Psychological assistance to children with cerebral palsy, its direction and tasks. Psychological support program for a child with cerebral palsy

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Introduction

Chapter 1. Theoretical study of children with cerebral palsy

1.2 Speech disorders in preschool children with cerebral palsy

Chapter 2. Psychological assistance to children with cerebral palsy

Conclusion

List of used literature

INTRODUCTION

Cerebral palsy (ICP) is a severe disease of the central nervous system, which manifests itself in the form of various motor, mental and speech disorders. In this case, the motor structures of the brain, which regulate voluntary movements, speech and other cortical functions, suffer especially hard. Among all forms of cerebral palsy, the most common is spastic diplegia, which occurs in more than 50% of children with cerebral palsy.

The psychological and pedagogical study of children with cerebral palsy presents significant difficulties due to the variety of manifestations of disorders in the motor, mental and speech development of these children. But earlier psychological diagnosis and the beginning of psychological correctional work, especially in the first 3 years of life of these children, contributes to the maximum use of the compensatory capabilities of the child's body: brain plasticity, sensitivity to stimulation of mental and speech development, and the ability to compensate for impaired functions.

So, in early preschool and primary school age, special attention should be paid to the peculiarities of the formation of communication in children with cerebral palsy, since, according to many psychologists, the mental development of children of this age occurs precisely in communication and the communication of the child with the mother has the greatest influence.

The greatest contribution to the study of this problem was made by the works of such researchers as E.S. Kalizhnyuk, I.Yu.Levchenko, I.I. Mamaychuk, E.M. Mastyukova, N.V. Simonova and others.

The study of speech disorders in children with cerebral palsy, which occupy a significant place among other pathological manifestations in cerebral palsy, is also devoted to many domestic and foreign studies: E.F. Arkhipova, L.A. Danilova, M.V. Ippolitova, etc.

CHAPTER 1 THEORETICAL STUDY OF CHILDREN WITH ICP

1.1 Cerebral palsy: characteristics of the defect, its causes and forms

In children with disorders of the musculoskeletal system, a motor defect is the leading one. The bulk of them are children with cerebral palsy (ICP). In these children, movement disorders are combined with mental and speech disorders, so most of them need not only medical and social assistance, but also psychological, pedagogical and speech therapy correction.

Cerebral palsy occurs as a result of underdevelopment or damage to the brain in early ontogenesis. In this case, the parts of the brain responsible for voluntary movements, speech, and other cortical functions suffer most severely. Thus, with cerebral palsy, the most important functions for a person suffer: movement, psyche and speech. Leading in the clinical picture of cerebral palsy are motor disorders, which are often combined with secondary defects (mental and speech disorders, dysfunctions of other analyzer systems (vision, hearing, deep sensitivity), convulsive seizures). The cause of cerebral palsy can be various adverse factors affecting

In the prenatal (prenatal) period (infectious diseases during pregnancy, viral infections, rubella, toxicosis; cardiovascular and endocrine disorders in the mother; toxicosis of pregnancy; physical trauma, fetal bruises; Rh incompatibility; mental trauma; physical factors - overheating or hypothermia, the effect of vibration, irradiation, including ultraviolet in large doses; some drugs; environmental problems);

At the time of childbirth, intranatal period (birth trauma, asphyxia, clinical death);

or in the first year of life, in the early postnatal period (transfer of neuroinfections - meningitis, encephalitis, severe head bruises).

The greatest importance in the occurrence of this disease is given to brain damage in the prenatal period and at the time of childbirth.

In children with cerebral palsy, the formation of all motor functions is impaired and delayed: holding the head, sitting, standing, walking, manipulative activities. Violation of the motor function is the primary violation, which, in the absence of timely corrective work, leads to secondary disorders of the psyche and speech.

The variety of movement disorders in children with cerebral palsy is due to a number of factors associated with the specifics of the disease.

1. Violation of muscle tone (by type of spasticity, rigidity, hypotension, dystonia). Any motor act is accompanied by muscle tone. Often with cerebral palsy, there is an increase in muscle tone - spasticity, when the muscles are tense (an increase in muscle tone when trying to make a particular movement, especially when the body is upright). In such children, the legs are adducted, bent at the knees, resting on the fingers, the arms are brought to the body, bent at the elbows, the fingers are bent into fists. With a sharp increase in muscle tone, flexion and adduction contractures (limitation of the volume of passive movements in the joints), as well as various deformities of the limbs, are often observed. With rigidity, the muscles are tense, are in a state of maximum increased muscle tone. With hypotension (low muscle tone), the muscles of the limbs and trunk are flabby, lethargic, and weak. Dystonia is the changing nature of muscle tone. Muscle tone in this case is characterized by inconstancy, variability. At rest, the muscles are relaxed, when trying to move, the tone increases sharply, as a result of which it may be impossible. In complicated forms of cerebral palsy, there may be a combination of various variants of muscle tone disorders. The nature of this combination may change with age.

2. Restriction or impossibility of voluntary movements (paresis and paralysis). Depending on the severity of brain damage, there may be a complete or partial absence of certain movements. The complete absence of voluntary movements, due to damage to the motor areas of the cerebral cortex and motor pathways, is called central paralysis (the child finds it difficult or unable to raise his arms up, stretch them forward, to the sides, bend or straighten his legs, walking is difficult), and limitation of range of motion - central paresis (first of all, the most subtle and differentiated movements suffer, for example, isolated movements of the fingers).

3. The presence of violent movements is characteristic of many forms of cerebral palsy. They can manifest themselves in the form of hyperkinesis (involuntary violent movements due to variable muscle tone, with the presence of unnatural postures) and tremor (trembling of the fingers and tongue).

4. Disturbances of balance and coordination of movements (ataxia). Trunk ataxia manifests itself in unsteadiness when sitting, standing and walking. In severe cases, the child cannot sit or stand without support. Unsteady gait is noted: children walk on widely spaced legs, staggering, deviating to the side. Impaired coordination (the child cannot accurately grab an object and place it in a given place; when performing these movements, he misses, he has a tremor).

5. Violation of sensations of movements (kinesthesia). The development of motor functions is closely related to the sensation of movements. The sensation of movements is carried out with the help of special sensitive cells that provide information about the position of the limbs and torso in space, the degree of muscle contraction (for example, in children with cerebral palsy, the sense of posture is weakened or the perception of the direction of movement is distorted - the movement of fingers in a straight line is felt as movement along circumference or to the side).

6. Insufficient development of chain adjusting rectifying reflexes (statokinetic reflexes). Statokinetic reflexes provide the formation of the vertical position of the child's body and voluntary motor skills, with their underdevelopment it is difficult for the child to keep the head and torso in the desired position. As a result, he experiences difficulties in mastering self-service skills, labor and educational operations.

