What does the abbreviation HIA stand for? The decoding reads: limited he alth opportunities. This category includes persons who have defects in development, both physically and psychologically. The phrase "children with disabilities" means some deviations in the formation of the child when it is necessary to create special conditions for life.
Categories of children with disabilities
The main classification divides unhe althy children into the following groups:
- with behavior and communication disorder;
- hearing impaired;
- visually impaired;
- with speech dysfunctions;
- with changes in the musculoskeletal system;
- with mental retardation;
- mentally retarded;
- complex violations.
Children with disabilities, their types, provide for correctional training schemes, with the help of which a child can be saved from a defect or significantly reduce its impact. So, for example, when working with children with visual impairments, special educational computer games are used that help improve the perception of this analyzer (mazes, Schulte tables, and others).
Principles of learning
Working with a child with disabilities is incredibly painstaking and requires a lot of patience. Each type of violation requires its own development program, the main principles of which are:
1. Psychological safety.
2. Assistance in adapting to environmental conditions.
3. Unity of joint activity.
4. Motivating the child to the learning process.
The initial stage of education includes cooperation with the educator, increased interest in performing various tasks. The secondary school should strive for the formation of a civic and moral position, as well as for the development of creative abilities. We must not forget about the influence of family education on the development of children with disabilities, which plays a major role in the development of personality.
It's no secret that the process of becoming an individual includes the unity of systems of socio-cultural and biological factors. Atypical development has a primary defect that was caused by biological circumstances. It, in turn, forms secondary changes that have arisen in the pathological environment. For example, the primary defect would be hearing loss, and the secondary would be dumbness. Studying the relationship between primary and subsequent changes, the teacher L. S. Vygotsky put forward a position that states that the further the primary defect is separated from the secondary symptoms, the more successful the correction of the latter will be. So, the development of a child with disabilities is influenced by four factors: the type of disorder, the quality, degree and duration of the main disorder, as well as the conditionsenvironment.
Teaching kids
With the correct and timely development of the child, many deviations in the further development can be significantly mitigated. The education of children with disabilities should be of high quality. Currently, there is an increase in the number of children with severe disabilities, but at the same time, thanks to the use of the latest equipment, modern correctional programs, many students reach the desired level of development in their age category.
At present, the tendency to eliminate the inequality of general education and correctional schools is gaining momentum, the role of inclusive education is increasing. In this regard, there is a large heterogeneity in the composition of students in terms of their mental, physical, mental development, which greatly complicates the adaptation of children both with deviations in he alth and without functional disorders. The teacher is often simply lost in the methods of helping and supporting students with disabilities. There are also shortcomings in the use of various information technologies during lessons or extracurricular activities. These gaps are due to the following reasons:
1. The absence of the necessary technological infrastructure, software and hardware in the educational institution.
2. Lack of necessary conditions focused on joint learning activities.
Thus, creating a barrier-free learning environment is still a challenge.
Education for all
Distance learning is confidently gaining a place of honor in teaching along with traditional forms. This way of organizing the educational process greatly simplifies getting a decent education for children with disabilities. Deciphering distance learning looks like this: it is a form of education, the advantages of which are:
1. High adaptation to the conditions of life and he alth of students.
2. Rapid update of methodological support.
3. Ability to quickly obtain additional information.
4. Development of self-organization and independence.
5. Opportunity to get help with in-depth study of the subject.
This form is able to solve the issue of homeschooling for frequently ill children, thereby smoothing the boundaries between them and children without deviations in he alth.
GEF. Children with disabilities
Based on the Standard, four types of training programs can be applied. Determining the right option for students is based on the recommendations of the psychological, medical and pedagogical commission. For the successful implementation of the chosen program, the special conditions necessary for a child with disabilities are taken into account. There is a transition from one option to another as the child develops. Such an action is possible subject to the following conditions: a statement from the parents, the desire of the child, visible positive dynamics in education, the results of the PMPK, as well as the creation of the necessary conditions by the educational organization.
