The work program of tutoring children with medical school. Model of tutorial support for a family raising a primary school child with cerebral palsy
The pedagogical activity of the tutor in the context of the implementation of inclusive practice is the individual work with children with disabilities in the educational process and the socialization process; promotes self-determination and self-realization of schoolchildren in their further professional and social life, the formation of their emotional-value attitude to reality.
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“Tutoring support for children with disabilities in a comprehensive school in the context of inclusive education” Prepared by: Speech therapist at the MAOU “Gymnasium No. 6” Mashkina Natalya Viktorovna Municipal Autonomous Educational Institution “Gymnasium No. 6” in the city of Gubkin, Belgorod Region
Tutor (English tutor - mentor, guardian; Latin tueor - watch, care) is a new specialty in our education. A tutor is a mentor, mediator, a person who will teach you how to solve problems on your own (translate them into tasks).
Aims and tasks in the tutor's work Creating comfortable conditions for finding concrete help at school and organizing access to the school and class; organization of a workplace, resting place and other places where there is a child with disabilities; special regime, temporary organization of the educational environment in accordance with the real capabilities of the child. Work with the teaching staff, parents, students in order to create a unified psychologically comfortable educational environment. Socialization - the inclusion of a child among peers, in the life of a class, school, the formation of positive interpersonal relationships in the team. 3. Assistance in mastering relevant general education programs, overcoming learning difficulties. If necessary, adaptation of the program and educational material, relying on the areas of the child’s closest development, its resources, taking into account individual physical, mental characteristics. 4. Organization, if necessary, support of other specialists. Ensuring the continuity and consistency of different specialists in working with a child.
The main directions of the tutor's work Tutor and ward Tutor and teacher (teachers) of the class Tutor and other children Tutor and parents
The tutor and the ward forms a trusting and emotionally rich relationship with the ward, at the beginning of the work becomes a “guide”, advocate, expresser of desires and, at the same time, organizing and harmonizing force; monitors the condition of the child - emotional (helps to resolve conflict situations, calms, inspires, etc.) and physical (if the ward needs to relax - he can take him out of the classroom to the playroom; makes sure the child is not hungry, helps to go if necessary to the toilet); coordinates the overall activity of the student, doses the teaching load.
The tutor and teacher (teachers) of the class discuss with the teacher: the goals and objectives of their work; possible difficulties (extraneous noise during the negotiations between the tutor and the ward), leaving the lesson and returning, character traits and the specifics of the child’s behavioral manifestations; how to most effectively build interaction in the top three: a child - a teacher - a tutor.
The tutor and other children monitor what is happening in the children's team - what the children talk about, what they play; explains to children how to communicate with their classmate; if the topic of conversation concerns the features of the ward - answers questions.
The tutor and parents tell the parents of the ward how the day went, what was possible, what difficulties were there; answers questions of parents.
The content and specificity of the tutor's activity is the specifics of impaired development of the child; - the level of activity of the child; - the degree of readiness of the institution for inclusive education, the stage of inclusion of OS in the work on the development of inclusive practice; - the degree of preparedness of the teaching staff, the possibility of additional education; - the degree of interest in the correction process of parents; - the level of professional competence of the specialist himself.
The success factors of tutoring activities are the psychological readiness of the administration and the OS staff for inclusion, an understanding of the core values, inclusive activities, and agreement with them; - availability of the necessary specialists or arrangements for the psychological and pedagogical support of children with disabilities by specialists from Resource centers, centers for psychological and pedagogical development and correction, PPMS centers; - the availability of special conditions for the training and education of children with disabilities.
It must be remembered that the direct participation of the tutor in the life of the child with the development of his independence should gradually decrease, giving way to communication with peers and interaction with teachers.
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“Tutoring support for children with disabilities
in a comprehensive school in an inclusive education "
Tutor (English tutor - mentor, guardian; Lat. tueor - watch, care) - a new specialty in our education.
Tutoring - practice focused on the construction and implementation of a personal educational strategy, taking into account: personal potential of a person, educational and social infrastructure and the tasks of the main activity. Tutoring is to organize the educational movement of the child, which is based on a constant reflective correlation of his achievements with interests and aspirations. The tutor at the first stages of training acts as a guide for the child in the educational space of the school. A tutor is a mentor, mediator, a person who will teach you how to solve problems on your own (translate them into tasks).
Inclusive or inclusive education is a term used to describe the process of teaching children with special needs in general education (mass) schools. Inclusive education is based on an ideology that excludes any discrimination against children, ensures equal treatment of all people, but creates special conditions for children with special educational needs. Inclusive education is the process of development of general education, which implies the availability of education for all, in terms of adaptation to the different needs of all children, which provides access to education for children with special needs.
Goals and tasks in the tutor's work
The purpose of the tutor's activity is to successfully include a child with disabilities in the environment of a general educational institution. To achieve this goal, it is necessary to solve many problems.
1. Creating comfortable conditions for staying at school: specific assistance and organization of access to the school, to the classroom; organization of a workplace, resting place and other places where there is a child with disabilities; special regime, temporary organization of the educational environment in accordance with the real capabilities of the child. Work with the teaching staff, parents, students in order to create a unified psychologically comfortable educational environment.
2. Socialization - the inclusion of a child in the environment of peers, in the life of a class, school, the formation of positive interpersonal relationships in the team.
3. Assistance in mastering relevant general education programs, overcoming learning difficulties. If necessary, adaptation of the program and educational material, relying on the areas of the child’s closest development, its resources, taking into account individual physical, mental characteristics.
4. Organization, if necessary, support of other specialists. Ensuring the continuity and consistency of different specialists in working with a child.
The main directions of the tutor's work in organizing the conditions for the formation of harmonious relations of the ward with the school society
Tutor and ward: the tutor forms a trusting and emotionally rich relationship with the ward, at the beginning of the work becomes a “guide”, advocate, expresser of desires and, at the same time, an organizing and harmonizing force; monitors the condition of the child -emotional (helps to resolve conflict situations, calms, inspires, etc.) andphysical (if the ward needs to relax - he can take him out of the classroom to the playroom; makes sure that the child is not hungry, helps to go to the toilet if necessary); coordinates the overall activity of the student, doses the teaching load.
Tutor and teacher (s) of the class: the tutor discusses with the teacher: the goals and objectives of his work; possible difficulties (extraneous noise during the negotiations between the tutor and the ward), leaving the lesson and returning, character traits and the specifics of the child’s behavioral manifestations; how to most effectively build interaction in the top three: a child - a teacher - a tutor.
Tutor and other children: the tutor monitors what is happening in the children's team - what the children talk about, what they play; explains to children how to communicate with their classmate; if the topic of conversation concerns the features of the ward - answers questions.
Tutor and parents: the tutor tells the parents of the ward about how the day went, what was possible, what difficulties were there; answers questions of parents.
The picture of the relationship of the child with developmental features
in the school system and the role of the tutor in this process.
Child with disabilities and teacher | For this tutor: |
The child listens to the teacher and follows his instructions. | attracts the attention of the child to the teacher: "Look at ... .. (name of the teacher), listen ..."; “Look at the board”; “Take a pen, write”; “Open the textbook”; “Open the diary”, etc. |
Child with disabilities and tutor | For this tutor: |
monitors the organization of the student's workspace; correlates the tasks of the teacher with the capabilities of the student; if the child does not have time to fully complete the task - determines the right moment when to stop and switch to a new task; if the general task for all children is difficult for the child to understand, then he continues to work with the ward on the previous task. Note . If it is difficult for the tutor to decide at what point it is more correct to switch, then it is necessary to ask the teacher about this. |
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Child with disabilities and other students | For this tutor: |
The child on his own initiative communicates with them, responds to the appeal of other students to him | monitors the context of children's communication and, at appropriate times, connects the ward to communication. For example, a desk partner asks a child for an eraser, but the child does not respond. The tutor organizes a dialogue between students: “Please give an eraser” - “On” - “Thank you ... On, take it back.” |
Child with disabilities and parents | For this tutor: |
The child says goodbye to parents before the lessons, after lessons - meets parents and says goodbye to the tutor | helps the ward in communication with his parents at school - helps to tell what was at school, introduce them to friends, etc. The child can exchange a few sentences with the parents of other children. |
For the successful operation of the tutor, the followingdocumentation:
- Recommendations of specialists for working with a child with disabilities.
