Today's children's garden. Early correctional assistance for children with limited health potential

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Models of early assistance in Russia and beyond the Vikonal cordon: Yusufkulova Guzaliya Garafievna © Fokina Lidia Petrivna

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The change in the focus on children with special needs, the recognition of their right to receive not only medical, but also psychological and pedagogical support, became the main reason for the emergence and development of models that operate within the framework of the concept of normalization. © Fokina Lidia Petrivna

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Models of early US aid in the 60s. In the USA, the medical and rehabilitation model of disability prevails. The main task within the framework of this model is to adapt the disabled person to a normal social environment by providing a set of specialized medical, social, and educational services. The functioning of the designated model is associated with a wide development of the social security system, which includes medical facilities, special clinics, closed schools and boarding schools. © Fokina Lidia Petrivna

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Models of early aid in the USA 70-80s. brought critical attention to the medical model of disability, which caused the closure of boarding schools, the expansion of assistance to disabled people, which includes not only the necessary assistance, but also the organization of feasible work and through increased integration of disabled people into society. In place of the medical model comes the social model of disability. © Fokina Lidia Petrivna

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Models of early help in the USA Model of information and awareness The center of respect for this model is education, information and educational work with the parents and the closest society that the child is fathered. This model of early help is called the “union with the family” model. Initially and enlightening fathers, professionals turn to the resources of the family, which include obvious knowledge, the structure of the family, etc. (Portage store and Carolina store) © Lidiya Petrivna Fokina

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Models of early assistance in the USA Model of “interaction with the family child” (Dunst, Johanson and others). This model was based on the value associated with the normalization of a child’s life, just like the modern information-educational model. In the model of mutuality, the goals and results of early assistance were assessed: it was transferred that the main mental normalization of the child’s life was a change in the social mutual relationship between mother and child. © Fokina Lidia Petrivna

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Models of early assistance in the USA “Model of systemic development” (M. Guralnik, 2005) This model has the following principles: the principle of family-oriented assistance, providing the family with all the necessary information to accept important decisions, spіvrobіtnitsa and partnership between family and fakhіvts , providing the family with necessary resources and forms of assistance; the principle of inclusion of family members in the process of providing assistance, which means that the family becomes an active participant in the development, negotiation and implementation of assistance programs, enter the warehouse of the team of facilitators and take part in the work of the early assistance service; the principle of normalization will ensure equal access: to adequate medical care and services, availability of comprehensive lighting programs, support from close friends, access to nurseries and other organizations , adequate financial resources, availability of special equipment, transport, etc.; - the principle of integration reflects efforts aimed at maximizing the participation of children and families in essential types of activity; the principle of providing early assistance in the natural environment for a child, the strength and intensity of providing assistance at home and in the natural environment; the principle of individualization transfers to the work from a specific individual type; the principle of an interdisciplinary approach among fakivts; the principle of understanding and acceptance of cultural concepts and their infusion into the development of the child and the functioning of the family; the principle of coordination and integration of system components, cooperation and social partnership of the early care system and institutions with other departments and installations © Lidia Petrivna Fokina

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Models of early help in Sweden Municipal model of early help © Fokina Lidia Petrivna

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Models of early assistance behind the cordon The ecological model reflects the folding complexity of the child’s development process and the storage of direct and indirect infusion of a large number of elements that form the center. There will definitely be family support programs. The transactional model is based on statements about the creation of social behavior and the interactive nature of the child-middle exchange. From this point of view, the development of a child is a product of the steady dynamics of interaction between them and the information that their family and social context provide. © Fokina Lidia Petrivna

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Models of early assistance behind the border Model “Another child care center” Similar to this model, the child, which starts at a specialized center, runs another child care facility, which includes primary children, and not ov'yazkovo children's cage. Such a place could be a sports section, a dance group, an art school or a week-long school. The main teacher is often assisted by an assistant who provides special coverage. Model “Returning Flow” This model provides a variety of options for including primary children before specialization. As a rule, a quarter of the children in such groups are not small in their development. © Fokina Lidia Petrivna

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Models of early assistance outside the cordon Model “Special class” Organized for children of preschool and early school age. In this type of specialization, children need to spend time with their “primary” peers. Model "Room for special needs to occupy." Within the framework of such a model, all learning is carried out on a regular basis, as long as children with special needs are additionally taken care of by specialists in the surrounding area. © Fokina Lidia Petrivna

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Models of early assistance behind the border Model "Part-time special teacher (tutor)". The child stays with a special group, which is supervised by a special teacher, and provides support not only to the special child, but to all participants in the inclusion process - fathers, teachers, teachers, Istration. The model of integration and inclusion in a Montessori class of children with special needs allows for the possibility of starting a different and diverse group to be incorporated into the methodology itself. © Fokina Lidia Petrivna

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Model of early pre-nuisins in Denmark in Denmark in the Rosni-Isny system of special allocation for the ethnia, in the Yaki є msets for the early Lanka, psychological and pedagogical anti-bustles of the ethnias with special requirements. But the problem lies in the fact that, until the last hour, the child’s life was realized in the future, which did not allow immediate efforts to normalize the lives of such children. Instructions from significant positive destruction. Beginning in the 90s of the twentieth century, early assistance services began to develop in Moscow, St. Petersburg, Astrakhan, Kemerovo, Novgorod, Samara, Yaroslavl regions and other regions. sії. An organization has been created to provide scientific, methodological and coordination support to its direct work. The largest are the Center for Early Diagnostics and Special Assistance for Children with Developmental Disabilities, based at the Institute of Correctional Pedagogy of the Russian Academy of Sciences, as well as the Institute of Early Childhood Education (St. Petersburg). © Fokina Lidia Petrivna

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Models of early assistance in Russia Rich in robots E.A. Strebeleva speaks for the need for a comprehensive model of comprehensive care for vulnerable children and their families in hospitals and clinics. For children with impaired central nervous system, intellectual and physical problems, correction should be completely organized in children’s clinics where they live, supplementing their staff with speech-language pathologists who work with children mi early century. It is necessary to create a corrective infusion system for the baby, which will help the child in the clinic at the place of residence, as well as specialized in specialized medical and medical-psychological-pedagogical (rehabilitation) ) centers. Strebeleva E.A. Early correctional and pedagogical assistance for children with limited health capabilities//Defectology.- 2003.-No. 3.-P.39-43. © Fokina Lidia Petrivna