7. Synkinesias are involuntary friendly movements that accompany the performance of active movements (for example, when trying to take an object with one hand, the other hand bends; the child cannot unbend the bent fingers, and when the whole hand is straightened, the fingers unbend).

8. The presence of pathological tonic reflexes. With normal development, tonic reflexes do not appear sharply in the first months of life. Gradually (by the 3rd month of life) they fade away, creating the basis for the appearance of a higher level in the unconditional reflex activity of the child, the so-called adjusting reflexes. In cerebral palsy, there is a delay in the extinction of tonic reflexes. Pathologically enhanced tonic reflexes are one of the reasons for the formation of pathological postures, movements, and deformities. The development of motor skills most often stops at the stage where tonic reflexes have a decisive influence. A child may be 2, 5, 10 or more years old, and his motor development will be at the level of a 5-8-month-old healthy baby.

Movement disorders in children with cerebral palsy can have varying degrees of severity. With a severe degree, the child does not master the skills of walking and manipulative activity. He cannot take care of himself. With an average degree of motor impairment, children master walking, but walk unsteadily, often with the help of special devices (crutches, canadian sticks, etc.). Their self-service skills are not fully developed, as well as manipulative activity. With a mild degree of motor impairment, children walk independently, confidently both indoors and outside. They can travel by public transport on their own. They fully serve themselves, manipulative activity is quite developed. However, children may have incorrect pathological postures and positions, gait disturbance, movements are not dexterous enough, slowed down. Decreased muscle strength.

The structure of the defect in cerebral palsy includes specific deviations in mental development. The mechanism of developmental disorders of the psyche depends on the time of occurrence, as well as the degree and localization of brain damage. Mental disorders against the background of early intrauterine damage are characterized by gross underdevelopment of the intellect. With lesions that developed in the second half of pregnancy and during childbirth, mental disorders are more mosaic, uneven. There is no clear relationship between the severity of motor and mental disorders: for example, severe motor disorders can be combined with mild mental retardation, and residual effects of cerebral palsy can be combined with severe underdevelopment of mental functions. Children with cerebral palsy are characterized by a peculiar anomaly of mental development due to early organic brain damage and various motor, speech and sensory defects.

The structure of an intellectual defect in children with cerebral palsy is characterized by a number of specific features.

1. An unevenly reduced supply of information about the environment (due to forced isolation; difficulty in subject-practical activity due to a motor disorder; impaired sensory functions). There is a violation of the coordinated activity of various analyzer systems (pathology of vision, hearing, muscular-articular feeling), which affects perception in general, limits the amount of information, and makes intellectual activity difficult.

2. The mosaic nature of the development of the psyche, that is, the violation of some intellectual functions, the delay in the development of others and the safety of others. Some children develop predominantly visual forms of thinking, while others, on the contrary, especially suffer from visual-effective thinking with better development of verbal-logical.

Z. The severity of psychoorganic manifestations is slowness, exhaustion of mental processes, difficulties in switching to other types of activity, lack of concentration, and a decrease in the amount of mechanical memory.

According to the state of intelligence, children with cerebral palsy represent an extremely heterogeneous group: some have normal or close to normal intelligence, others have a mental retardation, and the rest have oligophrenia. Children without deviations in mental development are rare. The main violation of cognitive activity is mental retardation (cerebral-organic genesis).

For such children, disorders of the emotional-volitional sphere are characteristic, in some children they manifest themselves in the form of increased emotional excitability, irritability, motor disinhibition, in others - in the form of lethargy, shyness, timidity. The tendency to mood swings is often combined with the inertia of emotional reactions.

In the structure of the defect in children with cerebral palsy, speech disorders occupy a significant place. Of great importance in the mechanism of speech disorders in children with cerebral palsy is the motor pathology itself, which affects the muscle tone of the speech apparatus. Speech disorders are based not only on damage to brain structures, but also on the later formation or underdevelopment of the parts of the cerebral cortex responsible for speech. Delays in the development of speech are associated with a limitation in the amount of knowledge and ideas about the environment, insufficiency of subject-practical activity.

1.2 Speech disorders in preschool children with cerebral palsy

In the structure of the defect in children with cerebral palsy, a significant place is occupied by a speech disorder with a frequency of about 70 percent of all children with this disease.

The forms of speech disorders are diverse, which is associated with the involvement of various brain structures in the pathological process. It is advisable to single out the following forms of violations:

1) Secondary delay in speech development;

2) Violations of the grammatical structure of speech;

3) Violations of the formation of coherent speech;

4) All forms of dysgraphia and dyslexia;

5) Phonetic-phonemic underdevelopment of speech, which manifest itself in the framework of various forms of dysarthria;

6) In more severe cases, such underdevelopment of speech as alalia develops;

7) General underdevelopment of speech.

With a secondary delay in speech development in children with cerebral palsy, there is a violation of the rate of speech development due to severe motor impairment and a pronounced impairment of activity.

General underdevelopment of speech is a persistent violation of speech development due to a severe lesion of articulatory motility in combination with sensory defects.

Vinarskoy E.N. the main forms of dysarthria speech disorders in children with cerebral palsy were identified. So, on the basis of a clinical and phonetic analysis of pronunciation speech disorders, eight main constantly occurring forms of dysarthric speech disorders are distinguished:

1) spastic-paretic (the leading syndrome is spastic paresis);

2) spastic-rigid (leading syndromes are spastic paresis and tonic disorders of control such as rigidity);

3) hyperkinetic (the leading syndrome is hyperkinesis: choreic, athetoid, myoclonus);

4) atactic (the leading syndrome is ataxia);

5) spastic-atactic (the leading syndrome is spastic paresis and ataxia);

6) spastic-hyperkinetic (the leading syndrome is spastic paresis and hyperkinesis);

7) spastic-atactico-hyperkinetic (the leading syndrome is spastic paresis, ataxia, hyperkinesis);

8) atactico-hyperkinetic (the leading syndrome is ataxia, hyperkinesis)

Let us consider in more detail the differentiated clinical symptoms in each form of dysarthria.

1. Pseudobulbar dysarthria as a neurological concept (damage to the central conduction of the cranial nerves) is only one of the components of this complex speech disorder. In addition to motor pure pseudobulbar disorders, children also show rigidity, hyperkinesis, ataxia, and apraxia.

With the development of pseudobulbar dysarthria - the child's speech is blurry, unclear; voice quiet, nasal, as a rule; there is salivation. Chewing is disturbed (children often up to 3-5 years old eat only pureed or semi-liquid food).