- Baby Observation Diary.
Diary - a reporting form that allows you to record observations, track the dynamics of the development of the child.
The specifics of impaired development of the child;
The level of its activity;
The degree of readiness of the institution for inclusive education, the stage of inclusion of OS in the work on the development of inclusive practice;
The degree of preparedness of the teaching staff, the possibility of additional education;
The degree of interest in the parental correction process;
The level of professional competence of the specialist himself.
Success in tutoring depends on many factors:
Psychological readiness of the administration and the OS staff for inclusion, understanding of core values, inclusive activities, agreement with them;
Availability of necessary specialists or arrangements for psychological and pedagogical support of children with disabilities by specialists from Resource centers, centers for psychological and pedagogical development and correction, PPMS centers;
The presence of special conditions for the training and education of children with disabilities.
It must be remembered that the direct participation of the tutor in the life of the child with the development of his independence should gradually decrease, giving way to communication with peers and interaction with teachers.
In the context of inclusive education, we must remember that children with disabilities and children with developmental standards are in equal conditions, must receive equal education and training, but nevertheless, the specifics of working with a certain violation in a child with disabilities should be. It manifests itself in the application of special techniques and methods. , applied in accordance with the capabilities and abilities of the child. An important link between a child with disabilities, his parents or legal representatives and teachers of the institution is a tutor or inclusion coordinator. Therefore, tutoring of special children helps a lot in the preschool institutions to all participants in the educational process.
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Tutoring in the conditions of DOW.
Methods and techniques for working with children with disabilities.
Inclusive education - ensuring equal access to education for allstudents given the diversity of special educational needs and individual opportunities. ”
Despite the fact that this concept appeared recently,inclusive about brazovanie has already firmly entered our lives, itimplemented at all levels of the educational process: from early childhood education higher professional education.
Children with disabilities are children with disabilities. Children with disabilities are children whose health conditions prevent the development of educational programs outside the organization of special conditions for training and education. Thus, the most important priority in working with such children is an individual approach, taking into account the specifics of the violation and the characteristics of the health of each child. But in conditions of inclusive education, we must remember that children with disabilities and children with developmental standards are on an equal footing, should receive equal education and training, but nevertheless, the specifics of working with a certain violation in a child with disabilities should be. It manifests itself in the application of special techniques and methods.in accordance with the capabilities and abilities of the child.
Group of preschoolers withHIA is not homogeneous, it includes children with different developmental disorders, the severity of which can be different (the classification is presented in the basic general educational program for preschool education “Kindergarten 2100” / Edited by D.I. Feldstein, R.N. Buneev.M.OOO “Balass”, 2014.2015, S.436-442).
Speaking about children with disabilities, we assume that the process of their upbringing and education will be of a corrective orientation.
Correctional work is an activity aimed at correcting certain features of the mental or cognitive that do not meet age standards, and which is carried out using special teaching methods and the special organization of the learning process.
The goal of inclusive education is the successful inclusion of a child with disabilities in the educational environment.
The main task of preschool education in the context of inclusive education is the socialization of a child with disabilities, his adaptation to new conditions, to the rules and norms of the children's team, to interact with other adults.
- The educational process, the basis of which is adaptation, that is, its inclusion in the educational process.
- The educational process is the process of teaching a child with disabilities in a preschool.
One of the most important conditions for the transition to an inclusive form of education, its success is the system of support and support for children with disabilities. The profession of tutor takes on special significance here.
Not every teacher can perform the functions of a permanent follower for a child with disabilities. This activity assumes a high level of teacher tolerance (unconditional acceptance of the child), a sufficient supply of knowledge in the framework of corrective pedagogy and special psychology, well-developed communicative skills, etc. (Petrova E.E. “The Problem of Tutoring in an Inclusive School”).
A tutor is a specialist who organizes the conditions for the successful inclusion of a child with disabilities or a disabled child in the educational and social environment of an educational institution. In practice, a tutor and an accompanying person are different people. Tutors are specialists with pedagogical education (speech therapists, defectologists, teachers - psychologists, etc.), teachers without special education, students of specialized universities, colleges, as well as parents (most often mothers, grandmothers) of a child with special needs are accompanying children with disabilities, that is, they perform only technical assistance (dressing, undressing, feeding, self-care, cultural and hygienic skills, etc.).
The purpose of the tutor's activity: the successful inclusion of a child with disabilities in the environment of a general educational institution.
To achieve this goal, severaltasks:
1. Socialization - the inclusion of the child in the environment of peers, in the life of the class, school, the formation of positive interpersonal relationships in the team.
2. Help in mastering the corresponding general educational programs, overcoming difficulties in learning. If necessary, adaptation of the program and educational material, relying on the areas of the child’s closest development, its resources, taking into account individual physical, mental characteristics.
3 Organization, if necessary, support of other specialists. Ensuring the continuity and consistency of different specialists in working with a child.
At the moment, there is a situation where the majority of specialists working in educational institutions of a general type do not have sufficient knowledge about children with disabilities. And specialists who currently have professional training do not take into account the peculiarities of correctional and pedagogical work in the conditions of inclusive education.
A tutor can become a connecting link ensuring the coordination of teachers, special educators, psychologists, and other specialists necessary for the child at each stage of the educational process.
4 Implementation of interaction with parents, inclusion of parents in the learning process.
It is necessary to emphasize the difficulty of including parents in the correction process (additional programs have been developed for this). The activity of parents and their understanding of the essence and purpose of classes is a necessary condition for the effectiveness of the educational process and the process of socialization.
The main directions of work with parents:
- Establishing contact with the parents of the newly arrived children, explaining the tasks, drawing up a joint work plan;
Formation of an adequate attitude of parents towards their child, attitude towards cooperation and the ability to take responsibility in the process of analyzing the problems of the child, implementing the assistance strategy;
Providing parents with emotional support;
Assistance to parents in obtaining information about the characteristics of the child’s development, development forecast;
The formation of interest in obtaining theoretical and practical skills in the process of learning and socialization of the child;
Conducting a joint analysis of intermediate results, development of further stages of work.
The process of implementing psychological support for parents is a lengthy and requires an integrated approach, which involves the participation of a teacher - psychologist, educator, defectologist, doctor, social worker, etc. Both children and parents benefit from the successful involvement of parents in the process of raising and educating children with disabilities. educators.
5. Work with the teaching staff, parents, other children in order to create a unified psychologically comfortable educational environment.
6. Evaluation of performance, tracking positive dynamics in the activities of a child with disabilities.
“At the same time, all activities to accompany a special child should not violate the educational and communicative space of the group of children in which the child is with developmental disabilities.” (Karpenkova I.V. Tutor in an inclusive school. Accompanying a child with developmental disabilities: Method. Allowance / Ed. By M. L. Semenovich. - M.: Terevinf, 2010).
It must be remembered that the direct participation of the tutor in the life of the child with the development of his independence should gradually decrease, giving way to communication with peers and interaction with teachers. "You can only accompany the traveler." (TM Kovaleva “Tutoring as a resource for the development of the individualization process”).