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Models of early assistance in Russia Another traditional practice of providing early assistance to children is proposed by Yu.A. Razenkova. It considers the organization and implementation of correctional work with children in the minds of the child, which is the most important problem of adaptation of the child to new minds of education; prevention of early detection and undue tendencies in special development, caused by mental derivation; early correction of the development of the optimal minds for the development of the special potential of the child. Correctional-pedagogical work with children of the rizika group in the child's daycare and warehouse complex rehabilitation medical-pedagogical work in the child's warehouse. Razenkova Yu.A. Instead of individual programs for the development of children of early childhood with limited possibilities for entering the child’s home.// Defectology. - 1998. - No. 3. © Fokina Lidia Petrivna

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Models of early assistance in Russia In St. Petersburg, the implementation of the first early assistance program in Russia, the social program “Abilitation of the Impossible,” was launched. Especially for the implementation of this program, a non-powerful lighting installation was created to enhance the qualification of the “St. Petersburg Institute of Early Care”. The support of the administration of St. Petersburg, close cooperation with foreign suppliers allowed the Institute’s specialists in record time to master new knowledge and approaches to assistance children and create an interdisciplinary family-centered model of early education, which has been promoted in health care practices, education and cover the rich regions of the Russian Federation. © Fokina Lidia Petrivna

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Models of early help in Russia In St. Petersburg, a regional model of early help has been developed and is being tested: an interdisciplinary family-centered program of early help in the preschool education system (R.J. Mukhame Drakhimov, 1999). On the basis of Children's Health Center No. 41, the “Integrative Education Center” of St. Petersburg, an early assistance service for children was created. This early assistance service in the preschool education program promotes three models of early intervention: the organization of game learning programs, the organization of social-pedagogical early intervention programs, and the organization of early psychotherapeutic intervention programs. The basis for organizing the work of these blocks was taken from the early teachings of the United States and from the Swedish literature. Zigle L.A. Evidence of the work of early support services for preschool primary care.//Children with developmental disabilities.-2002.--No. 2.- P.5-11

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Models of early support in Russia Presented by O.G. The parochial system of early differentiated correctional and developmental assistance for children with cerebral palsy - with special organization of the light space, in which central place occupies the interaction of the child and the adult in the minds of the cortex sectional-developmental middle, which creates a flexible mind to compensate for polymorphic disorders of various functional systems (motor skills, mental , movies), a clear change in the age-old new creations, enlightenment and social adaptation, a change in life between children and beyond. © Fokina Lidia Petrivna

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Models of early support in Russia The dissertation researcher E.F. Arkhipova presents an innovative model of integrated speech therapy and medical-psychological-pedagogical support (MPPS) for the development of children with perinatal encephalopathy. Pobudova’s model of complex speech therapy and medical-psychological-pedagogical support for the development of children with perinatal encephalopathy and it inherits the vision of chronological lines, directing the complex development of the child from PEP from childhood to the mind from the children's clinic, and from the transition to preschool. . © Fokina Lidia Petrivna

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Models of early support in Russia In robot N.V. Makarova psychological and pedagogical assistance for children of early age with impaired development is defined as a complex of diagnostic, corrective-developmental and organizational-methodological approaches, aimed at creating optimal mental and social development early age teenagers with impaired development, stimulation of potential abilities in the process of specially organized interaction children with their fathers and all the extra light. Psychological and pedagogical assistance is a complex, richly component system. The proposed model of psychological and pedagogical assistance is the creation of optimal mental and social development of a child of the early age with impaired development, stimulation of potential abilities in the process of specially organized The modes of a child with her father and too much light. Makarova N.V. Psychological and pedagogical assistance to early age children with impaired mental development in preschool and elementary education. dis. ...cand. ped. Sciences: 13.00.07. Rostov n/d, 2007 264 p. © Fokina Lidia Petrivna

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Models of early help in Russia At the present time, in Russia, the generous system of early help created in Russia is failing, but a significant part of families still cannot give up highly professional support during their lives Anna. Faculty members, such as fathers (pediatrician, neurologist, orthopedist, ophthalmologist, etc.), really help the child’s correctional education. Such a camp does not rule either the fathers or the fakhivts. At this time, in another decade of the 21st century, early assistance is considered one of the priority areas of correctional pedagogy. The creation of early help services in Russia and various versions of the normalization model and these centers are developing and developing a variety of psychological and pedagogical technologies that center families. © Fokina Lidia Petrivna

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At the same time, it should be noted that the normalization of family life and the integration of children with special needs into the marriage require significant efforts from the early help services, since the marriage is not yet ready to accept " other people. There is no other way to prepare for this length of time, besides living with such people until the end. The evidence cannot be dismissed as a result of inspiration or calls that are kind, but as a result of living and experiencing low levels. This stage of transition is especially difficult for families who are raising children with developmental disabilities, since they themselves are “trained” from looking at each other to different social groups that require targeted support. In fact, this means a transition to marriage with a higher level of morality, and, as a turning point, it is difficult for all participants. Tolerance, recognized as the norm of everyday life of various people, lies not only in the declaration of equal rights, but also in the creation of the minds of implementation. © Fokina Lidia Petrivna

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List of references Ekzhanova E.A., Strebeleva E.A. Corrective assistance for children of early and preschool age: Scientific and methodological handbook. - St. Petersburg: KARO, 2008. - 336 p. Zakrepina A.V., Bratkova M.V. Development of individual correctional and developmental programs for the beginning and mentoring of children with developmental support // Education and training. - 2008. - No. 2. - P. 9-9. Zigle L.A. Dosvid roboty service early help preschool primary mortgage. // Rehabilitation and education of children with problems with development.-2002. Per ed. E.A. Strebelnoye. -M: view “Ispit”, 2004. Lazurenko S.B. Initial stage of correctional-pedagogical assistance for children of early childhood and early age with developmental assistance // Russian Pediatrician. magazine - 2008. - No. 4. - P.54-55. Makarova N.V. Psychological and pedagogical assistance to early age children with impaired mental development in preschool and elementary education. dis. ...cand. ped. Sciences: 13.00.07. – Rostov n/d, 2007. – 264 p. Nazarova N.M. Primary special pedagogy: a basic textbook for students. installations. prof. illuminate/N.M.Nazarova, E.N.Morgachova, T.V.Furyaeva. - M.: Vidavnichy Center "Academy", 2011. - P. 63-70. Prikhodko O.G. System of early comprehensive differentiated correctional and developmental assistance for children with cerebral palsy. dis. ... Doctor of Pedagogical Sciences. 13.00.03 – correctional pedagogy. - M., 2009 © Fokina Lidia Petrivna