There are signs of underdevelopment not only of intellect and thinking, but also of other mental functions (perception, memory, attention, speech, motor skills, emotions, will, etc.) Secondly, there is a predominant underdevelopment of the most differentiated, ontogenetic young functions - thinking and speech with relative preservation of evolutionarily more ancient elementary functions and instincts. Speech is not developed, limited to sounds, individual words, there is no understanding of the speech addressed to them.

2. Spastic paresis, by the name of which the first form of dysarthria (spastic-paretic) is defined, is most common in the motor speech system in children with cerebral palsy. This syndrome occurs in almost all forms of dysarthria. Spastic paresis is associated with loss or weakening of the innervations of various cranial nerves, and the defeat of the central neurons V, VII, IX, X, XI, XII pairs of cranial nerves can be of a general or selective nature, which, in turn, forms a different degree participation of speech muscles in the speech act. In this case, it is important to conduct an examination at the same time, taking into account the degree of manifestations of spastic paresis.

Spastic paresis manifests itself in different ways: some patients cannot hold the desired articulatory position in time, others cannot perform it, and others can quickly switch from one position to another. In a number of patients, paresis leads to an increase in the latent period when the movement is turned on, to salivation to varying degrees.

The nature of the pronunciation side of speech: the voice is of insufficient strength and sonority, all parameters of voice capabilities are depleted, the amplitude of voice modulations necessary for live intonation is reduced, the rate of speech is slow, speech exhalation is exhausted, the breath is shallow.

The amplitude of articulatory movements in spastic paresis is always reduced, there is no complete reciprocity in the activity of the longitudinal, vertical, transverse muscles of the tongue, labialization is insufficient (protrusion of the lips forward with sounds: o, u, i, s, w, w, h, c).

3. The hyperkinetic form of dysarthria is named after the leading hyperkinetic syndrome.

The pronunciation side of speech: the voice is tense, intermittent, vibrating, changing in height and strength, modulation possibilities are possible within limited limits. With athetoid hyperkinesis, it is somewhat more difficult to pronounce affricative and fricative sounds.

Very often, the potential possibilities of voice formation in a child are much higher than he uses them in his speech. Intelligibility depends on the control of respiratory movements, on the ability to provide voice power in speech. Well-voiced speech is perceived by the listener as understandable. Even in the presence of many defects in the phonetic structure, cortical disorders are usually not observed, only the technique of writing and reading suffers.

4. Spastic-rigid formadisarthria is characterized by the manifestation of spastic paresis of the speech muscles and a violation of the tonic control of speech activity by the type of extrapyramidal disorder.

With this form of dysarthria, there is no long background of rest in the speech muscles, since the threshold of sensitivity to various stimuli is increased. A tense smile can be replaced by an instant spasm of the upper and lower square muscles of the lip, a tensely raised tip of the tongue is replaced by a wide spreading over the lower lip. This position is replaced by the withdrawal of the tongue outward, narrow tense.

During articulatory activity, the very amplitude of articulatory movements in this form of dysarthria gradually decreases, reaching zero, the child is forced to stop, a spasm of breathing appears, after a light breath and a pause, the child continues to speak again until a new spasm and so every 4-5 syllables. Very often, with this syndrome, there is an undifferentiated lip and lingual movements.

The pronunciation side of speech: the voice is deaf, tense, the amplitude of voice modulations decreases to zero, the strength of the voice is weakened, the flight of vowels is extremely low, the tempo is fast, the speech is sharply jerky, in rare cases the tempo can be slow with a gradual fading of the voice. The nature of sound pronunciation suffers to a greater extent in phonetic coloring, but more often the phonemic properties of sounds are still preserved. In the case of apraxic disorders, separate groups of sounds may fall out (as always, the most difficult ones are fricative, affricative, sanora). A specific type of sound pronunciation in this syndrome will be a weakness in the differentiation of labial, dental, soft and hard. Speech intelligibility is significantly reduced due to insufficient flight of sounds.

Thus, psycho-emotional disorders and personality traits in children with cerebral palsy, which are formed as a result of a complex of factors, play an important role in the impairment of the cognitive activity of sick children and require a special approach to correcting these disorders. An analysis of the literature and data from pedagogical practice shows that the content, methods and techniques of training and education developed for normally developing children of the first years of life cannot be fully used in correctional and developmental work with young children with developmental disorders, including with cerebral palsy, due to the significant specificity of their development. Features of the development of the personality and emotional-volitional sphere of a child with cerebral palsy largely depend not only on the specifics of the disease, but primarily on the attitude of parents, mother, and other relatives towards the child.

CHAPTER 2. PSYCHOLOGICAL CARE FOR CHILDREN WITH CEREBRAL PALSY

2.1 Speech therapy work with children with cerebral palsy

The planning of speech therapy work is based on the understanding of speech disorders, which are a complex complex of dysontogenesis, and includes a number of sections not only of a correctional speech therapy orientation, but also of a psychological and pedagogical orientation.

Basic principles of diagnostics: a comprehensive study of the child with the participation of various specialists - doctors, psychologists, teachers; systematic and qualitative analysis of the identified disorders in the development of speech activity, taking into account the age characteristics of the child and the conditions of his development, identifying not only actual, but also potential opportunities for the speech development of the subject.

In the education of correct speech, the normalization of speech breathing is important, because. in patients with cerebral palsy, it is usually superficial, sharp, restless, short, and often the words are pronounced by the child while inhaling. It is necessary to pay attention in speech exercises to the fact that the child pronounces the words in a phrase together, i.e. not each word separately, but all together as one big word, because it is usually difficult to start speaking, and therefore, the fewer disjointed words he utters, the less difficulty he will have.

Learning to distinguish vowels in a word (reliance on vowel sounds) is of great importance for those children who have speech convulsions on consonant sounds. The pronunciation of some vowels at length facilitates speech, relieves speech convulsions.

At the same time, a speech therapist, if necessary, works to correct pronunciation deficiencies, expand vocabulary, improve grammatical structure, and develop the ability to correctly and consistently express one's thoughts and desires.

No less important is the other side of speech therapy work - the education of a harmoniously developed personality. The main task is to eliminate in children Speech therapy work begins with a psychological and pedagogical study of the child. It determines the choice of means and techniques before and during this work, allows you to evaluate its effectiveness and make recommendations after completion.

Speech therapy classes are the main form of speech therapy work, because. most fully express the direct correctional and educational impact on the child (direct speech therapy impact). All other forms of work of a speech therapist constitute a system of indirect speech therapy influence, tk. in fact, they contribute to, complement or reinforce the results of direct speech therapy impact.

Speech therapy classes are conducted both with a group of children and individually. But for training verbal communication and educating the correct behavior of a child in a team, group classes are the predominant form.