The main directions of the tutor's work in organizing the conditions for the formation of harmonious relations of the ward with society in the DOW and the picture of the relationship of the child with the developmental features in the DOW system and the role of the tutor in this process (Appendix 1).
Tutor and educator should become one team. Here it must be remembered that the educator must play a leading role in the student’s mind, otherwise there will be no inclusion, but integration.
The main stages of individual support:
- Collection of information about the child, analysis of the information received;
At the preliminary stage, the tutor gets acquainted with the results of the child’s diagnosis, carried out by specialists, with the child’s medical card approved by the educational route; meets with specialists and representatives of PMPK to receive recommendations.
Having received general information, he gets acquainted with the child himself and his family, learns about the features, interests, strengths and weaknesses of his ward. There is a gradual establishment of contact. At this stage, it is often necessary to familiarize the child in advance with the premises where he will be engaged, his workplace, and common areas.
- Development of recommendations together with other experts;
- Establishing contact with the child, parents, the adaptation phase;
At this stage, there is daily, consistent work of a tutor and a child with disabilities to enter the educational process and the social life of the community, the gradual inclusion of the child in various educational and extracurricular situations. Adaptation is understood as adaptation to the needs of a child with disabilities:
- pre-school facilities;
- daily routine;
- educational programs;
- teaching aids.
The timing of adaptation of children in kindergarten is very individual and depends on the characteristics of the development of the child, on the complexity of the violation and many other reasons. They vary within a few months, in children with autism, ZPR of organic origin, children with Down syndrome can be from a year to 1.5 years. The adaptation period is significantly reduced in children who attended preschool educational institutions from an early age. At the adaptation stage, the tutor sets the main priority tasks:
Creating a comfortable environment and special conditions for the education and upbringing of a child with disabilities;
Self-service skills development;
Adequate perception of the children's team;
Development of the ability to interact with children and adults (at the initial stage, these are the following skills: ask for something, ask for a toilet, calmly fall asleep, without disturbing children, etc.).
It is necessary to set such tasks that take into account the potential capabilities of a child with disabilities and determine the positive and negative factors of influence on his adaptation.
It is important not to forget that help should be reasonably dosed, be guiding in nature and encourage the child to become independent. “The interaction of the tutor and the child is a progressive movement from“ symbiosis ”with the tutor to the maximum independence of the child in school life,” - I. Karpenkova
- Preparation of an Adapted Educational Program (AOP) and IMS (individual escort route) for a child with disabilities.
- Actually tutorial support in educational and upbringing processes, solving tasks;
- Analysis of the dynamics of development and upbringing of a child with disabilities.
Having settled in a new environment, subject to the constant receipt of positive emotional support, a child with disabilities passes to a new stage, which is characterized by a decrease in anxiety and tension. Now, the focus of tutoring is shifting to the sphere of deepening socialization and correctional developmental education. It is important to maintain the motivation of the child, to give him the opportunity to feel his progress. The analysis and evaluation of the first results.
At each stage, the tutor observes and informs the parents and all participants of the educational process about the dynamic changes of the child with disabilities in the learning process and socialization, if necessary, sends the parents or legal representatives to consult other specialists, establishes cooperation with specialists from other organizations dealing with the child with disabilities attending an educational institution.
- The last step, if possible, should be the gradual withdrawal of the tutor from the mediator's role, providing the child with maximum independence in school, followed by a delayed assessment. The exit of a tutor from the system or reduction of its influence is a criterion of its effectiveness.
It is necessary that the development process of a child with disabilities achieve the following goals:
- The educational goal is to adapt and socialize a child with disabilities to new norms and rules for him, to the children's team;
- The educational goal is what we can teach the child in the process of preschool education, relying on the CBR, on the child's capabilities, given his diagnosis;
- The correctional goal determines which methods and techniques to use in the development and training of a child with disabilities.
Most children with disabilities have an insufficient level of cognitive activity, immaturity of motivation for learning activities, a reduced level of performance and independence.
Therefore, we can highlight the special needs inherent in all children with disabilities:
1. Special training for a child immediately after identifying a primary developmental disorder — it is necessary to read about the features of this developmental disorder, to identify which HMFs fall into this disorder, what positive aspects in development we can rely on, that is, what the child can learn quite well;
2. Introduce special sections into the content of the child’s education that are not present in the main educational program. To do this, an adapted educational program is created by the specialists of the preschool educational institution, pedagogical, speech therapy and psychological diagnostics are carried out, adaptation and simplification of the material for the capabilities and abilities of the child with disabilities;
3. Use special methods, techniques and teaching aids (I will talk about them later);
4. Provide special spatial (comfortable learning) and temporary organization of the educational environment (class schedule, classes are held at a time when the child is not tired yet - morning time, that is, provide comfortable learning;
5. To maximize push the educational and upbringing space outside the institution, that is, to carry out a lot of work with parents, to conduct a common line of these two processes both in kindergarten and at home, to consolidate material, to carry out training and consolidation of skills.
To increase the efficiency of working with a child with disabilities, specialists and educators should:
Encourage a child with disabilities to engage in speech activity, exercise control over children's speech activity, that is, constantly ask questions: what are you doing? What then needs to be done? for example, a child washed his hands, then he’s going to go in a group like this, you need to ask what you need to do when you wash your hands? what is the towel number? if a walk follows, ask to get dressed for a walk where are we going? what do we do first? - we work out the algorithm of actions and provoke speech;
To establish the relationship between the perceived object, its verbal designation and practical action, that is, not only teach the child with disabilities the name of the object, but also what they can do, what color it is, what shape it is, etc .;
Use a slower pace of learning, multiple return to the studied material. This is especially important for children with intellectual disabilities (ZPR, mental retardation, Down Syndrome);
Use exercises aimed at the development of cognitive processes: perception, attention, memory, using simplified vivid material - for example, an account: if children think in their minds, then a child with disabilities from the pictures counts objects;
To prevent the onset of fatigue of the child - a constant change of activity and even space, minutes of rest, even lying on the carpet, bed, these can be the usual ways of calm and relaxation typical for the child, for example: talking with oneself, with some object, solitude in another room (dressing room, bedroom).
To teach a child with disabilities (in the process of forming ideas) the identification of characteristic, essential features of objects, the development of skills to compare, generalize, classify, analyze, draw conclusions, etc., that is, to develop mental activity.
Example, you went to the toilet, ate (to remove the dishes, slide the chair, wash your hands and mouth) what needs to be done now? - to conclude.
Example: The difference between tights and pants is a comparison of what you ate - a spoon, from which - a plate, from which you drank - a glass, as it is called in one word - TABLEWARE.
Encourage the child, praise, but do not overdo it !!! timely assistance to him.
The most effective methods of working with children with disabilities:
- Gaming activities the use of game situations - learning through the game - these children are sitting poorly at the table, restless, inattentive, therefore, if the topic is “COUNT”, then we count toys, plates, one removed, how much has become, etc.
If a game is a habitual and desired form of activity for a child, then you need to use this form of organization of activity for training, using the game form of organization of activity of students to achieve educational goals.
- Method of stimulating communication and interaction with other children - play, help other children in dressing / undressing, wash their hands, bring the child from the corridor or bedroom (they go away alone when they get tired). For example, when boys play football, give a pass to Roma, play family with girls, Roma washes dishes, that is, does what he can;
- Relaxation methods - physical exercises, finger games, relaxation and massage methods - allow you to remove muscle cramps and clamps especially in the face area - articulation exercises - “smile, watch, grimaces and in the area of \u200b\u200bthe hands - finger gymnastics, massage balls.