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References 9. Razenkova Yu.A. Propositions for the effective development of organizational mechanisms for the thorough development and development of early care systems in different regions of the country // Defectology. -2009. - No. 4. - pp. 61-64. 10. Razenkova Yu.A. Instead of individual programs for the development of children of early childhood with limited possibilities for entering the child’s home.// Defectology. - 1998. - No. 3. 11. Strebeleva E.A. New organizational forms in special preschool education//Education and education of children with developmental disabilities.-2002.- -No. 3.-P.15-18. 12. Strebeleva E.A. Approach to the creation of a unified system for early detection and correction of children’s development // Preschool education. - 1998. - No. 1, - P. 70-73. 13. Strebeleva E.A. Early correctional and pedagogical assistance for children with limited health capabilities//Defectology.- 2003.-No. 3.-P.39-43. © Fokina Lidia Petrivna

Project stage:

The project is at the implementation stage

Project meta:

Early detection of impairment of health and vitality, optimal development and adaptation of children, integration of family and children in the family, prevention and/or reduction of vitality , improving physical and mental health, increasing the availability of lighting for children of the target group

Project manager:

The earliest possible detection and diagnosis of the special lighting needs of a child and family;
- the rapid development between the hour of the primary damage to the development of the child and the beginning of targeted corrective assistance;
- reduction of hours between the beginning of the light process (until the first months of the child’s life);
- Providing individual comprehensive support programs based on identifying the development potential of the child;
- obligatory inclusion of fathers before the corrective-developmental process based on the identification of special needs and capabilities of the family.

Achieved results for the remaining river:

Variable forms of preschool education are organized in order to create equal starting opportunities for achieving awareness at the first stage when entering school, as well as wider coverage of children with preschool education. They convey a different regime for keeping children in the open air, providing educational services to children with special needs, including those with disabilities.
The Ministry of Social Protection of the Russian Federation together with the Ministry of Education and Science of the Russian Federation, the Ministry of Health of the Russian Federation, and other government bodies of the sovereign power of the subjects of the Russian Federation, the Foundation for supporting children who are in difficult living situations (hereinafter referred to as the Foundation) , expert research has been carried out to study nutrition on the need to develop early support for children with disabilities, disabled children, children with genetic disorders and the accompanying families of these families. The nutrition of methodical food safety in the subjects of the Russian Federation is also examined directly. During the work, information was analyzed from 76 regions of the Russian Federation about the current practice in the regions of providing early assistance to disabled children and children from the vulnerable group.
Approaches to the provision of early assistance in the regions of the region, and in part of the outbreaks, regular services are provided in an insufficient manner (on a course basis, 14 - 21 days per week) for the correction of developmental disorders in the child, with Who does not respect the principles of continuity and family orientation of early assistance.
They became the winners of the regional competition of the DTZ of the Moscow region for granting the status of the Regional Innovation Maidan 2017.

Social significance of the project:

The practical significance of the project for the lighting system of the Moscow region can be assessed from three points:
- the final economic effect is achieved by achieving the greatest satisfaction with the basic needs of primary caregivers (disabled children and children with disabilities of early age and their families) in preschool education, There is an increasing proportion of children with limited health and disabled children who receive inclusive lighting through integrated lighting programs;
- the social effect is felt at the advanced level of training of fachivts for the implementation of innovative technologies in the correctional education of children with severe and multiple developmental disabilities; children have cob heads;
- the innovative effect includes the synthesis of current research, bringing them to practical action, as well as the creation of an effective system of formalization and expansion of pedagogical knowledge.

Come in, carried out as part of the project:

1. Identification of social welfare - establishing contact with the families of convalescents with disabilities, identifying the contingent of convalescents who will require the services of the Early Help Service - Grave - September 2016
2. Monitoring and development of local assets and regulatory framework – 2016 -2017 initial year.
3. Monitoring of scientific and methodological materials on work with children with disabilities and preschool age disabilities – 2016 -2017 initial year.
4. Monitoring of special equipment that is used in work with children with disabilities and preschool age disabilities – 2016 -2017 early years.
5.Monitoring of the regulatory and methodical safety of the robot group of short-hour replacement – ​​2016 -2017 initial period.
6. Development of a “road map” for promoting the system of early assistance for children with disabilities aged 0 to 7 years
at MBDOU KV "Children's kindergarten No. 9 "Suzir'ya" spring 2016.
7. Development of an innovative project – beginning of 2016 – beginning of 2017
8. Organization of a pilot maidan with the provision of early assistance to children with disabilities aged 0 to 7 years on the basis of MBDOU KV “Children’s kindergarten No. 9 “Suzir’ya” - grass 2017 year.
9. Interaction with the Administration, Management of the development of lighting and galuzes in the social sphere, lighting installations, social services, medical organization, PMPK of the Dzerzhinsky city - September 2016 - grass 2017 roku.
10. Collaboration with the Moscow State Regional University, with the Moscow State Pedagogical University - spring 2016 - until spring 2017.

Project support:

Audience of the Early Help Service in the Dzerzhinsky family, which cares for disabled children, children with limited health conditions: those with developmental disabilities, children with neuropsychiatric disorders, and can lead to problems in future development; children of biological and social risk groups. The early assistance service accepts children from 2 months to 7-8 years of age upon application from their parents (legal representatives) and/or referrals to other educational, medical or social institutions during the year kiv (legal representatives) on the medical support for health 'I am ditini.
At the moment, the Early Help Service provides services to 12 disabled and disabled children aged 3 to 8 years, and provides support, consultation and support to 32 families who care for disabled and disabled children. our place.