Individual classes are held in the form of additional exercises to correct incorrect pronunciation, psychotherapeutic conversations, etc. Speech therapy classes should, first of all, reflect the main tasks of the correctional and educational impact on the speech and personality of the child.

An important requirement for speech therapy classes is to take into account the basic didactic principles: to be regular, systematic and consistent; carried out depending on the individual characteristics of each child; rely on the consciousness and activity of children; be equipped with the necessary aids, visual and technical teaching aids; to promote the strength of the cultivated skills of correct speech and behavior.

2.2 Basic Developmental Correction Techniques for Children with Cerebral Palsy

paralysis defect psychological speech therapy

Bot's technique

The French Botha outlined their system of work in the book: "Therapeutic education of children with motor disorders of cerebral origin." The aim of Bot's work is proclaimed to provide each child with maximum achievements.

Pedagogical work consists of several sections:

1) Education of motor functions.

2) Education skills.

3) Education of speech.

4) Social adaptation.

The authors attach no less importance to the development of personal qualities. Much attention is paid to preparation for school. It includes not only preparation for writing, but also the development of speech, auditory perception, rhythm, visual attention and memory.

With significant motor difficulties, it is suggested to consider the possibility and expediency of using a typewriter.

Conductive technique A. Peto.

Andras Peto was the organizer and the first director of the rehabilitation center in Budapest. He created a system of conductive (guided) learning.

The purpose of the work is to prepare for independent living.

Therapeutic, psycho-pedagogical and social impacts are combined. All the work is done by specialists - conductors or conductors, who are trained at the same institute. During training, they work as assistant conductors.

General principles of conductive pedagogy:

1. It is necessary to adapt a child with a pathology to real life conditions.

2. This adaptation is provided through training in skills.

3. It is necessary to achieve maximum ownership of the preserved functions.

4. Consolidation of the formed actions in practical situations.

5. It is necessary to work on the prevention and elimination of the inferiority complex.

6. The child should see around him not only sick, but also healthy children.

7. The learning process must ensure continuous development.

One of the main provisions of the methodology is that the child must master a new ability every day. This greatly improves motivation. Much attention is paid to learning to grip, support, and hold the posture.

Training must be done in groups. In free games with peers, learned abilities are developed.

Peto's technique is applicable to children with cerebral palsy with a fairly high level of consciousness. When selecting children for classes, preference is given to children with intact or partially intact intelligence, who have literate, persistent, active parents. The age of children is over 3 - X years.

Methods of psychomotor kinesitherapy by M. Prokus.

The method of Marcel Prokus is designed to work with children aged 4-7 years. The main principle of the technique is the alignment of psychomotor development by influencing the main areas of development: motor, sensorimotor, intellectual, emotions and speech.

The motor area is corrected according to the following parameters: normalization of muscle tone, development of visual-motor, visual-auditory, visual-motor-tactile coordination, improvement of the ability to maintain balance, elimination of unnecessary accompanying movements.

Classes include 4 stages:

Stage 1. Introductory part. A relaxing massage is performed with a conversation to understand the body schema, as well as rhythmic exercises to the music.

2. stage. Development of general motor skills.

3. stage. The development of fine motor skills.

4. stage. Generalizing.

Combined exercises are used to strengthen muscles, develop a body scheme, develop spatial orientation, develop time orientation, and develop a tempo-rhythmic sense.

Methodology E. Mazanek.

The methodology of Eva Mazanek is presented as a psychological and pedagogical rehabilitation, acting as one of the sections of an integrated approach, including medical, speech therapy work, feeding training, physiotherapy exercises.

The work is based on the following principles:

1. Mandatory emotional contact.

2. Providing the child with a sense of security.

3. Active participation of the child in work. It is ensured that the child is explained what his difficulties and shortcomings are.

5. The work is carried out in the game activity.

6. Dosage of tasks in accordance with the capabilities of the child.

7. Repetition and consolidation of the material.

The Mazanek technique is designed for children from birth.

CONCLUSION

Cerebral palsy is a disease based on motor impairment, which entails mental and speech disorders. The sooner correctional work begins, the better for the child. The main goal of correctional work in children with cerebral palsy is to provide children with medical, psychological, pedagogical, speech therapy and social assistance; ensuring the most complete and early social adaptation, general and vocational training.

It is very important to develop a positive attitude towards life, society, family, learning and work. The effectiveness of medical and pedagogical measures is determined by the timeliness, interconnectedness, continuity, succession in the work of various links. Medical and pedagogical work should be complex. An important condition for a complex impact is the coordination of the actions of specialists in various fields: a neuropathologist, a psychoneurologist, an exercise therapy doctor, a speech therapist, a defectologist, a psychologist, and an educator. Their common position is necessary during examination, treatment, psychological, pedagogical and speech therapy correction.

LIST OF USED LITERATURE

1. Arkhipova E.F. Correctional work with children with cerebral palsy. M., 1989.

2. Badalyan L.O., Zhurba L.T., Timonina O.V. Children's cerebral palsy. M., 1989.

3. Danilova L.A. Methods of correction of speech and mental development in children with cerebral palsy. M., 1997.

4. Levchenko I.Yu., Prikhodko O.G. Technologies for teaching and educating children with disorders of the musculoskeletal system: Proc. allowance for students. avg. ped. textbook establishments. -- M.: Publishing Center "Academy", 2001.

6. Mastyukova E.M., Ippolitova M.V. Speech disorders in children with cerebral palsy. M., 1995.

7. Nazarova N.M. Special Pedagogy. / Edited by Nazarova N.M. -- M.: ACADEMA Publishing House, 2000.8. Shipitsina L.M., Mamaychuk L.M. Cerebral palsy. SPb., 2001.

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Features of conducting classes with children with severe motor pathology in a sensory room using techniques of body-oriented psycho-correction.

Ponomareva G.A., psychologist

Children with severe forms of cerebral palsy are children with multiple disorders, including the leading ones - motor and sensory (sensory) disorders. This is a very difficult contingent. Indeed, how to properly organize work with a child if he does not walk and does not sit on his own, but only with the help of a parent, he has almost or no voluntary movements with either his arms or legs, and he does not speak, but can make separate sounds, and sometimes not even that? How to include him in society, how to help him learn something? How to fill his life with new content?

Our experience of working with children with severe motor pathology aged 5-7 years and older in the sensory room shows that correctional and developmental work can be quite productive if a lot of attention is paid to working with the body in the classroom, and body-oriented therapy techniques are used. The child in our classes is always the subject of the process and relationships, so children come to classes with pleasure, feel successful. Starting work in a group with the needs of the body of each individual child, we build relationships of cooperation and mutual respect in which children acquire the necessary social experience, as a result, their behavior and self-esteem change.

