Lecture 14. Features a survey of children with disabilities.

Objective: familiarization with the Features a survey of children with disabilities.

Plan:

1. Features of Survey at PMPC

2. Requirements for experts

Modern approaches to the education of children with disabilities are focused on the implementation of the special educational needs of each child, the maximum social integration of children with disabilities, the demand for professional and personal development.

The methodological basis of psycho-pedagogical diagnosis of children with disabilities is the concept of systemic child's mental development, the theory of the unity of training and mental development, the theory of compensation of disturbed function in learning theory about the role of social environment in the development of the child and others. (LS Vygotsky, SL Rubinstein, PN Anokhin, Luria, VI et al.).

The doctrine of the systematic development of the child's psyche allowed to form in the national scientific and methodological environment (VI Lubovsky, SJ Rubinstein, SD Zabramnaya, ON Usanova et al.) A comprehensive and systematic approach to the analysis of the mental processes the child in the process of examination by experts for psychological, medical and pedagogical commissions.

A systematic approach to the examination of a child oriented professionals PMPC consider that every form of conscious activity, including training activities, is a complex functional system of the body and carried out by the joint work of all structures of the brain (block providing tone, regulation of activity and rest of the nervous activity unit ensuring receipt, storage and processing of information, block programming, implementation and monitoring activities, etc..).

System approach implies to take into account the child's living conditions (social environment), the conditions of education and training (the quality of the educational environment), timeliness of care, and others.

Thus, the PMPC specialists must carry out psychological and pedagogical diagnosis taking into account features and physiology of the nervous system of the child, the presence of hereditary factors and characteristics of the social environment, conditions and methods of education and training, age norms mental development of children and to make the conclusion, based on all the fundamental factors

Considering the issues of effectiveness of the strategy and tactics of education of children with disabilities, the Commission should carry out the forecast for further development of the child in two ways:

- Take into account the existence of conditions of the compensation system in an educational institution (or the possibility of its creation);

- Take account of the absence of conditions for the organization of correctional and psychological and educational assistance to the child and the limited possibility of creating a psychological service.

Therefore, every technician is required to carry out PMPC system diagnostics identity and level of psychological development of the child, to identify the causes of violations, to predict, justification for further education and development in the context of special psychological and educational support.

An integrated approach to the examination of the child involves the interaction of specialists of different training, competent in the field of life of children and are responsible for their health, education and training (health workers, teachers, speech pathologists, educators, psychologists, social workers, etc.).

Therefore, each PMPC expert must carry out system diagnostics identity and level of psychological development of the child within the framework of their competence, to identify the causes of disturbances in the development, behavior, adaptation in the children's collective, to predict, justification for further education and development in the context of special psychological and educational support.

Systematic approach defines the tasks of psycho-pedagogical examination of children with disabilities. The main ones are:

- Identify, qualify and secure features in the protocol of psychological development, emotional and volitional, behavior adversely affecting the training, communication and further development of the child;

- To determine the nature of the violations, the structure and the degree of severity, have stored reveal features of mental development;

- To determine the time factor disorders (whether stable or irreversible process is temporary);

- To determine the approximate terms of compensation of violations in a special psychological and educational assistance (to take into account the pace of learning, forms of organization of the educational process, the scope, methods and forms of assistance);

- Determine the most efficient type and form of further training.

Academician VI Lubovsky formulate questions for experts to deliberate organization of examination of a child in the commission. In the limited time (2 hours - initial examination, 1 hour - again), you must identify:

1. Does your child have a violation of thinking, what is their structure and the degree of severity?

2. Does your child have a speech disorder, what is the structure and the degree of severity?

3. Violated whether learning, adaptation and communication modes of communication?

4. Does the speech violations are primary or secondary in nature?

The last question has a methodological aspect and defines an important role in the Commission, a speech therapist teacher who, in accordance with professional competence should be shared with other professionals to determine the distinction between similar mental states (severe speech disorders and hearing loss, severe speech impairment and

intelligence, serious violations of speech and vision, etc.).