Vitra resources:

Project “Model of Early Help Service for disabled children, children with limited health abilities, and also vulnerable children on the basis of preschool educational organization” long-term (spring 2016 – mid 2018) ) it consists of 4 stages.
Personnel security for the project:
Kerivnik of the innovative project of the lighting organization – manager;
Advocate teacher from VMR, teacher-defectologist, teacher-speech therapist, instructor from adaptive physical education, social teacher, educational psychologist, tutor, assistant teacher, planned instructor from swimming, music maker and teacher from ІЗО.
Advancement of qualifications for teachers 2017-2018:
master's degree:
- modernization of the activity of PMPK in the lighting system; budgetary place
- Early comprehensive assistance for children with special needs at the development-budgetary point
Courses of advanced qualification on the following topics:
“Early assistance”, “Adaptive physical culture for preschool children”, “Psychological and pedagogical support for preschool children with ASD” - extra-budget costs - 50 thousand rubles.
Material and technical support for the project:
- A set of equipment for the adaptation of children with autism spectrum disorders, a table for sand painting with a set of accessories, a sensory room, a set of games for the development of fine motor skills and sensory skills, a tactile constructor, tactile tracks, children’s simulators, a trampoline.
Addition of a special game equipment - 2017 rik: interactive board, high-functional table for children with disabilities with light effects (adjustable height), rehabilitation pneumatic suit RPK "Atlant" for children with DC P, tactile games, modules and sets for cognitive development - prizes for the regional competition RIP DOO (regional budget – 500 thousand rubles, municipal budget – 100 thousand rubles).

Project start date:

Documents that confirm the applicant’s achievements, the implementation of the project, terms and conditions of the project

Oltu Snizhana Pavlivna author Zhukovets Anastasia Volodymyrivna Khromova Irina Mykolayivna Simonova Katerina Petrivna Erasova Maria Georgiyevna Neycheva Olena Anatolievna Dolidze Ganna Viktorivna Kirtoka Maria Savelievna Krasilnikova Marina Volodymyrivna Mikhailova Olga Mikolaivna Zotova Natalia Yuriivna Pereverzeva Olga Ivanivna Dmitrieva Ksenia Oleksandrivna Bereznyakova Lyubov Sergievna Fox Olena Oleksandrivna Potapova Marina Viktorivna Cherevko Tetyana Mykolayivna Tkachenko Katerina Yuriivna Mikhailova Irina Viktorivna Gladkova Irina Yakimivna Danilova Natalia Borisivna Gnusova Oleksandra Gennadiivna

Safronova Olena Mykolayivna Svizhentseva Zhanna Viktorivna Barinova Oksana Anatolievna Vyazova Nadiya Volodymyrivna Kopneva Svetlana Volodymyrivna Pimenova Marina Oleksandrivna

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One of the most important needs for immediate special awareness is the need to develop and test the nutritional diagnostic model in the early care system for children with limited health potential, which provides opportunities on the federal level formulate the functional obligations of fakhivts, which provide services to persons with limited health capabilities Before the early revelation, I destroyed the rozvitka. at various organizations of systems of illumination, health protection and social protection of the population. The authors find it necessary for the successful socialization of early age children to provide psychological and pedagogical support for children with disabilities who are in educational institutions. for the protection of health and social protection, such as serving in early help services, psychological centers - pedagogical, medical and social assistance. , how to pass judgment on psychological, medical and pedagogical commissions, at advisory centers; regulation of the activities of faculty members who work with individuals with limited health capabilities, which expands the range of professional tasks that are necessary for the current pedagogical labor functions. The model proposed by the authors is aimed at the earliest possible identification and diagnosis of the special needs of the child and family, optimally speeding up the development of primary damage to the development of the child and the beginning of direct corrective assistance , reduction of time clock between the beginning of complex rehabilitation (until the first months of the child’s life) , providing individual comprehensive programs supported by an interdisciplinary team based on the identification of the child’s development potential, obligatory inclusion of the father before the rehabilitation process based on the identification of special needs, readiness and capabilities family

diagnostics

early help

children with limited health potential

1. Evtushenko E.A., Evtushenko I.V. Current approaches to the awareness and socialization of children with limited health potential and disabled children//Current problems of development and development of people with limited health potential: materials of the IV International Scientific-Practical Conference ї conference, Moscow, 26-27 June 2014 / For ed. I.V. Yevtushenko, V.V. Tkachovy. - M., 2014. - P.136-147.

2. Evtushenko I.V., Levchenko I.Yu. Before the problem of developing the professional standard “Teacher-defectologist” // Current problems of science and education. - 2015. - No. 4; URL: http://www..07.2015)

3. Yevtushenko I.V. Formation of a future teacher about the peculiarities of the musical subculture of the Spiritualists - Sirit // Secondary professional education. - 2007. No. 3. - P.12-13.

4. Levchenko I.Yu., Tkachova V.V. Psychological assistance for the family, like a child with developmental support. - M., 2008.

5. Order of the Ministry of World Affairs of Russia dated June 20, 2013. No. 1082 “About the approval of the Regulations on the Psychological-Medical-Pedagogical Commission”: website - URL: http://www.rg.ru/2013/11/01/medkomissia-dok. html(production date: 07/29/2015)

6. Prikhodko O.G., Yugova O.V. Formation of an early help system in Russia. - M., 2015.

7. Psychological and pedagogical diagnostics of the development of children of early and preschool age / Ed. E.A. Strebelnoye. - M., 1998.

8. Psychological and pedagogical diagnostics of the development of personalities with limited health potentials / Ed. I.Yu. Levchenko, S.D. Abramny. - M., 2013.

9. Falkovska L.P. ta in. Organization of variable forms of psychological, medical and pedagogical assistance in a preschool educational organization. - Krasnoyarsk, 2012.