Psychophysical rehabilitation of children with cerebral palsy of preschool and school age has its own characteristics, since by this time the children have already formed pathological stereotypes of postures and movements. The rate of obtaining positive dynamics as a result of physical culture and health-improving work is sharply slowed down, which negatively affects the further development of their cognitive activity and limits the possibility of their social adaptation. The process of restructuring pathological postures and movements in children with cerebral palsy, as a rule, is long and difficult, since the old, fixed pathological “body scheme” is convenient and familiar to them, and any attempt to normalize the vicious position causes a feeling of discomfort and a new unusual action. Specialists working with the body (teachers of exercise therapy, specialists in adaptive physical education, psychologists who use body-oriented methods in their work, etc.) at the same time face the negative emotions of the child, his unwillingness to take an active and even passive part in the restructuring of the fixed pathological stereotype.

A specially organized environment in the sensory room, filled with a variety of stimuli, allows you to improve and develop not only the sensorimotor skills of a child with cerebral palsy, but also significantly stabilize the psycho-emotional state, create conditions for stimulating speech activity, form a more positive self-esteem, and significantly improve the quality of life.

A particularly important point is the ability to unite children in groups, to conduct group classes. During classes in a group, children's tendency to imitate is realized, and the elements of competition present in the classes push the child to master new motor skills that require significant active volitional efforts. These abilities are especially pronounced when building a lesson in the form of a game that stimulates physical activity, the most adequate for children of preschool and school age.

As you know, the developing brain has great compensatory capabilities. In its structural and functional maturation, among other factors, the leading role of the endogenous mechanism - motor afferentation - is confirmed. This, first of all, determines the need for constant use in the complex of rehabilitation measures for cerebral palsy of psychophysical exercises, techniques of body-oriented psycho-correction, as a pathogenetically substantiated method of correctional-developing and health-improving work with an emphasis on the active participation of the child himself in the rehabilitation process.

Provided that a relationship based on empathy, cooperation between a specialist and a child is established, it becomes possible to develop his conscious attitude towards the rehabilitation process and interest in achieving positive results. Then the volitional efforts of the child can be directed to the correction of motor defects with the help of various means.

Movement disorders, hypodynamia and stiffness of children with cerebral palsy often create a false impression that they have a pronounced mental retardation. However, during observation and communication, intellectual preservation and differentiation of emotions are revealed, deep personal reactions are noted - touchiness, experiencing one's defect, and in the process of psycho-correctional work, positive dynamics in psycho-emotional development are noted.

Under the influence of psychophysical exercises in the muscles, tendons, joints, nerve impulses arise that go to the central nervous system and stimulate the development of the motor areas of the brain. In the process of working with the body, the postures and position of the limbs are normalized, muscle tone is reduced, violent movements are reduced or overcome. The child begins to correctly feel the position of various parts of the body and his movements, which is a powerful incentive for the development and improvement of motor functions and skills.

The use of body-oriented methods aims to influence the nature of sensory corrections. A special role is given to movement as a psycho-corrective factor. At the same time, psychophysical exercises are the nonspecific stimulus that affects the mental and physiological mechanisms involved in the development and manifestation of the disease. Therefore, work with the body helps to work through the traumatic psycho-emotional experience of the child. Let us refer to the words of L. Burbo (2001): "The body is the best friend and adviser." All the necessary resources are available to the child at any time. However, certain methods are needed to awaken them and teach him consciously use them. The concept of a psychological “body scheme” was introduced by P. Schilder to describe a person’s system of ideas about the physical side of his own “I”, about his body - a kind of bodily-psychological “map”. Neurophysiologically, the corresponding primary or projection zones of the cerebral cortex are primarily associated with the body schema (the primary sensorimotor zone is the precentral gyrus of the frontal lobe, the primary somatosensory area is the postcentral gyrus of the parietal lobe), as well as secondary, associative zones that perform integrative functions (lower parietal gyrus - the zone of two-dimensional-spatial skin sensitivity and the lower parietal gyrus - the area of ​​\u200b\u200bthe primary brain circuit of the body). In the modern view, the body schema is created on the basis of the functional association of various parts of the brain responsible for both sensory-discriminatory processes (listed above) and cognitive-evaluative and motivational-emotional processes. (Cited by M. Sandomiersky, 2007).

According to M. Feldenkrautz, “every person moves, feels, thinks and speaks in his own way, that is, in a way corresponding to the self-portrait that he continues to paint throughout his life. In order to change his course of action, he must change the self-portrait he carries within himself. Often our ideas about ourselves, which are also expressed in our “body scheme”, are distorted or incomplete ...”. The essence of the Feldenkrautz method is the awakening in oneself of the ability to find one's own ways of moving, expanding one's set of movements with the help of an experimental enumeration of different options. In this way, bodily sensitivity is noticeably improved, and the “body schema” can be significantly refined and expanded. The nervous system and the musculoskeletal system are closely related to each other. Any activation of the nervous system is accompanied by a change in the state of the muscles, and the brain, in turn, constantly receives information about every change in the position of the body, joints, muscle tension, etc. Such an interconnection of systems allows, on the one hand, to recognize the internal state of the nervous system by muscle tension, and, on the other hand, through muscles and joints, to influence the nervous system. Muscle tension is an external, visible picture of the state of the nervous system. Every thought and every feeling finds its expression in movement. Strong emotions such as rage and fear cause noticeable changes in the muscles of the body.

External changes lead to internal changes. Next, we present the conclusions made by M. Feldenkrautz, and on the basis of which we build our work on body-oriented psychocorrection with children with severe motor pathology:

All muscular activity is movement;

The nervous system is primarily concerned with movements;

Movements reflect the state of the nervous system;

The quality of movement is most easily determined from the outside;

The movements bring great experience;

Sensations, feelings and thoughts are based on movements;

Movement is the basis of self-awareness.

Thus, Feldenkrautz considered movement to be the most effective means of achieving fundamental changes in human life in general.

Body language is a universal language for all people, including those with severe impairments in the motor sphere. It is likely that the involuntary, unconscious movements of a child with cerebral palsy are a consequence of the reaction of the parts of the brain, nervous system and body experienced during childbirth (89% of parents of children with cerebral palsy indicate birth trauma) or in infancy psycho-emotional or physical trauma. Working with unconscious, reflex (spasticity, hyperkinesis) movements and translating them into conscious, controlled ones helps to harmonize the interaction between the brain and the body. As Robert Masters puts it, “We don’t know how to connect together movement, sensation, thinking and feeling, and we don’t know how the interaction of mind and body determines what we are and what capabilities we really have.”