Methods of examination of children PMPC

1. Analysis of medical documentation (medical opinion on the state of vision, hearing, musculoskeletal system, physical and mental health, etc.).

2. Analysis of the OS documentation (specifications, products activity of the child, including test papers, drawings, opinions, speech therapy teacher and educational psychologist, etc.).

3. The method of conversation focused on the awareness of the child, his orientation in the environment, related to the inspection, others.

4. The observation method allows to form an opinion about the natural behavior of a child out of the situation and the survey during a training experiment (reaction to difficulties, the proposed aid, notes, promotion, etc.).

5. The method of teaching is a major experiment in the child's complex examination system and includes a set of techniques designed to study cognitive (including training), a child's activity.

As part of the astronomical hours necessary to create conditions for the active work of the child under the supervision of the experimenter (teacher-speech therapist, educational psychologist, etc.).

In carrying out examination of the child in the PMPC necessary to comply with the following requirements:

- Verbal instructions are offered in accordance with the age and the level of the child's development of speech, sentence structure should be brief, clear pronunciation, intonation expressive. In severe disorders of speech instruction is carried out by means of non-verbal techniques and methods of presenting information;

- Didactic material must be accessible, interesting, age-adequate and specific characteristics of the reception and processing of data of children with visual impairment, hearing loss, musculoskeletal system, speech and thought;

- Tasks, including academic nature, it is necessary to offer in the form of a game, regardless of age (for students learning task must be motivated to change - evaluated not on the end result, and for the implementation of methods of action). The experimenter should strive to organize the interaction with the child, so that he can independently or with the help of an adult to disclose their potential development and training. This means that each job should include a system of methods and techniques that would allow the child to carry out their actions of analysis processes, synthesis, comparison, generalization, establishing causal relationships, the ability to plan and control their actions, actively demonstrate their attitude to the survey.

During the survey it is necessary to encourage the child to receive care, to assess their learning difficulties and strive to overcome them, to create situations that encourage speech activity.

In line with the objectives during the examination of the child in the PMPC leading Russian psychologists, speech pathologists, Methodists (S. Vygotsky, Luria, VI Lubovsky, SD Zabramnaya, SJ Rubinstein, A. . N. Usanova, etc.) is recommended to include a mandatory following methods:

- Classification of objects or concepts;

- Eliminate redundant object or concept;

- Determination of the sequence of events, temporary or natural phenomena;

- Determination of significant (main) characters, qualities, properties;

- A simple analogy.

During the examination of a child provisionally distinguish the following stages:

1. Introduction to survey the situation of the child

The main purpose: to establish contact, message purpose of joint cooperation. To evaluate the nature of motivation, the presence or absence of contact, causes of possible failure of the communication.

2. Message instructions to the task

Evaluated understanding of verbal instructions, the fullness of receiving information, the nature and availability of content.

3. Monitoring of the activities of the Child

Evaluated on its own, and how to perform tasks, error correction capability, planning, monitoring, change of tactics, focus, commitment to results.

4. Implementation of aid

Taking into account the amount (volume) and quality (forms, types and methods) help.

According to leading experts in the field of special education and psychology (SD Zabramnaya, VI Lubovsky, ON Usanova et al.), Who in his works explore and justify the methods of psycho-pedagogical diagnosis of children with disabilities this parameter is important in assessing the child's rehabilitation potential.

Working together with an adult child demonstrates its receptivity to learning, the ability to endure the manner shown in a separate action, the compensation methods ("zone of proximal development" in Vygotsky).

Therefore every expert committee shall include training techniques mini-lessons. The experimenter should not only to draw up a set of procedures in accordance with the age and mental and physical characteristics of children, but also to articulate the instructions to tasks, to consider the scope, the sequence of presentation of information, methods and forms of assistance to each task. This approach allows us to show the visual aids to teachers, parents, the child himself is not only the difficulty of reception, processing and playback of educational information for children with disabilities, but also to justify the ways of compensating for these difficulties.