The problem of detecting the development of a child lies not only in the established disruption of the structure and function of the body, fixing the delay in the behavior that appears over the age of the child, but also in the nature of the defect in the same organs zmu and in a superfluous middle way, to compose the development of a child (Єvtushenko I.V. . Zabramna S.D., Levchenko I.Yu. In some cases, in children with disabilities, the development of non-periodic barriers (for example, with Rett syndrome or spinal amyotrophy of Werdnig-Hoffmann). and biological exchanges may be weakened or completely compensated (for example, with surgical treatment of congenital abnormalities of the heart, palate, replacement therapy for congenital hypothyroidism or cardiac diabetes, with a cochlear implant in rich children with deafness). , such as orphanhood or extreme marriage in the family, may be less important than the limitation of life. Proceedings will show that children who grow up in Syrian settings emerge as single-year-olds who grow up in the family, both in physical and psychological development. The emotional and special development of such children suffers even more, which is a serious threat to their further individualization and social adaptation.

The state-of-the-art technology for identifying children who will require early assistance conveys:

• introduction of new methods of neonatal and selective screening aimed at identifying a wider range of recessionary diseases and diseases, for which specific treatment is provided;
• thorough identification of children with mild and severe hearing impairments among children of another fate of life;
• development of methods for early detection of children with autism spectrum disorders;
• promotion of methods for early detection of children with emotional and behavioral disorders, impaired visual function, learning, inhibition of the development of interaction and sleepiness, frailty, playfulness, self-care and other aspects functioning;
• development of consulting services for families from organizations that provide psychological and pedagogical services for early help;
• increased information among the population about the early signs of a child's developmental development, about the organizations that can be contacted to support the development of a child;
• organization of identification of children who require early assistance from medical organizations (prenatal diagnostic centers, genetic consultation centers, birth centers, child diagnostic centers, children's clinics and hospitals), and social care centers services for families who deal with important life situations, in settings for children - orphans and children who have lost their fathers without care, in the bureau of medical and social examination, in educational organizations, which provide services for the observation and supervision of children under 3 years of age, in psychological, medical and pedagogical and commissions (hereinafter referred to as PMPC).

Revealed support for the development of children and multidisciplinary tasks, for the achievement of which the combined efforts of medical practitioners, fathers, psychologists and pedagogical specialists, social workers ї spheres. Bagatorivneva diagnostic model The system of early support for children with limited health potentials has many stages.

1st stage. Medically padded. Prenatal screening- a complex of medical investigations (laboratory, ultrasound), directing the detection of group rizik development of the fetus under the hour of gestation. Referrals to identify the risk of Down syndrome (in the first and in the other trimester), Edwards syndrome (in the first and in the other trimester), neural tube defects (anencephaly) (only in the other trimester), Cornelia de Lange syndrome, Smith-Lemley syndrome Opitz, Patau syndrome, non-molar triploidy. Neonatal screening- one of the ways to detect the greatest increase in labor and depression in newborn children. Allows you to prevent early detection of illness and their proper treatment, prevent the development of severe manifestations of illness (phenylketonuria (PKU), congenital hypothyroidism, galactosemia, adrenogenital syndrome, cystic fibrosis), o lead to disability. Neonatal screening for PKU, congenital hypothyroidism, adrenogenital syndrome, cystic fibrosis, galactosemia, hearing impairment (audiological screening). Since 2012 in some regions of the Russian Federation, neonatal screening has been expanded to 16 diseases (including leucinosis, tyrosinemia, citrulinemia, etc.)

2nd stage. Comprehensive treatment of the child at PMPK with the method of identifying the structure of damage, identifying the relationship between impaired and saving functions (potential abilities), developing recommendations directed to Early Help Services. For reliable diagnosis of physical and (or) mental disabilities in children, based on their needs, for counseling parents on physical and mental disabilities of children of the Russian Federation create on their territory a series of permanent interdepartmental PMPKs.

3rd stage. Diagnostic support for children at the Early Help Service. Diagnostic support for children at the Early Help Service includes: a) improved psychological and pedagogical support, development of an individual program of correctional and developmental work; b) strengthening the child by assessing dynamic changes, making adjustments to an individual program; c) pouch lining with a method for assessing the effectiveness of retraining at the Early Help Service. The diagnostic support system allows you to implement the design of individual programs of correctional and developmental work with a child, sharing the potential for health and family health, to quickly assess changes in in the mental and physical state of the child, and in the social situation of development through the method of making changes, additionally and the adjustment of the place, methods and pedagogical minds for the implementation of individual early support programs, as well as assessing the effectiveness of early support.

4th stage. Comprehensive care of the child at the PMPK, development of recommendations, identification of further pedagogical routes and the need for support by the teachers of the Early Help Service for further development. For the further educational route of the child with the potential for health, which optimally meets their special needs and solutions for their integration are important, consumption from further complex support will be completed in the PMPC after completion of service in the Service early help. It is important to ensure the availability of early assistance programs and the continuity of child development during the transition to an educational organization, including: assistance in the selection of an educational organization that has undergone PMPC, participation in the development of individuals ideal lighting route using the basic or adapted lighting program, recommendations for the creation of special lighting minds, assistance in adaptation and inclusion of the child in the light process at the cob stage.

Diagnosis in the early care system for children with limited health conditions; early detection of peculiarities in the development of a child through the first three fates of life with a complex of approaches, which includes the following stages:

• medical screening, which is carried out by medical professionals at birth centers, perinatal centers, newborn units, clinics, medical diagnostic centers;
• comprehensive vaccination of children at PMPK, which results in the referral of children to Early Help Services;
• the psychological and pedagogical education of children at the Early Help Service has been improved through the development of an individual correction program;
• stages of diagnostic treatment using the method of assessing the effectiveness of developmental work and correction of individual programs, which are implemented by the Early Help Service;
• The child's bag is padded under the hour of release from the Early Help Service to determine the optimal pedagogical route, which is designated by the PMPK.

If a child moves from the Early Help Service to the pre-school education organization, it is important not to submit a recommendation from the PMPC, but to work with the early help staff. The duration of support is determined individually, the minimum period is 6 months. In this situation, when a child moves from Early Help Services to an educational organization that provides special assistance (short-hour rehabilitation group, clinic, Center for Psychological-Pedagogical and Medical-Social Support, etc.), there is enough recommendation this PMPC, which regulates the place and organizational mental correctional and developmental robots. Methods What you can do with the activities of the Early Help Service is different.