Involuntary movements (we mean hyperkinesis and spasticity) of a child with cerebral palsy suggest that he once needed these movements for something! "Every process tends to end," says Arnold Mindell. Movement is a process. Therefore, every movement strives for completion. To help the child work with these movements that are quite natural for him, to feel and complete the process that once began, but not completed, to translate unconscious movements into conscious, regulated, controlled - this is the task that we set in our classes in the sensory room when working with body.

The experience of our work with children with severe motor pathology shows that such work is always productive, it leads at the first stage to an improvement in the motor sphere of the child: a decrease in muscle spasticity, a decrease in hyperkinesis, with muscle rigidity - to an increase in muscle tone, the development of voluntariness in movements. Also, and, in our opinion, this is a very important factor, the child's attitude towards himself changes, his own abilities are assessed in a new way, the child begins to experiment and move differently than before. In the process of working with the body, other problems are also solved: behavior improves, motivation for activity and cooperation appears, and the emotional state improves significantly. The situation of success and the acquisition of new bodily experience helps to discover resources that were not previously used by the child himself.

Thus, body-oriented psychocorrection with children with severe motor pathology, in our opinion, is that important link in correctional and developmental work that allows you to optimize the entire process of correction and development of such children and make it more successful and productive.

Very important, in our opinion, in our classes is the mandatory presence of a parent. After all, it is necessary not only to teach the child to move and treat himself in a new way, but also to show the parent what the child can do, to teach him to perceive him in a new way. Parents learn how to properly interact with the child, learn how to work with the body and continue this work at home. It is always a pleasure to watch how the shyness of mothers and fathers passes, they rejoice in the achievements of their child, they begin to be proud of him.

Working with children with severe forms of cerebral palsy has a number of features. Most often, these children cannot speak, and the specialist cannot get an answer to any of his questions. But body language is more eloquent than any other language. If a specialist organizes the work correctly, proceeding from the needs of this particular child, then the child cooperates with pleasure: plays games with legs, arms, etc.

In any work with the body, the basis is the person's differentiation of sensations of tension and relaxation of the whole body, its parts or some muscle group. But how to explain to a child what tension and relaxation are, if his body is in constant tension and relaxes only during the period of night sleep, and he does not know how this happens, since he is not aware of this process? How to teach him to be aware of what is happening in his body, arm, leg? How to teach to control involuntary movements?

A differentiated approach to correctional and developmental work is, first of all, work with the potential that each individual child has, taking into account his characteristics and his capabilities. It is very important - to go from the child, his movements, his needs. Therefore, we begin our work with the body by studying the possibilities of the body of each individual child. First of all, for any specialist, the presence of voluntary movements is of interest. But in children with severe forms of cerebral palsy, voluntariness in movements is practically absent or very difficult. Work with the body in such cases begins with an involuntary movement - hyperkinesis or strong spasticity. Simply put, we work with what we have, turning the whole process of working with the body into a fun game.

Body games.

Hand games. For example, a specialist holds out his hand to a child with the words: "Let's say hello." But the child's hand goes to the side or back. Therefore, we begin work with this movement. The instruction helps the child to focus on the movement and his sensations, and to realize them. “Your hand wants to play. Let's play with her. The hand went up, it is tense, hard, strong, so keep it there and intensify this movement. I will count to 3 (5). On the count of three (five), you will make a very big effort to keep her in this position and increase the movement. Now relax and let her rest. Now it is soft, relaxed, heavy.” The account is necessary when performing the exercise, as it marks the beginning and end of the process of tension, and the transition to the next stage - relaxation. The specialist touches the hand, but does not perform the exercise for the child. This gesture can mean "I'm with you" and helps the child to concentrate on the processes that occur in this hand. Hyperkinesis is an involuntary movement associated with an increase in muscle tone, that is, tension. Tension cannot continue all the time, and even with its intensification. Therefore, after the end of the exercise (at the expense of 3, 5), the hand relaxes. The child receives the first experience of voluntary tension and subsequent relaxation, which he is aware of. The exercise is repeated 2 more times. For better relaxation of the hand, gently shake it. To do this, gently hold the child's elbow with the left hand, and with the right, holding the fingers, lightly shake it. You need to raise your arm (leg) no more than 7-10 cm from the surface on which the child lies. But the most important thing at all stages of working with the body is the active participation of the child himself, his involvement in the process, his awareness of what is happening with his arm, leg, body, etc. This is very important. Next, we go clockwise. Let's move on to the left hand. What does this hand want? We start with the movement that the child suggests. We repeat all the procedures: an exercise for tension and shaking for the left hand.

The next exercise is aimed at strengthening the child's differentiation of feelings of tension and relaxation.

"Handle-table". The child lies on the tatami. We help him stretch his right hand up and open his fingers (if the fingers do not open in the first lessons, we work with a fist). The specialist puts his hand on the palm (fist) of the child, while fixing the elbow. Slightly pressing the palm (cam), we artificially create tension in the hand. We count to 5. Then carefully shake off the hand, and leave it alone. We comment on what is happening: “At first the hand was hard, tense, and now it is soft, heavy, relaxed, it has worked, and now it is resting.” We do the exercise 3 times. We do the same with the left hand.

Foot games. We perform the first exercise, focusing on the needs of the body of a particular child. Everything is like with hands. Each movement is performed on 3-5 accounts, 3 times. After each tension exercise, gently shake off the legs. To do this, hold the child's leg under the kneecap with the right hand, and hold the toes with the right hand. Raise the leg 7-10 cm above the surface of the tatami and gently shake it.

The following exercise will help reinforce the child's experience of distinguishing between tension and relaxation.

"Strong legs". The specialist kneels at the feet of the child. If possible, we straighten and raise the child's legs, with one hand we hold the knees so that the legs do not bend, with the other we hold the foot and rest our stomach against the legs. According to the count, we begin to lean forward, using the child’s legs as a support, artificially creating tension. We hold the tension up to 5. Now, helping the child to relieve tension, we shake our legs (see above).

Head and neck games. We gently bring our hands under the child’s neck, so that his head lies in his hands folded in a boat, carefully pull his neck towards us. "Now I'll shake your head." The movements are slow, careful we do 3-5 times.

“Now let’s play with the head and neck. I turn your head to the right, and you hold it a little in this position. Gently turn the child's head to the right, carefully fix it with a hand on the cheek, closer to the ear, and count up to 3 (5). “Now the head is straight and I will shake it again.” The specialist gently shakes the child's head. “Now turn your head to the left. Hold her while I count to 3 (5)." Again, soft wiggles. We do head turns 3 times in each direction.

Similarly, we tilt the head forward and backward. The main thing is that the child maintains a given position until the end of the count. The specialist holds a little, helps to hold a little, sets the movement, but all this is at the first stages of work, when the child is just entering the process of working with the body.