Development programs taking into account GEF
There are several curricula based on the Standard. The first option is designed for children who were able to reach the desired level of development by the time they enter school and who can cooperate with their peers. In this case, students with disabilities study along with he althy students. The interpretation of this option is as follows: children study in the same environment, they are subject to basically the same requirements, after graduation, everyone receives a certificate of education.
Children with disabilities who study under the first option have the right to pass different types of certification in other forms. Special conditions are created in application to a specific category of student's he alth. The Basic Education Program includes mandatory remedial work that corrects deficiencies in the development of the child.
Second type of program
Pupils with disabilities enrolled in this option at school are eligible for longer periods. Several curricula are attached to the main program, taking into account the needs of a student with disabilities. This option can be implemented both in the form of joint learning with peers, and in separate groups or classes. An important role in teaching is played by information technologies and special equipment, which expands the possibilities of the student. The second option provides for compulsory work aimed at deepening and expanding the social experience of students with disabilities.
Third type
Students with disabilities enrolled in this option receive an education that is incomparable to that of students without disabilitieshe alth. A prerequisite for the implementation of the curriculum is the creation of an adapted individual environment. Students with disabilities, together with an expert commission, choose the forms of certification and terms of study. In this case, it is possible to carry out educational activities both together with peers and in separate groups and special organizations.
The fourth type of development program
In this case, a student with multiple he alth disorders is trained according to an adapted program, taking into account an individual plan. A prerequisite is the formation of an environment in which, to a large extent, the realization of life competence in society takes place. The fourth option provides for homeschooling, where the emphasis is on expanding social contacts and life experience within the available limits. To master the program, it is possible to use a network form of interaction using various educational resources. Students who have successfully completed this option are issued a certificate of the established form.
Those educational institutions that implement both basic programs and those adapted to the needs of a child with disabilities can be considered promising. Such organizations include inclusive classes, which allow children with disabilities to develop freely in society. Also in these schools there is continuous work not only with children, but also with their parents and teachers.
Sport as a reliable assistant. Working program
HIA (diagnosis) is not a reason to reducemotor activity of the child. The effectiveness of physical culture in the development of children is an indisputable fact. Thanks to sports, working capacity, intellectual development, and he alth are strengthened.
Exercises are selected individually or students are divided into groups depending on the categories of diseases. Classes begin with a warm-up, where, accompanied by musical accompaniment, children perform a series of simple movements. The preparatory part takes no more than 10 minutes. The next step is to move on to the main section. In this part, exercises are performed to strengthen the cardiovascular system, muscles of the arms and legs, to develop coordination, and others. The use of team games contributes to the successful functioning of communication skills, the "spirit of competition", and the disclosure of one's abilities. In the final part, the teacher moves on to calm games and exercises, sums up the work done.
Curricula in any subjects must necessarily comply with the Federal State Educational Standard. Children with disabilities can be corrected by appropriate physical activity, because it is no secret to anyone that by developing the body, you also develop the mind.
Role of parents
How to be parents who have a child with disabilities. The decoding of the abbreviation is simple - limited he alth opportunities. Receiving such a verdict leads parents to a state of helplessness, confusion. Many try to refute the diagnosis, but in the end comes the realization and acceptance of the defect. Parents adapt and adopt different attitudes - from I will do everything that mythe child has become a complete person” to “I can’t have an unhe althy child.” These provisions must be taken into account by psychologists when planning a correctional program with children with he alth problems. Parents should know the correct forms of assistance to their child, regardless of the types of disabilities, ways of adaptation, developmental features.
A new approach to education
Co-education of children with disabilities and without he alth problems is supported and described by a number of documents. Among them are: the National Doctrine of Education of the Russian Federation, the Concept for the Modernization of Russian Education, the National Educational Initiative "Our New School". Working with HIA implies the fulfillment of the following tasks in inclusive education: everyday, normative, labor, as well as the social adaptation of students with their subsequent merger with society. For the successful formation of skills in special schools, extracurricular activities are organized, where all the conditions for the development of additional abilities are created for the children. This form of educational activity for children with he alth problems should be agreed with psychologists and take into account the individual characteristics of students. With long, patient work on the correctional programs developed by psychologists, sooner or later there will definitely be a result.