- Didactic games - games for the development of cognitive activity - at first this child can submit cards to other children, then he can also be involved in activities himself - these are board games, puzzles, construction.
In the process of any type of activity, it is necessary to constantly apply the same teaching methods, starting with closer contact and constant monitoring of the child’s actions, but over time give more independence in performing various actions.
Learning Techniques - specific operations of the interaction of the teacher and the child in the implementation of teaching methods. Learning techniques are characterized by subject content, organized by them cognitive activity and are determined by the purpose of the application. The real learning activity consists of separate techniques.
To enhance the activities of students with disabilities, you can use the following active learning methods:
1. The use of signal cards when completing tasks with a certain symbol - go to the toilet - a picture with a toilet, my hands - a picture with a washbasin and a child (on the one hand it shows a plus, on the other a minus). You can use cards so that a child with disabilities understands when the lesson and its completion begin, the transition from one activity to another or the transition from tables to the rug.
2. Reception "hand in hand", is very effective in the development of fine motor skills, in music, physical education classes, where there are rearrangements, round dances.
3. Using picture material to change the type of activity during the lesson, to develop visual perception, attention and memory, activate vocabulary, and develop coherent speech. That is, for a long time, an adult with disabilities cannot perceive the speech of an adult; he needs visual material.
4. Speech intonation techniques: the speech emphasizes important information, somewhere in a more rigorous voice (as for the rules and norms of behavior), questions, etc.
5. Active methods of reflection - it is difficult for a child to conduct an introspection of activities, so the educator does this: today Roma did well, then ... and use praise or encouragement (vestiges);
6. Methods of relaxation - elements of finger gymnastics, massage, just lie down or walk around, elements of psycho-gymnastics, that is, a change of activity;
7. Involvement of other children - we select a person responsible to look after a child with disabilities after a walk before lunch, bring him by the hand from the corridor, bedroom, if he is in the toilet for a long time, check and explain what you need to leave.
For a more detailed list of methods and techniques, see Appendix 2.
List of references:
1. The program "Kindergarten 2100" / Ed. D.I. Feldstein, R.N. Buneev. M.OOO "Balass", 2014,2015.
2. Karpenkova I.V. Tutor in an inclusive school. Accompanying a child with developmental disabilities: Method. allowance / Ed. M.L. Semenovich. - M .: Terevinth, 2010;
3. Kovaleva T.M. “Tutoring support as a resource for the development of the individualization process”, M., Educational Center “Participation”, 2009.
Appendix 1.
The main directions of the tutor's work in organizing the conditions for the formation of harmonious relations of the ward with society in the DOE:
1. Tutor and ward | Tutor: |
|
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2. Tutor and group educator | Tutor: |
discusses with the teacher:
|
|
3. Tutor and other children | Tutor: |
|
|
4. Tutor and parents | Tutor: |
|
The picture of the relationship of the child with developmental features in the DOE system and the role of the tutor in this process.
Child with disabilities and caregiver | For this tutor: |
The child listens to the teacher and follows his instructions. |
|
Child with disabilities and tutor | For this tutor: |
Note . If it is difficult for the tutor to decide at what point it is more correct to switch, then it is necessary to ask the teacher about this. |
|
A child with disabilities and other children | For this tutor: |
The child, on his own initiative, communicates with them, responds to the appeal of other children to him |
For example, a neighbor asks a child for an eraser, but that child does not respond. The tutor organizes a dialogue between classmates: “Please give an eraser” - “On” - “Thank you ... On, take it back.” |
Child with disabilities and parents | For this tutor: |
The child says goodbye to parents before entering the group, at the end of the day - meets parents and says goodbye to the tutor |
|
Appendix 2
Methods and techniques that contribute to the achievement of selected tasks in the implementation of AOP
- Creating situations
- Individual learning
- Work on the show, sample
- Work with an adult
- Training paired with a healthy child
- Learning through “routines” - daily recurring activities
- Learning paired with a child with the same disability
- Training with parents
- Learning through obstacles (“I can't hear when you scream”)
- Learning through resocialization - the elimination of previously existing patterns of behavior and the simultaneous acquisition of new ones (ignoring and positive reinforcement)
- Work on the schemes
- Isolation / creation of role models (other children)
- Material reinforcement ("sweetie")
- Learning environment (other children approve / disapprove of behavior)
- Artistic Learning
- "Infectiousness" - like others: praising or censuring the actions of other children
- Use of parental authority (both “+” and “-”)
- “Connivance" - an opportunity for a child to decide for himself, choose the next action and feel their consequences
19. Reprimand by an activity undesirable for the child (“I didn’t do it, now everyone is resting, but you are finishing it”)
Municipal budgetary educational institution
“Full name in accordance with the Charter of the OS”
Tutor's work plan
to accompany a child with disabilities
for the 2017-2018 academic year
evpatoria city
The purpose of the tutor:
individual support of a pupil with special needs in inclusive education and its successful inclusion in the environment of an educational preschool institution.
3good luck:
1. Creation of comfortable conditions for being in a group of preschool educational institutions:
Organization of a workplace, a place for games, a corner of solitude, rest and other places where a child with disabilities happens.
2. Socialization - the inclusion of the child in the environment of peers, in the life of the group, before the institution, the formation of positive interpersonal relationships in the team.
3. Assistance in mastering an adapted educational program, overcoming difficulties in educational activities. If necessary, adaptation of the program and educational material, relying on the areas of the child’s closest development, its resources, taking into account the individual physical, mental characteristics of the child.
4. Organization of escort by other specialists: educator, psychologist, music director, medical workers. Ensuring the continuity and consistency of specialists in working with the child.
5. Interaction with the parents of the child with disabilities:
Inclusion of parents in the process of training and education;
Formation in parents of an adequate attitude to their child;
Assistance to parents in obtaining information about the features of the development of the child, the ways of his further development.
6. Evaluation of performance, tracking positive dynamics in the development of a child with disabilities.
Functions of a tutor:
Diagnostic :
collecting data on the individual characteristics of the pupil, her interests, inclinations, motives, strengths and weaknesses, psychophysical and somatic state, social environment;
tracking positive dynamics in the development of a child with disabilities.
Predictive :
identification of opportunities and resources to overcome the child’s psychological and pedagogical problems;
development of tutoring tools and procedures in the educational process;
development and implementation of an adapted educational program for a child with disabilities.
Regulatory :
rendering assistance in orientation and inclusion in the educational space of a preschool educational institution for a child with disabilities and support in solving difficulties and problems;
conducting individual corrective developmental classes with a child with disabilities;
inclusion in the educational process (inclusive training) of specialists of a preschool educational institution;
parent counseling.
Analytical :
tracking the development dynamics of a child with disabilities;
assessment of the success of the pupil with disabilities in the development of AOP, if necessary, the introduction of the necessary adjustments.