Body games. We carefully take the child by the waist and, slightly lifting it up, shake it. Now the child is passive, he feels how his spine is being released from tension. We do the exercise 3-5 times.

An exercise "Stretching" helps to remove muscle clamps, harmonize the internal energy of the child.

"Vertical stretch". We start on the right side of the child's body. The specialist carefully holds the right hand at the wrist and the right leg at the ankle and, according to the count, begins to easily pull the arm up and the leg down. We count up to 3. At count 3, the movement stops. It is very important to simply indicate the movement, the child performs it himself. We do the exercise 3 times. Then the specialist moves to the left side of the child's body. The stretch is repeated 3 times on the left side.

"Diagonal stretch". It is performed in the same way as the "vertical stretch", only the right arm is stretched with the left leg, and the left arm with the right leg. It is also performed 3 times. Finish stretching by shaking your arms and legs. It is very good if a parent or other specialist is present at the lesson, then the arms and legs are shaken at the same time. One specialist shakes the hands, the other shakes the child's legs. If one specialist works, then we shake the child’s hands first, then the legs.

The results of working with the body can be felt and evaluated immediately: the tone of the muscles changes, they become less tense, more relaxed. But the most important thing is that such work is perceived by children very positively, children play with great pleasure, cooperate with a specialist, other children and parents.

Very often, in the process of working with the body of a child with cerebral palsy, vibrations, muscle tremors in the arms and legs occur. A. Lowen paid special attention to the induction of involuntary muscle contractions in the patient (muscle tremors, tremors, vibrations) in the process of therapy. Therefore, there is no need to be afraid of this. It is necessary to draw the child's attention to this process and let the process complete without trying to interrupt it: “Your leg is dancing. Feel this dance, let her finish it." So, according to Lowen, the movement of energy in the muscles is restored. And this indicates positive changes in the body of the child.

Such work with the body helps the child develop kinesthetic sensitivity, that is, the ability to perceive and analyze the movements of his own body, expand the range of motion, recognize and control the needs of the body. Work with the body leads to the development of motor abilities, improvement of coordination of movements, reduction of hyperkinesis and spasticity, improvement of breathing and psycho-emotional state of the child.

Breathing exercises. This stage of work is described in detail by us in the "Program" (See "Literature", 6). After working with the body using psychophysical exercises, you can move on to motor exercises. These can be yoga exercises and psychodynamic meditations (see ibid.). We give a few more exercises that we invented in the process of working with children with severe motor pathology.

Game movement exercises.

Target: development of motor skills, coordination of movements, obtaining new motor experience, formation of a positive attitude towards oneself in a situation of success.

Starting position: children sit on their heels with emphasis on their knees around the soft module. “Once upon a time there was a leopard. He was bold and agile and loved to hunt. But, at first, he sat in ambush so that no one would notice him and waited for the prey (the children are grouped: they lower their heads to their knees, facing the back of their hands, the posture is relaxed, free). And then, sneaking up and - jumping (children rise on their hands and, helping with their feet, fall on a soft module). In subsequent lessons, the instruction is short: “The leopard hid, hid (grouping). Now creeps up (several hand movements, similar to the movements of a cat that sharpens its claws). And jumps (jump on the soft module). We repeat 3 times.

Equipment: large soft module "Island".

"Jackknife"(from yoga)

Target: development of coordination of movements, stretching of the spine,

Content: Starting position: lying on the right side - the posture of the fetus. Then the “knife opened”: according to the instructions, the children simultaneously stretch their arms up and their legs down, keeping on their side. The exercise is performed slowly, to calm music. Now the "knife" is folded. Slowly, slightly relaxed, the children pull their arms to their chest, and their legs to their stomach. "Knife" formed. We perform the exercise 3 times on the right side. Then the children roll onto their left side and repeat the exercise 3 more times.

Children with severe motor pathology in the early stages of work need the help of parents or a specialist.

Equipment:

Target: harmonization of the energy potential of the body, development of coordination of movements, acquisition of new motor experience, work with fear of unusual movements.

Equipment: sports tatami for every child.

Sensory ball exercises.

Attempts to adapt the energy exercises of A. Lowen "Arch of Lowen" and "Arc of Lowen" for children with severe motor pathology led us to improvisation using a sensory ball.

Target: harmonization of the internal energy of the child, removal of muscle clamps, stretching of the spine.

Content: Place the child face down on the sensory ball. We bring our hands under the stomach and gently shake. This will help him relax his back. Then 3-5 soft, sliding hand movements along the spine from top to bottom, comment: "The back relaxes, the body seems to spread over the ball." Now, with soft, sliding movements, we lead along the arms from the shoulders to the fingertips: “The arms relaxed and hung”, also with the legs - we lead from the hip to the foot: “The legs relaxed and hung.” "The whole body is relaxed, as if spread over a ball." Then you can swing the ball back and forth. We turn the child over, now he lies on the ball face up. We repeat the procedure. We finish by swinging on the ball. After a few sessions, you can finish rolling on the ball when you hold the child’s legs, and he tries to reach the floor with his hands, if this brings him pleasure.

Equipment: big touch ball.

"Tower"

Target: development of concentration of attention, activation of motor potential, improvement of self-esteem and self-attitude, formation of motivation for activity.

Equipment: soft modules "Pebbles".

"Free yourself!"

Target: increasing the energy potential of the child, overcoming fears and phobias, the formation of positive self-esteem and self-attitude.

Equipment: soft modules "Trapeze" 6 pieces.

"Tunnel"

Target: increase in energy potential, improvement of psychophysical and emotional state and breathing, improvement of self-esteem and self-attitude, formation of motivation for activity.

Content: We put the Tumbleweed soft module horizontally in front of the child, give the instruction: “There is a tunnel in front of you, you need to climb through this tunnel, and I (mother) will wait on the other side.” We help the child, if necessary, climb inside and go to the other end of the pipe. At this point, emotional support and empathy are needed for the child.

Equipment: soft module-pipe "Tumbleweed".

Warning!

This is a very psychologically difficult exercise for children who were traumatized at birth and are afraid of confined spaces. Therefore, when performing it by a child, especially for the first time, the specialist must be extremely careful and monitor the emotions of the children. When a child shows anxiety, you need to help him quickly get out of the pipe, praise, say that it was not easy, but he did it. Overcoming your fear is not an easy task. As a rule, with the right support, already in the second lesson, the child copes with this task on his own to a greater extent.

"Rocket launch"

Target: increasing self-esteem, overcoming fears, phobias, the formation of motivation for activity.