Medically padded. The largest number of children with significant impairments in the structure and function of the body are revealed during medical examinations of newborns, and are not noticed by a neonatologist, pediatrician, or other specialists (surgeon, neurologist, ophthalmologist, a specialist, a specialist, an endocrinologist, a geneticist, etc.). laboratory and instrumental diagnostic methods. Under this pattern, in the first two months after birth, almost all children with Down syndrome appear. At the same time, there is a problem of timely identification of children with a less pronounced or chronic pathology, so as not to lead in the early stages to serious damage to important life functions and the main categories of life. To reduce the number of cases of late diagnosis of illness, screening methods are being developed.

Screening is a method of active identification of individuals with any pathology or risk factors and development, which is based on special diagnostic studies, including testing, in the process of mass destruction of the population or other contingents . To carry out screening, it is necessary to have trained personnel and a standard approach to identify signs and evaluate the results. The established methods will be simple, reliable and effective. The health care system of the Russian Federation has introduced screening for all newborns to detect 5 genetic diseases: PKU, cystic fibrosis, galactosemia, adrenogenital syndrome and congenital hypothyroidism . This early detection is associated with reduced disability and mortality among children.

There are methodological recommendations for conducting formal screening of newborns to detect hearing impairment, which is actively promoted in the regions of the Russian Federation. This screening includes the identification of auditory receptor cells using an additional hardware method - registration of otoacoustic emiesis (OAE) - 1st stage and assessment of the reaction of the wires of the auditory analyzer to sound stimulation - registration of short-latency auditory evocation potentials (SLEP) - 2nd stage. At the 1st stage, all newborns are supported in bed support settings; Children who were born in a sex aid facility, as well as children who have not undergone screening (a positive result means OAU is not registered) in a sex aid facility, undergo the first stage of screening at a pediatric clinic. The investigation will be carried out by: a neonatologist, a pediatrician, an otorhinolaryngologist, and a nurse. polyclinics), as well as children from the risk group. The investigation will be carried out by an audiologist-otorhinolaryngologist.

For early detection of retinopathy of prematurity, which is one of the most common and frequently monitored causes of blindness, elective ophthalmic screening is developed and promoted. For screening premature babies, dynamic ophthalmoscopy is used - examination of the fundus of the child with a regulated frequency, which is necessary to determine the picture of the fundus, which is to be avoided. If an unsafe progression of retinopathy of prematurity is detected, prompt treatment is performed, which, as a rule, avoids the destruction and death of the retina and the development of blindness. Detection of pathology of the structure of the brain in newborns and children in the first months of life, especially premature babies, and in the fetus before birth, is carried out with the help of neurosonography - ultrasound tracking. This method, due to its non-invasiveness and low time expenditure (the procedure takes on average 5-7 minutes), can be used for screening to detect a wide range of intracranial pathology: hemorrhage in the cerebrum and bilateral and necrotic lesions of the white cerebrum, hydrocephalus, agenesis of the corpus callosum, cerebral abscesses, encephalitis and others. Based on neurosonography data, in a number of seizures, seizures - with detected periventricular leukomalacia, it is possible to predict the formation of cerebral palsy and early This is the beginning of the prevention of contractures and deformities. Based on the identification of structural, biochemical, sensory disorders of the body, screening methods have begun to be used for the early detection of abnormal development of the child, which does not allow the establishment of biological markers. An example of such a technique is the M-CHAT screening test, which is used in the practice of early assistance, including in Russia, to identify disorders on the autism spectrum. The remaining developments are characterized by the emergence of new developments in galusa and the development and testing of medical screening methods for newborns and early childhood children.

Psychological and pedagogical unbuttoning. Psychometric methods for assessing development are used for early detection of development of mental and motor functions in children from one-year-olds. With this method, test batteries and test-incubators are used. The first ones are made up of diagnostic sets - they seem to depict three-dimensional objects, a test for children (for example, the Bayley test, the ADOS Method), others - from massive sets of tests (for example, the Griffiths Scale, KID, RCDI). The fundamental principle of psychometric methods is to draw conclusions from normative data drawn from representative samples. The methods may be valid and reliable. Experimental test batteries are manual for follow-up purposes, but are cumbersome for storage in the Early Help Service, because take a lot of time, and are carried out in standard minds by specially trained fakhivtsy. In Russia, the Early Help Service has developed extensive experimental methods of KID(R) and RCDI, and those whose respondents have children. Psychometric methods indicate the presence or absence of development in the child in the main areas, but not directly, in the form of screening methods, the identification of illness or syndrome, and also do not provide detailed information necessary for the development of an individual correction program.

To monitor the development of children who are being educated at home, in educational institutions, in children’s kennels in Russia, various instruments are used that consist of a variety of points that describe the behavior of children, This is due to the recent evidence of similar behavior in most yearlings. Among these instruments are those that are insured for medical care by doctors and doctors, doctors, doctors and nurses of children's clinics. All these methods are aimed at regularly placing adult children with age-conscious behavior in order to identify possible developmental problems in the first place.

Pogliblene comprehensive care for children in early intervention programs. In the 20th century, the field of early aid developed a number of universal educational programs that gained wide popularity, and various translations of the Russian language and vikorista in the practice of early aid. The skin of them contains a diagnostic unit, which consists of several sections that correspond to the areas of development that are visible. We have divided a number of points to describe specific behavior and signs of disruption in the development of a child.

Reviewers:

Zhigorova M.V., Doctor of Pedagogical Sciences, Professor of the Department of Special Pedagogy and Special Psychology, Moscow State University named after. M.A. Sholokhova, metro Moscow;

Tkachova V.V., Doctor of Psychology Professor, Professor of the Department of Special Pedagogy and Special Psychology, Moscow State University named after. M.A. Sholokhova, metro Moscow.