Tutor organization
| The main directions of the tutor's work in organizing the conditions for the formation of harmonious relations of the child with the society of the DOU. Tutor and pupil with disabilities . | |
| forms a trusting and emotionally intense relationship with the child, becomes a “guide”, advocate, expresser of desires and, at the same time, an organizing and harmonizing force; monitors the condition of the child - emotional (helps to resolve conflict situations, calms, inspires, etc.) and physical (if the ward needs to rest - he can lead him out of the group to another room, a corner of solitude; makes sure that the child is not hungry, helps to go to the toilet if necessary); coordinates the educational activities of the child, doses the teaching load. |
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| Group tutor and tutor | |
| discusses with the teacher: goals and objectives of educational work; possible difficulties (extraneous noise during the negotiations between the tutor and the pupil), leaving classes and returning, character traits and the specifics of the child’s behavioral manifestations; how to most effectively build interaction in the top three: child - educator - tutor |
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| Tutor and other children | |
| monitors what is happening in the children's team - what children say, what they play; explains to children how to communicate with a child with disabilities; if the topic of conversation concerns the characteristics of the inmate - answers questions. |
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| Tutor and parents |
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| Ывает Tells the parents of the child about how the day went, what was possible, what difficulties were there; answers questions of parents; |
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| Tutor and other specialists (teacher-psychologist, music worker, medical workers, etc.) Tutor: |
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| makes suggestions on optimizing the work with the pupil; Participates in the compilation of individual programs; provides assistance during classes, holidays (adaptation of tasks for the child, assistance in orientation in the task, room, etc.) |
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| Child with disabilities and caregiver The child listens to the teacher and performs his instructions, tasks |
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| For this tutor: attracts the attention of the child to the teacher, the task: "Look at ... .. (the name of the teacher), listen ..."; “Look at the board”; "Take a pencil ..."; “Put the sheet for drawing conveniently”; “Look at the sample” “Let's start with ...” etc. |
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| Child with disabilities and tutor | For this tutor: monitors the organization of the child's workplace; correlates the tasks of the educator with the capabilities of the child; if the child does not have time to fully complete the task - determines the right moment when to stop and switch to a new task; |
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| if the general task for all children is difficult to understand, then he continues to work with the child according to the previous (unfulfilled task). |
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| A child with disabilities and other children | ||||
| The child, on his own initiative (the initiative of the tutor), communicates with other children, answers himself (or with the help of the tutor) to the appeal of other children to him. | For this tutor: monitors the context of children's communication and, at appropriate times, connects to their communication. For example, a neighbor on the table asks the child for a pencil of the right color, but he does not respond. The tutor organizes a children's dialogue: “Please give me a blue pencil” - “On” - “Thank you” "On, take it back," "Thank you." |
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| Child with disabilities and parents | For this tutor: |
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| The child, having come to DOW, says goodbye to parents. At the end of his stay at the pre-school institution, he meets his parents and says goodbye to the tutor and tutor. | helps the child in communicating with his parents in the conditions of preschool education: helps to tell what was in the DOW, what he was doing, to get acquainted with the results of his work, a demonstration of creative works, etc. |
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| The main activities of the tutor: 1. Information support. 2. Organizational activities 3. Educational and methodical work. 4. Diagnostic - analytical activity. | ||||
| № p / p | Activities | The timing | Rep |
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| Information Support |
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| Replenishment of the regulatory and methodological framework inclusive education organization of high-quality and affordable education in a pre-school educational institution for pupils with special needs. | During a year | ||||
| Formation of a databank of modern educational technologies (tutorial support): gaming, health-saving, personality-oriented (technology of developing learning, pedagogy of cooperation, technology of individualization of learning), information and communication, and others. | During a year | ||||
| Design of visual demonstration and printed material: Production of methodological and practical material for children with disabilities with special educational needs, for parents on the development and education of children with disabilities; Preparation of methodological and practical recommendations for inclusive education specialists on the organization of educational activities and psychological and pedagogical support of a child with disabilities; Assistance to specialists in the preparation of creative works for participation in contests, shows, competitions, holidays, etc., held at the preschool educational institution; The participation of a child with disabilities in exhibitions of creative works, competitions, holidays, etc., held at the preschool educational institution. | Throughout the year tutor Throughout the year tutor |
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| 2. Organizational activities |
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| Assisting a child with disabilities to successfully include a group in the OOD process. | Daily | ||
| Participation of a child with disabilities in exhibitions of creative works, competitions, holidays, etc., held in a preschool institution taking into account the possibilities and interests of the child | In accordance with the DOE work plan | ||
| 3. Educational and methodological direction |
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| Development and implementation of an adapted educational program for a child with disabilities | |||
| Making and keeping a diary of daily observations of a child with disabilities. | During a year | ||
| Parent counseling, inclusive education specialists | During a year | ||
| Participation in pedagogical councils of preschool educational institutions, at meetings of specialists of inclusive education, at meetings of PMPK (if necessary). | the work of the pre-school educational institution, the PMPK work schedule | ||
| Diagnostic and analytical activities |
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| Databank update per child with disabilities. | During a year | educational psychologist. |
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| Medical record analysis, conversations with parents about health the child, his nutrition, observance of regimen moments at home. | February-April | Educator medical worker |
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| Questioning parents Tutor's analysis of 2017-2018 academic year, tasks for the new academic year. | April May | educator educational psychologist. psychologist, educator art. |
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How many people know about such a thing as “tutorial support”? What does it mean? Who are tutors and what do they do? Who needs their help? All of these questions will be answered in this article.
Who is a tutor
The term tutor support is understood as the activity of a person who has received a special education aimed at assisting in training using an individual approach. In other words, this is a specialist who, with his own efforts, provides the process of interaction between the student and the teacher, helping him to overcome both pedagogical and psychological “barriers”. Often there are examples when a teacher does not want to engage and interact with him, however, he has all the rights to it, he is just given such a child the learning process more difficult than his peers. It is in such situations that the tutor acts as a link between the student and his teacher, often helping him discover new talents and expand his own abilities. We must pay tribute to such a specialist, because this is hard work, which is not given to everyone.
What should be a tutor
Tutoring is a time-consuming job. What qualities and skills must be possessed for its implementation? It is the psychological readiness of a person for this process that plays an important role, it is necessary to have special pedagogical skills and have a restrained and friendly character. A tutor can accompany both one child and a whole group of children. And for each of them it is necessary to find time, approach, to establish a relationship. Unfortunately, today in Russia there are no special educational institutions where it is possible to learn such a profession. However, they are trying to create departments and faculties with a bias towards tutoring. Is it really impossible to get such help?
Maybe. In schools and kindergartens, there are people like social psychologists and educators, and they can provide such assistance. Volunteers are also happy to help, but they do not have the methodological skills that are necessary for the implementation of tutoring.
Do tutors need education
Tutoring is controversial in the education system. Is it needed at all? Can it be that teachers themselves cannot cope without such help? These questions are very relevant at the moment. Let's consider them in more detail.
Do not hide that in the days of our mothers and fathers and grandparents, teachers were more emotionally restrained, did not allow themselves to talk to students in high tones, and some even had amazing exposure. In our time, teachers sometimes show incredible rudeness in relation to their wards. How in such circumstances does the child perceive educational material and generally have a desire to learn? Tutoring shows a completely new pedagogical approach, where the child can turn to his mentor as a friend, ask questions and not be afraid that he will be ignored or shown to be rude to him. Tell me, is such a unique approach needed? We think the answer is obvious.
No training restrictions
Special types of children really need such help. As an example, we can provide tutor support for various health disabilities: the mentally retarded, with developmental delay, speech impairment, with a diagnosis of cerebral palsy, etc.
It is easy to imagine how such children are given education in ordinary schools, they feel unnecessary and are embarrassed by their own health problems. But this is not their fault. Here tutors need to build a learning process based on the characteristics of each child. Tutoring support will help such students in the general learning process, experts will tell you how to interact with their peers, how to obtain knowledge and consolidate it. The main task is not to allow these children to feel inferior or limited. This requires not only pedagogical and methodological assistance, but also psychological support.
Children with disabilities
But what about children who move, for example, in a wheelchair? How will they receive their education if they cannot attend school? Tutoring for children with disabilities becomes a real salvation in such cases. The curator helps in providing the necessary literature, provides the necessary information, provides full communication between the student and teacher, creates the most expanded opportunities for self-development and education of the child. Even if the student goes to a sanatorium for treatment or for preventive rest, the mentor continues to interact with him through various means of communication, and does not leave his ward. An important aspect is also the fact that tutors organize interaction not only in the “student-teacher” system, but also “student-classmates”.
