and the result (clearing, hedgehog). Then the child is asked to make a picture on his own, saying what the child is doing and what should happen as a result of his activity. After the actions performed, the psychologist shows an emotional reaction (joy, admiration), stimulating the child to similar reactions. Next, the child is offered a way out of the activity along a sensory trail or play path. The psychologist explains what happened during the lesson, emphasizing successes and achievements, asking whether he liked it and whether he will come again.

Lesson No. 2.

Target: development of the child’s emotional reactions and interaction skills.

Tasks:

1. Arouse interest in the activity being performed;

2. Stimulate the child’s reactions when interacting with a psychologist;

3. Cause the predominance of the child’s positive emotional reactions during the activity.

Equipment: sensory trail, play path, giant pyramid, “throw the ring” game complex, “Grasshopper” set.

Progress of the lesson:

The child enters the office along a sensory trail or footprints from the “Grasshopper” set. During the passage, the psychologist talks about what kind of padding the child is walking on and what he can feel when stepping on pads with different fillings. At the same time, the psychologist always offers help to the child by establishing tactile contact. If the child allows himself to be taken by the hand, the psychologist can offer the child balls or balls of different sizes and also different to the touch. You can also use the rings from the “throw the ring” game set for this. You can massage your hands with balls. First, the psychologist massages the child, then invites the child to massage himself, while the psychologist talks through all the child’s actions and expected sensations, then the psychologist invites the child to massage the psychologist, which is an important element of interaction. At the same time, the psychologist encourages and emotionally stimulates all the child’s actions, emotionally approving, rejoicing for his actions.

Activities that can be offered to a child using rings from the “throw a ring” game complex. The psychologist takes the ring, looks through it at the child, and you can concentrate the child’s attention on yourself using a sound signal (“peek-a-boo,” “where am I,” and others). Then the child is asked to perform the same actions.

The pyramid is a giant. The psychologist shows the child and invites them to jointly disassemble the giant pyramid. In this case, the child’s actions are encouraged and discussed by the psychologist (the color of the rings they remove, the shape). After the pyramid is disassembled, the psychologist is asked to reassemble it in the same form as it was.

But first, the child is invited to look at the child in the rings of the pyramid, just as it was with the rings from the “throw a ring” set. If the child follows all the instructions, then the psychologist asks him to follow verbal instructions without a model, while the psychologist pronounces all the actions. If the child finds it difficult, the psychologist must show the action that the child should take. At the same time, all the child’s actions should be emotionally stimulated and verbally reinforced by a psychologist. .

Lesson No. 3

Target:

Tasks:

1. Arouse interest in the activity being performed;

2. Stimulate the child’s reactions when interacting with a psychologist;

Equipment: sensory trail, play track, table-bath for playing with water and sand

Progress of the lesson:

The child enters the lesson along a sensory path and immerses himself in the atmosphere of the lesson. Next, the psychologist takes the child’s hands and massages them using a pencil, drawing geometric shapes and doodles on the child’s palms and fingers, which causes a positive reaction in the child.

In this case, the psychologist pronounces the actions, then the child is asked to perform the actions independently, the psychologist pronounces the child’s actions. Then the child is asked to do the same in the hands of a psychologist. These actions are important during the lesson, as they indicate the child’s trust in the psychologist and readiness to interact. Next, the child is invited to move on to a play session with water and sand (elements of the aqua sand therapy set may vary depending on the age and interests of the child).

The psychologist gives the child the opportunity to study the properties of sand and water. The psychologist shows that water can be poured by collecting it in your palms, showing that it can flow through your fingers, if you slap it, it makes sounds, if you place your hand in water, it is visible, because... transparent. The child is invited to do the same. If the child does not want to do this on his own, the psychologist takes the child’s hand and does this together with him, while talking through the child’s actions and possible sensations. It is important to observe the child’s emotional reactions, saying (you like it, it’s nice, the water is cold). The properties of sand are also being studied (it rustles, flows through your fingers, you can draw on it, you can hide your hand in it and not see it). Usually sand arouses great interest and the child spends a long time studying its properties, which allows the psychologist, by talking through the child’s actions, to observe his reactions during these actions. After the child has studied the properties of water and sand, you can offer the child the following task: hide in the sand using fingers, a brush (at the child’s request), pebbles or shells or buttons. First, the psychologist shows how this can be done, then invites the child to do it, saying that the object is not visible, we hid it, it can be found. After we have found the object, we are asked to do the same in a bath of water, while the psychologist says that the object is visible, that it is wet, that it is in the water, that it can be taken out. At the same time, all the child’s actions should be emotionally stimulated and verbally reinforced by a psychologist. After the end of the lesson, the child is invited to leave the lesson using a sensory path or a play path of his choice (it is important what choice the child makes - whether he repeats the path or changes his choice each time).

Lesson No. 4

Target: development of tactile sensations and the ability to act according to instructions

Tasks:

1. Arouse interest in the activity being performed;

2. Stimulate the child’s reactions when interacting with a psychologist;

3. Cause the predominance of positive emotional reactions of the child in the process of activity;

4. Development of fine motor skills of the hands

Equipment: sensory trail, play track, educational turtle

Progress of the lesson:

The child enters the lesson along a sensory path and immerses himself in the atmosphere of the lesson. Next, it is explained to the child that we came to visit the turtle. The psychologist, together with the child, studies the turtle, draws the child’s attention to where its eyes, head, what color they are, etc. Then the child is asked to show where the turtle’s “body parts” are. If difficulties arise, the psychologist takes the child’s hand and together with him shows those parts of the body that the psychologist names. Next, the psychologist shows that the turtle has different layers; the Sami chooses a simple one - clearing. First, the psychologist shows the child the actions that he must perform, for example: stick blue figures on blue, yellow figures on yellow, etc., then the psychologist suggests that the child do this independently, or together - if the child has difficulty. This task allows you to develop color discrimination, fine motor skills, and the ability to act according to the instructions of an adult. After all the color fields are filled, the psychologist invites the child to clean everything up and put things in order. This is an important element of the lesson, when after the game it puts everything in its place, which is evidence for the child that the lesson has been completed and that the child is helping an adult, which must be spoken out by a psychologist and supported by emotional reactions.

After the end of the lesson, the child is invited to leave the lesson using a sensory path or a play path, to choose from

Lesson No. 5

Target: development of tactile sensations, fine motor skills and color and shape differentiation

Tasks:

1. Arouse interest in the activity being performed;

2. Stimulate the child’s reactions when interacting with a psychologist;

3. Cause the predominance of positive emotional reactions of the child in the process of activity;

4. Development of fine motor skills of the hands

5. Create color differentiation

Equipment: sensory trail, play track, didactic turtle, play panel “hedgehog”.

Progress of the lesson:

After the end of the lesson, the child is invited to leave the lesson using a sensory path or a play path, to choose from

The psychologist explains what happened in the lesson, emphasizing successes and achievements, asking whether he liked it and whether he will come again.