Bibliographic mailing

Levchenko I.Yu., Evtushenko I.V. Bagatory’s model of diagnostics in the system of early support for children with limited health potential // Current problems of science and education. - 2015. - No. 6.;
URL: http://science-education.ru/ru/article/view?id=23495 (date of publication: 07/28/2019). We would like to present to you the magazines that are available at the Academy of Natural Sciences

All-Russian scientific and practical conference “Development of the system of early assistance for children with limited health potential” at Moscow State Pedagogical University

The conference was held on November 13-14 at the Institute of Childhood, Moscow State Pedagogical University. The organizer was the Department of Preschool Defectology under Kerivnits, Doctor of Pedagogical Sciences, Prof. L.A. Golovchits. More than 600 people took part in the conference: these were senior scientists, methodologists and clinicians of early care services, specialists in correctional, psychological, pedagogical and medical fields from various regions of the Russian Federation.

On the first day of the conference, a plenary session was held on the topic: “Theoretical ambushes in the formation and development of the early care system in Russia and beyond the cordon.” This was followed by the vital words of the representative of the Ministry of Education and Science of the Russian Federation, and then evidence was heard:

– “Current algorithm for referring children with disabilities to educational organization, which provides services of early psychological and pedagogical assistance” Lazurenko S.B., Doctor of Pedagogical Sciences, Professor, Lead. n.s. IKP RAV, scientific specialistInstitute of PediatricsSklyadneva V.M. ;

– “Special children in educational organizations” Zakrepina A.V., Doctor of Pedagogical Sciences, Corresponding Member. RAV, goal. n.s. IKP RAV;

- “Psychological and pedagogical support for fathers, how to care for a child with disabilities” Strebeleva E.A., Ph.D., professor, chief researcher. IKP RAV;

- “Variable strategies for psychological and pedagogical support of family children during the hardships of life with disabilities” Yugova O. V., Ph.D., Associate Professor of the Department of Speech Therapy of the Institute of Social Sciences of the Russian Federation MDPU;

– “Preparation of students for psychological and pedagogical support of early and preschool children with disabilities” Golovchits L.O., Doctor of Pedagogical Sciences, professor, head. Department of Preschool Defectology, Institute of Childhood, Moscow State Pedagogical University;

– “Formation and thorough development of professional competencies of teachers of the early care system” Miklyaeva N.V., Ph.D., Professor of the Department of Preschool Defectology, Institute of Childhood, Moscow State Pedagogical University.

As a result of the plenary session, the main directions for the development of an early care system for children with limited health potential were established:

Standardization was possible before the service of early assistance and the identification of professional competencies of specialists;

Development and thorough development of organizational forms of early assistance;

Approach individualization of psychological and pedagogical support for early age children with disabilities;

- psychological and pedagogical support for fathers who care for children with disabilities;

- training of personnel to work with children of early and preschool age with disabilities.

In the other half of the day there was a round table "Current forms of organization of psychological and pedagogical assistance to children of early age." The head acted as a moderator. Department of Preschool Defectology L.O. Golovchits.

The following participants gave their testimony:

• Odinokova G.Yu. (Moscow, IKP RAV) Improvement of sleep in the “mother-child” pair of early age with Down syndrome. From research to practice.
• Pitkova M.Yu., Drozdova L.M. (Moscow, DBOU SCHOOL "Mar'ino" ) "Systematic approach to the work of the Early Help Service for children with hearing loss."
• Shitikova E.A. (Samara, GBU DPO Samara region, “Center for Special Education”) Organization of interaction with families who care for children with Down syndrome in childhood and early life.
• Prokopets G.A. (Ryazan, MBDOU Children's kindergarten No. 65) Lekotek to help fathers and children.
• Vorotnikova N.L., Charkina N.V. (M. Orel, MBU GOTSPPMSP) The problem of psychological and pedagogical support for early age children with ASD in the minds of the Moscow PPMS Center.
• Koshechkina T.V. (Moscow, FDAOU DPO APKіPPRO) Introduction of a structural unit “Early assistance service to the DTZ warehouse based on the breakdown of service obligations.
• Rakevich E.P. (m. Severomorsk, MBDOU d/s No. 31.) Psychological and pedagogical support for children with disabilities during the process of inclusive education in children's diseases.

The round table participants said:

The need to develop new forms of assistance and a thorough replacement of early childhood care in the minds of early assistance services, lekotek, short-term care groups, etc.;

The importance of developing and confirming the complex of regulatory documents that regulate organizational forms and the replacement of work in early care services, the competencies of frontline workers;

The need to improve control over the quality of developmental and educational services for early childhood children.

You can view the photo album of the conference

The next day, the conference held a Round Table “Individualization of Psychological and Pedagogical Support for Early Childhood Children.” Yak moderator buli doctor of pedagogical sciences, prof. Evtushenko I.V., Doctor of Pedagogical Sciences, Prof. Golovchits L.A., Ph.D., prof. Miklyaeva N.V.

They spoke on New Year's Day with their testimony

Lunina M.V. (Moscow, MPGU, master's degree)

Kudrina T.P. (Moscow, IKP RAV) " Advancement of damage to the mental development of blind speechlessness: a system of pedagogical work with the family,”

Efremova T.I., Saprunova E.S. (Moscow, DBOU ZOSH No. 1034) “Early help service: specifics of the implementation of an individual approach to child development,”

Andreeva E.L., Sirotkina T.Yu. (Moscow, preschool department of DBOU School on Vernadsky Avenue)

Tretyakova O.V. (Moscow, preschool No. 1371 GBOU School No. 922) “The special needs of children with disabilities as a means of implementing an individual approach to them in the classroom of a speech pathologist teacher,”

Semenova L.M. (Orel. Federal Budgetary Educational Institution of Higher Education "Orlov State University named after I.S. Turgenev) "Comprehensive psychological and pedagogical support for children with disabilities",

Kravets S.V. (Moscow, preschool No. 1371 GBOU School No. 922) “Peculiarities of adaptation of children with disabilities to kindergarten”,

Ushakova T.B. (Rep. Udmurtia, MBDOU “Combined type children’s kindergarten No. 54) “An accessible middle ground is one of the priority directions for the development of a combined type of children’s kindergarten”,

Mikhailova O.Yu. (Moscow, preschool No. 1371 GBOU School No. 922) “Psychological and pedagogical support for children with disabilities in the early care system,”

Uvarova T.B. (Moscow region, m. Aprelivka. MADOU-children's kindergarten of a combined type No. 43.) “Development of the communication, respect, language of children with disabilities with the use of phonetic rhythmic rhymes” ,

Popova T.M., Nazarova S.A. (Samara, MBDOU "Children's kindergarten No. 378) "Model of psychological and pedagogical support for fathers as mental socialization of preschool children with disabilities" etc.