Children with autism
Tutoring for children with autism involves several stages. It is necessary to assess what skills the child has, how he manifests himself in individual lessons and in group, teach to follow social rules, observe the daily routine and perceive sensory stimuli. Assess how much he can interact with other people, how he responds to requests, and whether he seeks help himself. Children with such a diagnosis are more difficult to perceive the environment, it is more difficult for them to learn teaching material, but this is not a reason to deprive them of education. In such cases, tutoring expands its boundaries. The mentor needs to draw up not only a detailed training plan, but also a detailed plan for diagnosing the child’s personality, as well as monitor changes in the behavior of the ward throughout the learning process and interaction. Without all these components, the result simply cannot be achieved.
Hearing impaired
Education at school is an important stage in the life of every person. From here begins the development and preparation of a future model of life, so attending school is so important. Tutoring for children with hearing impairment begins with the introduction of a mentor with his ward. The tutor just needs to have a conversation with the parents of the child, find out its strengths and weaknesses, and study its specific side of the disease.
Only after this you need to proceed to the preparation of a plan to accompany the child. The interaction process itself should be based on the model that the tutor is not the main thing, it only helps the child choose a goal and achieve results. At the same time, the specialist helps to build communication with classmates and teachers. Such a child, as a rule, is not very contact, and it is difficult for him to be in a social environment, but the tutor should help to overcome these barriers.
Children at risk
Tutoring children at risk is a very difficult task. Teachers in schools treat such students with apathy, punish them, scold them, thereby causing even greater deviations in the child. Often the street and unsuccessful friends blame the student for this behavior. However, often the causes of deviant behavior lurk much deeper. Parents independently shy away from the educational process or choose an aggressive model of education, which entails bad consequences. Can a young person make the right important decisions on his own? He is simply pushed to show abnormal behavior. This is a kind of cry for help to be heard. Hear and help. The tutor is the very “lifeline”, acting as a mentor, friend, ally. And such help is sure to be appreciated by a child at risk.
The problem of gifted children
Tutoring with gifted children is pointless? Many people think so. Why help a tutor? The answer to this question is very simple: such children, oddly enough, very often face a lack of understanding of teachers. And instead of creating an individual training program for the child, teachers simply overwhelm him with tasks. With this approach, the child’s talents can not only not be developed, but completely ruined.
Tutoring here plays a huge role. It is necessary not only to establish relations between students and teachers, but also to support and help develop the gift of the child. After all, if oppression occurs, then where does development come from? If ridicule of talent occurs, then the desire to be talented disappears. But modern society so badly needs gifted children, their thoughts and discoveries.
Teaching tolerance
Tutoring in children is an important factor. We have already seen enough of this. The practice of moving children with disabilities away from training in special educational institutions has not yet been fully developed, but is quite possible. When studying in ordinary schools, a double process occurs. Firstly, children with disabilities learn to be and live in society. Secondly, ordinary children learn to interact with people other than them, learn to show tolerance, respect and understanding. And in order for such processes to occur without psychological trauma for both some and others, tutorial support is created. Only specially trained people, with a balanced character and understanding of the problem, can act as mentors. It is in this way that it is possible to erase the border between unusual and ordinary children, showing that all people are equal and deserve understanding and acceptance by society.
Feasibility of tutoring
Probably, people will be divided into two types: those who consider such a process in training appropriate, and those who do not see any special need for it. However, tutoring not only helps children learn and gain knowledge, but also shows that this process can be interesting. Children are still small people who alone cannot learn tolerance, accepting people other than them. There is an opinion that knows no boundaries. But this cruelty is born not of anger, but of ignorance. Tutoring involves communication with classmates of his ward. The mentor explains and clarifies the problem, not pointing out weaknesses, but emphasizing strengths. Only knowing the characteristics of the child, you can confidently choose the model of individual learning, which is so necessary for children with disabilities.
resource Center specialists
in the Murmansk region
Murmansk 2017
| Introduction | page 2 |
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| The legislative framework | page 4 |
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| p. 12 | |
| Required Documentation | p. 13 |
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| Literature | p. 33 |
Introduction
The legislative framework
At present, the position “tutor” in Russia is officially fixed among the posts of employees of general, higher and additional professional education (orders of the Ministry of Health and Social Development of the Russian Federation dated May 5, 2008 No. 216-n and 217-n, registered in the Ministry of Justice of the Russian Federation on May 22, 2008 under No. 11731 and 11725 respectively).
The specialty “tutor” is included in the “Unified qualification directory of positions of managers, specialists and employees”, in the section
“Qualification characteristics of the positions of educators” (order No. 761-n of the Ministry of Health and Social Development of 08.26.2010, registered with the Ministry of Justice of the Russian Federation on October 6, 2010 No. 18638).
Qualification characteristics of a tutor include the following requirements:
- the tutor organizes the process of individual work with students to identify, form and develop their cognitive interests;
- organizes their personal accompaniment in the educational space of pre-profile training and profile training;
- coordinates the search for information by students for self-education;
- accompanies the process of forming their personality (helps them understand successes, failures, formulate a personal order for the learning process, build goals for the future);
- together with students, distributes and evaluates the resources of all kinds available to them for the implementation of their goals;
- coordinates the relationship of cognitive interests of students and the areas of preprofile training and profile training: determines the list and methodology of taught subject and orientation courses, information and advisory work, career guidance systems, selects the optimal organizational structure for this relationship;
- assists students in the conscious choice of educational strategies, overcoming the problems and difficulties of the process of self-education;
- creates the conditions for real individualization of the learning process (compiling individual curricula and planning individual educational and professional paths);
- provides a level of training for students that meets the requirements of the federal state educational standard, conducts a joint reflexive analysis with students of their activities and results, aimed at analyzing the choice of their strategy in training, updating individual curricula;
- organizes the interaction of students with teachers and other pedagogical workers to correct an individual curriculum, helps to generate their creative potential and participate in project and research activities taking into account interests;
- organizes interaction with parents (persons substituting them) for the identification, formation and development of cognitive interests of students, including primary and secondary school ages, the preparation and adjustment of individual educational (educational) plans of students, analyzes and discusses with them the progress and results of implementation these plans;
- monitors the dynamics of the process of making students choose their educational paths;
- organizes individual and group consultations for students, parents (persons replacing them) on the elimination of learning difficulties, correction of individual needs, development and implementation of abilities and capabilities, using various technologies and methods of communication with students (a group of students), including electronic forms ( Internet technologies), for the high-quality implementation of joint activities with students;
- supports the cognitive interest of students, analyzing the development prospects and the possibility of expanding its range;
- synthesizes cognitive interest with other interests, subjects of study;
- contributes to the fullest realization of the creative potential and cognitive activity of students;
- participates in the work of pedagogical and methodological councils, other forms of methodological work, in the preparation and conduct of parent-teacher meetings, recreational, educational and other activities provided for by the educational program of the educational institution, in the organization and conduct of methodological and advisory assistance to parents of students (persons substituting them) ;
- provides and analyzes the achievement and confirmation by students of educational levels (educational qualifications);
- monitors and evaluates the effectiveness of the construction and implementation of the educational program (individual and educational institutions), taking into account the success of self-determination of students, mastery of skills, development of experience in their creative activities and cognitive interest, using computer technology, including text editors and spreadsheets in their activities;
- provides protection of life and health of students during the educational process;
- Fulfills the rules on labor protection and fire safety.
The tutor should know:
- priority areas for the development of the educational system of the Russian Federation;
- laws and other normative legal acts regulating educational and sports activities;
- Convention on the Rights of the Child;
- the basics of pedagogy, child, age and social psychology;
- psychology of relationships, individual and age characteristics of children and adolescents, age physiology, school hygiene;
- methods and forms of monitoring the activities of students;
- pedagogical ethics;
- The theory and methodology of educational work, the organization of free time students;
- technologies of open education and tutoring technologies;
- methods of managing educational systems;
- methods of forming the main components of competence (professional, communicative, informational, legal);
- modern pedagogical technologies of productive, differentiated, developing training, implementation of the competency-based approach;
- methods of establishing contacts with students of different ages and their parents (persons replacing them), work colleagues, as well as methods of persuasion, argumentation of their position;
- technologies for diagnosing the causes of conflict situations, their prevention and resolution;
- the basics of ecology, economics, law, sociology;
- organization of financial and economic activities of an educational institution;
- administrative and labor legislation;
- the basics of working with text editors, spreadsheets, e-mail and browsers, multimedia equipment;
- the rules of the internal labor schedule of the educational institution;
- rules on labor protection and fire safety.
Qualification requirements: Higher vocational education in the field of training "Education and Pedagogy" and the experience of teaching at least 2 years.
Normative execution of tutorial work
in educational organizations
The inclusion of a tutor in the register of professions allows you to enter a position in the staffing of the school and pay for its work from budgetary funds. The Federal State Educational Standard says: “To develop the potential of students, especially gifted children and children with disabilities, individual curricula can be developed with the participation of the students themselves and their parents (legal representatives). The implementation of individual curricula is accompanied by the support of a tutor of an educational institution ”
In any version of financial design, the main points of the organization of the tutor's work may look as follows:
- the tutor is appointed and dismissed by the school principal through the issuance of an order, the conclusion of an employment contract or the conclusion of a contract for the provision of educational services for a fee;
- the tutor is assigned to an individual student, group of students or class in accordance with the Regulation on the organization of tutorial work at school and the Agreement on the provision of educational services between the school and parents (legal representatives of the students);
- for the performance of work on the provision of the service "personality-oriented (tutoring) support of individual educational programs", the tutor receives a monthly fee according to the terms of payment.
Required Documentation
Individual tutoring program
the educational program of a student or students may have the following structure:
1) explanatory note to the program:
- educational and psychological characteristics of the child;
- family order for tutoring program;
- features of age (from the educational and educational points of view);
- individual characteristics of the ward;
2) tutoring program:
- tasks of work;
- Expected results;
- directions of work for the current academic year;
- forms of work.
The tutor can keep any notes that help to objectively assess the capabilities of the child, identify problems that need to be worked on, and specify tasks in individual work with this student. This may be, for example, recommendations of specialists with the tutor's comments that arise during the maintenance process, or a diary
child monitoring as one of the most common and necessary forms of documentation.
Diary is a reporting form that allows you to record changes and track the dynamics of the child's development. Daily diary entries will help to trace how the child is included in tasks, in communication, what is changing, what difficulties he is facing.
Diaries can be different, for example:
1. A diary in which the tutor captures significant manifestations of the child’s behavior in order to track the dynamics of educational and social life. In addition to the characteristics of the child’s behavior, the tutor fixes both his actions and the actions of the teacher; various types of accompaniment are noted: educational material (to explain, explain, simplify), therapy, training in teaching methods, support for emotional problems; contacts with parents, specialists, and other adults are noted, as well as emotional reactions of the child.
2. Diary as a form of annex to reporting to a higher psychological and pedagogical authority. This form of reporting should be in accordance with the requirements of this authority. The logic of a document of this kind assumes the presence of the date of the records, the goal (it can be general, at the beginning of the diary), tasks, methods used and markings of the type
"Succeeded - failed."
A diary as a way of informing parents about the life, school, and success of their child. Thanks to this form of diary, parents can
3. fully imagine the picture of their child’s life at school and understand how the learning process goes. Often, reading a tutor's notes can be very useful for parents, as it allows them to come to the realization that their child is successful in activities and can lead an active life without their participation.
It is also important to note all the changes that occur during educational and extracurricular activities, comparing them with the initial characteristics obtained during the diagnosis upon admission to the educational institution. Parameters may be as follows:
- physical development;
- development of psychomotor;
- cognitive development;
- socio-emotional development;
- communicative opportunities;
- attitude to study;
- school skills.
In addition, for each identified deficit or problem, separate observations can be made that describe the difference between the student’s capabilities and the requirements of the standard curriculum, as well as ways to compensate or overcome this difference, for example:
- description of the problem;
- the capabilities of the child;
- compensatory opportunities;
- restrictions;
- resources;
- possible ways to overcome;
- actions that could help overcome difficulties.
In the same way, difficulties can be described not only in the educational, but also in the social sphere of activity of a child with disabilities.
Tutors widely use other types of documentation, for example, questionnaires and questionnaires, various test materials when using elements of pedagogical and psychological research in their work, expert cards, etc.
Tutor in the educational space
In accordance with the various schemes of organization of the educational process, three completely different organizational roles of the tutor can be distinguished:
1. Tutor - personal accompanying student with special needs
development.Today, an inclusive class teacher is often not
a specialist in the field of special pedagogy, while a tutor may have this special education. In this case, the tutor takes on the role of a specialist who subtly and clearly builds the educational process for the ward, helping the teacher adapt to the needs of the student with developmental features so as not to reduce the quality of education of the entire class.
2. Tutor - teacher assistant. In this case, the teaching load is formed by the teacher, and the tutor acts as his assistant in organizational matters, while the teacher at this time pays attention to the tutor's tutor.
3. Tutor - second teacher in class. This approach is common in American schools. Due to the fact that recognizing a child as unable to study independently in the United States is considered a violation of his rights, two teachers work in the classroom where a child with developmental disabilities is involved, who alternately help all children to learn, but a child with developmental disabilities to a greater extent.
The tutor and teacher must become one team. It must be remembered that the teacher must play a leading role in the student’s mind.
Accompanying a child with attention deficit hyperactivity disorder (ADHD)
ADHD is characterized by impaired attention, motor disinhibition (hyperactivity) and impulsive behavior. In addition, the majority of children with this syndrome are characterized by lack of coordination of movements, lack of formation of fine motor skills (which is expressed in motor awkwardness, clumsiness).
Children with ADHD are extremely mobile: they run, spin, and try to climb somewhere. Their excessive motor activity is aimless, not meeting the requirements of a particular situation. Hyperactivity is also manifested by anxiety, extraneous movements during tasks requiring perseverance
(the child fidgets in a chair, unable to keep his arms and legs motionless). Such children violate discipline, quickly pass into the category
"Uncontrollable bullies." As a result, the self-esteem of such children is low, and anxiety is increased. Against this background, the motivation for learning decreases and often aggressive behavior occurs. In other children of this group, regression and personal infantilization intensify. Such children disclaim responsibility for their behavior and education.
Disorders of attention are manifested in the difficulties of holding it (the child is not assembled, cannot complete the task independently), increased selectivity of attention (unable to concentrate on activities that are repeatedly repeated, difficult, not bringing immediate satisfaction), pronounced distractivity, with frequent switching from one lesson to another.
There is age-related dynamics of the manifestation of hyperactivity: its peak falls on the senior preschool and primary school age. At an older age, it is manifested by restlessness, fussiness, signs of motor anxiety (the child is spinning, spinning, sitting on a chair; constantly tapping his hands, shaking his legs). By adolescence, hyperactivity in children with attention deficit disorder significantly decreases or disappears. However, impaired attention and impulsiveness in most cases continue to persist until adulthood. At the same time, an increase in behavior disorders, aggressiveness, difficulties in relationships in the family and school, and a deterioration in academic performance are possible.