In the middle of the day, 2 master classes were organized for participants in round tables and conferences:

Master class Ph.D., prof. N.V. Great idea for designing an individual lighting route and individual lighting programs for children of early and preschool age (you may want to make a short presentation

Such a muddy context is contextual, the tradition of the traditional services of the early DTZ, I was destroyed by the problem of the problem of the Optimiis, legalized spontaneous Dumka Riznikh regions. Based on the results of the round tables, conference participants recommend:

Organization by regional departments of advanced qualification courses for frontline workers of early assistance services (at least 144 years) and systematic holding of All-Russian conferences to improve the early assistance system and in the Russian Federation, the formation of a number of methodological services;

Organization of suspense research before the Ministry of Education and Science of the Russian Federation, so as to clarify the dates with the required speech pathologist and teacher-speech therapist, teacher-psychologist, so that they can develop an individual education route and programs, hurray to the characteristics of children in childhood and early life;

Development of teaching to current successors and representatives of scientific schools of universities and publication of program and methodological materials for work with children of early childhood and early age of various categories, interaction with fathers;

Expansion of effective pedagogical practices by methodologists and DTZ specialists from the psychological and pedagogical support of children in the minds of early care services and innovative forms of preschool education for additional active work during the pedagogical period.

Finally, the participants of the conference agreed on the service of the Institute of Childhood on behalf of the director, Ph.D., Assoc. T.A. Solovyova, Dean of the Faculty of Defectology, Ph.D., Associate Professor. E.V. Kulakova, head. Department of Preschool Defectology, Doctor of Pedagogical Sciences, prof. L.A. Golovchits, to all professors and teachers (Ph.D., Associate Professor N.S. Lavsky, senior graduate O.O. Osetroviy and in.), bachelor students (O. Maravyovy, D .Kulikova and in.), masters (T.Chudesnikova and in.) and graduate students (T.Timoshenko, D.Belekhova and in.) of the Institute of Childhood!

The principle is the unity of diagnosis and correction, the meta of early correctional assistance for children with disabilities, PPP of the central nervous system - early detection, early detection and correction of deficiencies in the brain development, subsequent development of the functions of the brain ode. Providing advisory and practical assistance to fathers.

The main directions of the work As a result - the creation of minds, the basis necessary for the formation of active language. Normalization will become and the functioning of the organs of articulation through massage, articulation gymnastics. Development of auditory and visual perception Development of emotional reactions Development of hand movements, visual-motor coordination Formation of preparatory stages development of basic language

Before carrying out it is possible to individually adopt a “reflex-defensive position” in order to avoid the manifestation of pathological tonic reflexes Trivaality - no more than 10 minutes Adults are guilty of speaking loudly, showing expressive facial expressions, stimulating the baby until it spilts.

LM is carried out to normalize the tone of the articulation apparatus, facial muscles, and neck. When loosening the LM, use the method of stroking, for improvement - following the smoothing, rub, knead and vibrate. speech therapy massage

On the 4th birthday, children begin chewing and biting. For example, the cracks collapse with the rhythm of these powerful chewing roars. They begin to say such words as “kiss”, “blow”, “close your eyes”, “show your tongue”, “close your mouth” and so on. With the help of your teasers, start licking your upper and lower lips.

On the 2nd level, the work continues, interest in the game is gradually formed. The grown-up, from the very beginning turning the respect of the child to his exposure, gradually turns his gaze to the toy. As a result of such work, when the toy appeared, the child began to laugh and enjoy it.

On the 3rd and 4th levels, a positive fate is formed until a good time is spent. It is important to maintain a positive emotional background: a child marvels with joy at an adult whose eyes are wide open, he smiles, purses his lips, vocalizes, and greets. At the same time, he turns away, looks away, raises his hands to his head, believes, and sometimes plays.

Working with the stimulation of the baby's vocal reactions In this way, as the child grows older, you change the depth, pitch and timbre of your voice, and teach the baby to differentiate intonations. In addition, the baby itself encourages the child to understand the sounds and the sound of the inheritance (ah, uh, yeah...). Particular attention is paid to musical activities, which promote the creation of an emotionally positive attitude.

On the 1st level, stimulation of sensory functions is important. The development of the visual and auditory zones, the development behind the object. On the 2nd level, the game appears in a stepwise manner on the first plane (localization in space). On the 3rd – 4th levels, sharp and auditory differentiation vibrates, respect is turned to extreme precision, and games of slaughter are developed based on color, size, shape and sound. development of visual and auditory intelligence

On the 2nd level, the child’s hands become a ditch of tactile sensations, vikory massage hands, to the right with a fluffy brush and toys, with a different surface (hairiness). The simplest manipulations with objects are formed on the level. Necessary hand toys for hoarding. On the 4th level, the differentiated fingertips are reachable. The child is encouraged to take the toy from different positions (up, down, on the side, wrap it, pull it into the mouth, manipulate it, etc.). I’ll start passively, then on my own.

On the 1st and 2nd levels, sound and auditory differentiation is formed, especially the development of the skin-kinesthetic analyzer (the child better remembers the names of the objects that he actively manipulates). On the 3rd level, you try to memorize the names of the toys, calling them with two-word words: “Lala”, “fox”, “Misha”, “kitty” and so on. Development of the Russian language

On the 4th level, work is carried out on the memorization of simple words: “give”, “on”, “before the ceremony”, “okay” and so on. Games are turned on - adventures, recognition for yourself. The search for a game behind the name. Memorization of certain objects from superfluous activity. Vikonannya works with named objects. The formation of the usual ones is understood and manifested, for example: “dog” - daubed, gum, plush and others. The work with the development of the level of understanding of language is starting to be carried out in the same sequence, which is already due to the general level of development.

The first part of a child’s life is connected with emotional and special connections with loved ones. The toy begins to come to the fore, as it takes on a leading role in the future development of the child and is responsible for recognizing its capabilities and needs as they grow. The size and nature of play with a child, the correct choice of toys, directly influence the development of the child’s psyche.