If the class has a child with ADHD:
Such a child needs a positive, balanced and consistent attitude towards him;
It is important to give clear, specific instructions; observe a clear rhythm, structure, organization;
The best place in the classroom for a child with ADHD is a place near the wall and near the teacher’s desk;
More often give such a child additional tasks that allow the possibility of movement (to collect notebooks, hand out materials, sheets of paper, etc.)
Accompanying a child with early childhood autism syndrome (RDA) and autism spectrum disorders (ASD)
Childhood autism is currently seen as a special type of mental development disorder. All children with autism have impaired communication and social skills. Common to them are affective problems and difficulties in establishing active relationships with a dynamically changing environment, which determine their attitude toward maintaining constancy in the environment and the stereotype of their own behavior.
Children with RDA have limited cognitive ability; First of all, it is the difficulties of switching from one action to another, which are behind the inertia of nervous processes. Inertia can relate to the motor, speech, intellectual spheres. Inertia in the mental sphere is most difficult to overcome, which must be taken into account when accompanying a child in educational activities.
As a rule, the process of adaptation of a child with RDA is long and unstable. Observations show that contact duration is important for a child with RDA. This applies, first of all, to the main teacher and tutor, who spend the longest time with these children.
Extra-curricular activities give additional opportunities for the formation of closer personal contacts with the child: hiking, walking (focused and unfocused, playing), visiting museums. However, class parties, joint excursions, trips may be too difficult for the child in the spectrum of autism, and he will not receive pleasure from them. It is very important to find out how a particular child relates to participating in a particular event, and, if necessary, support him, helping to have fun. In addition, the child should have enough free time alone so that he can recover from excessive stimulation.
Due to perception, learning in a normatively developing peer environment is not a simple and easy process for an autistic child. He often has a lag in speech development, low social motivation, as well as hypersensitivity to individual irritants; it is difficult for him to make contact with peers without the help of an adult. It follows that accompanying a child with a tutor may become the main, if not the most necessary, component that will lead to success in the process of socialization.
If there is a child with autism in the class
It is necessary to create a child a quiet, secluded place, where he could be alone. A child should be able to leave the classroom, he may have with him a familiar favorite subject, a toy, while he must try so that this does not distract other students. It is preferable for such a student to sit on the last desk, where he will gradually get used to the situation.
It is important to provide the child with the opportunity to independently examine the classroom, classroom.
It is necessary to dose the contacts with the child, as satiation may come - then even a pleasant situation becomes uncomfortable for the child and can destroy what has already been achieved. Communication with the child
should be carried out in a low voice, in some cases, especially if the child is agitated, even in a whisper. It is necessary to avoid a direct look at the child, sudden movements. You should not contact your child with direct questions or insist on the duration of the task in case of failure. The specialist’s clothing should be in dark colors and should have consistency in it - this will help the child get used to it.
Autistic children are most accessible to the scheme, and it is precisely on them that it is necessary to rely in correctional work.
A child with autism needs constant support from an adult, his encouragement in order to move to a more active and complex relationship with the world. Here you need the ability to feel the mood of the child, to understand his behavior. In the process, the behavior of an autistic child reveals incentives that must be relied upon in the course of corrective work.
Literature
1. Federal Law "On Education in the Russian Federation" No. 273-ФЗ dated December 29, 2012
2. The Federal State Educational Standard for Primary General Education (GEF NOO) for students with disabilities (approved on December 19, 2014)
3. The Federal State Educational Standard (GEF) of education for students with mental retardation (intellectual disabilities) (approved on December 19, 2014)
4. Professional standard "Specialist in the field of education". Approved by order of the Ministry of Labor and Social Protection of the Russian Federation of 01/10/2017. No. 10n.
5. Methodological recommendations on the implementation of the federal state educational standard of primary general education for students with disabilities and the federal state educational standard for education of students with mental retardation (intellectual impairment) 2015.
6. T. M. Kovaleva E. I. Kobyscha S. Yu. Popova (Smolik) A. A. Terov M. Yu. Cheredilina. Profession “tutor” M.-Tver 2012: “SFK-office”.
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THE MINISTRY OF EDUCATION AND SCIENCE OF THE MURMAN REGION THE STATE REGIONAL BUDGETARY INSTITUTION OF THE MURMAN REGION
“CENTER FOR PSYCHOLOGICAL AND PEDAGOGICAL, MEDICAL AND SOCIAL ASSISTANCE”
TYUTOR'S ACCOMPANYING CHILDREN WITH DISABILITIES OF HEALTH
IN EDUCATIONAL ORGANIZATIONS IMPLEMENTING INCLUSIVE PRACTICE
resource Center specialists
to promote inclusive education
in the Murmansk region
Murmansk 2017
| Introduction | page 2 |
| Theoretical Foundations of Tutoring | page 3 |
| Tutor in the education system | page 4 |
| The legislative framework | page 4 |
| Normative registration of tutorial work in educational institutions | p. 7 |
| Organization of tutoring for children with disabilities in an inclusive practice | p. 8 |
| Tutor in Inclusive Practice | p. 8 |
| Goals and tasks of tutoring | p. 8 |
| Stages of organization of tutor support | p. 10 |
| Methods and forms of tutoring | p. 12 |
| Required Documentation | p. 13 |
| Tutor in the educational space | p. 15 |
| Tutorial practice conditions | p. 16 |
| Features of escorting children with disabilities of various categories | p. 16 |
| Features of accompanying children with disabilities | p. 18 |
| Accompanying children with hearing impairment | p. 20 |
| Accompanying children with visual impairments | p. 23 |
| Accompaniment of children with disorders of the musculoskeletal system, cerebral palsy (cerebral palsy) | p. 24 |
| Accompanying children with intellectual disabilities | p. 26 |
| Accompanying children with attention deficit hyperactivity disorder (ADHD) | page 29 |
| Accompanying children with early childhood autism syndrome (RDA) and autism spectrum disorders (ASD) | p. 30 |
| Accompanying children with multiple disabilities | page 31 |
| Literature | p. 33 |
Introduction
The transformations taking place today in the Russian education system, including the development of inclusive practices, guarantee equal rights to education and the accessibility of general education for children with disabilities (HIA), the choice of an educational route that suits them.
Today, children with disabilities do not need to study in special institutions, they can get an education and better adapt to life in a regular school. For healthy children, joint training with peers with disabilities helps to develop tolerance and responsibility - qualities that are so necessary today.
When children with disabilities are included in general educational institutions, the following tasks arise for the OS staff:
Creating a common educational space that is as comfortable as possible for all students;
Help each child in solving urgent problems of development, education, socialization;
Psychological support of adequate and effective educational programs;
Development of psychological and pedagogical competencies, psychological culture of teachers, students, parents.
Tutoring as a new pedagogical activity in Russian education is becoming an important resource in an inclusive school for creating an effective, flexible, child-oriented support system. Tutoring can contribute to the development of not only more individualized learning, but also upbringing, where the tutor helps maximize the personality of the student, the formation of his motives and values.
The pedagogical activity of the tutor in the context of the implementation of inclusive practice is the individual work with children with disabilities in the educational process and the socialization process; promotes self-determination and self-realization of students in their further professional and social life, the formation of their emotional-value attitude to reality.
This tutorial outlines the main directions of the tutor's activity in the system of inclusive educational practice, the goals, objectives and technologies of the tutor's activity, the stages of organizing tutorial support as one of the parts of the inclusive educational process.