Content: From the soft modules "Pebbles" we build a staircase. The highest module is the cosmodrome, from where the rocket (child) will be launched into space. Cosmos - soft module "Island", which is located behind the cosmodrome. In order to send a rocket into space - to drop a child onto a module, you need him to climb the stairs and get ready for launch. Of course, children cannot walk up the stairs on their own, they are helped by a specialist and parents. But they try very hard to walk with their legs, tune in to the flight, and on the count of 3 they fall on the soft module. This exercise causes a storm of positive emotions, delight from the feeling of flight and landing that the child has not experienced before.

Equipment: soft module "Island", soft modules "Pebbles".

Each lesson ends with a 5-minute relaxation with the lights off using special equipment for the "Sensory Room": "Light fiber" lamp, tactile-light bubble column, "Mercury" projector. Nice slow music is on. Each child finds his own place to rest.

Literature.

1. Levchenko I.Yu., Prikhodko O.G., Guseynova A.A. Cerebral palsy: correctional work with preschoolers.-M .: "Book-lover", 2008.

2. Lowen A. and L. Collection of bioenergy experiments. Ed. "AST", M.: 2006.

3. Malkina-Pykh I.G. Body Therapy. Reference book of practical psychologist. - M.: Eksmo Publishing House, 2007.

4. Masters R. Body awareness. Psychophysical exercises. "Sofia": 2006.

5. Mindell A. The power of silence. How symptoms enrich life. - M.: Publishing house "AST", 2004.

6. Ponomareva G.A., "The program of correctional and developmental activities with children with cerebral palsy from 3 to 12 years old in a sensory room" Sat. DO of Moscow YuOUO "Education and upbringing of children with disabilities." (From the experience of the work of specialists of the Center for Curative Pedagogics and Differentiated Education), M: 2008.

7. Sandomiersky M. Psychosomatics and body psychotherapy. Practical guide. - M.: "Class", 2007.

8. Shubina E. Fundamentals of body therapy. Publisher: "Science and technology", 2007.

9. Ustinova E.V. Cerebral palsy: correctional work with preschoolers.-M .: "Book-lover", 2008.

Test work on the basics of pedagogy and psychology

Subject: Correctional work in children with cerebral palsy.

1. Medical correction.

2. Psychological correction of cognitive processes.

3. Principles of psychocorrection of the child.

4. Psychological correction of emotional disorders.

5. Correction of speech disorders.

6. Special correctional institutions.

7. Psychological and pedagogical correction in a preschool institution.

The main goal of correctional work in cerebral palsy is to provide children with medical, psychological, pedagogical, speech therapy and social assistance; ensuring the most complete and early social adaptation, general and vocational training. It is very important to develop a positive attitude towards life, society, family, learning and work. The effectiveness of medical and pedagogical measures is determined by the timeliness, interconnectedness, continuity, succession in the work of various links. Medical and pedagogical work should be complex. An important condition for a complex impact is the coordination of the actions of specialists in various fields: a neuropathologist, a psychoneurologist, an exercise therapy doctor, a speech therapist, a defectologist, a psychologist, and an educator. Their common position is necessary during examination, treatment, psychological, pedagogical and speech therapy correction.

1. Medical correction.

Therapeutic physical culture is an integral part of the medical rehabilitation of patients, a method of complex functional therapy that uses physical exercises as a means of keeping the patient's body in an active state, stimulating its internal reserves in the prevention and treatment of diseases caused by forced physical inactivity

The means of physical therapy - physical exercises, massage, hardening, passive gymnastics (manual therapy), labor processes, organization of the entire motor regimen of patients with cerebral palsy - have become integral components of the treatment process, rehabilitation treatment in all medical institutions and rehabilitation centers.

The positive effect that is observed when using physical therapy in patients with cerebral palsy is the result of optimal training of the whole organism. The principles and mechanisms of the development of fitness are exactly the same both in normal and pathological conditions. To obtain a positive rehabilitation effect in children with cerebral palsy, long and hard work is required. Tasks of exercise therapy during the period of residual effects:

Reduction of hypertonicity of the adductor and flexor muscles, strengthening of weakened muscles;

Improvement of mobility in the joints, correction of perverse installations of the musculoskeletal system;

Improved coordination of movements and balance;

Stabilization of the correct position of the body, strengthening the skill of independent standing, walking;

Expansion of the general motor activity of the child, training of age-related motor skills;

Training together with educators and parents of self-service, the assimilation of the main types of household activities, taking into account the mental development of the child.

To solve the tasks, the following groups of exercises are used:

Relaxation exercises, rhythmic passive shaking of limbs, swing movements, dynamic exercises;

Passive-active and active exercises from lightweight starting positions (sitting, lying), exercises on a large-diameter ball;

Exercises with objects to music, switching to new conditions of activity, development of expressiveness of movements; exercises in various types of walking: high, low, "slippery", "hard", with pushing; exercises for the head in i.p. sitting, standing;

Adoption of the correct posture at the support with visual control; exercises in various starting positions in front of a mirror;

Exercises for the development and training of basic age-related motor skills: crawling, climbing (on the bench), running, jumping (at first on a mini-trampoline), throwing; exercises in motion with frequent changes in starting position;

Game exercises “how I dress”, “how I comb my hair”, etc.

During the period of residual effects, the complex of means of physiotherapy exercises is expanding. The physical rehabilitation program includes massage, applied types of physical exercises, occupational therapy, hydrocolonotherapy, physiotherapy (heat therapy, electrophoresis, UHF), hippotherapy, orthopedics (walking in splints, orthopedic boots, Adele space suit). The volume of daily motor activity of children gradually increases as they grow and develop.

2. Psychological correction of cognitive processes.

The complex structure of an intellectual defect in children with cerebral palsy requires a differentiated approach to psychological correction. When drawing up a psycho-correction program, it is necessary to take into account the form, severity, specifics of mental dysfunction and the age of a patient with cerebral palsy.

The main tasks of psychological correction of sensory-perceptual processes:

Teaching children the assimilation of sensory standards and the formation of perceptual operations.

· Development of constancy, objectivity and generalization of perception.

· Development of speed of perception of objects.

For this purpose, a variety of activities are used with children to teach them an adequate perception of the shape and size of objects. Classes are held in stages, with increasing complexity of tasks.

The correction process itself should take place in parallel with teaching children productive activities: designing, drawing, modeling, and appliqué. Particular attention is paid to the formation of constructive activity. Constructive activity is a complex cognitive process, as a result of which the perception of the shape, size of objects and their spatial relationships is improved (Luria, 1948; Wenger, 1969).

An important direction of psycho-correction is the development of visual-effective and visual-figurative thinking. In this regard, psychological correction should solve the following tasks:

1. Teaching children a variety of object-practical manipulations with objects of various shapes, sizes, colors.

2. Training in the use of auxiliary items (gun actions).

3. Formation of visual-figurative thinking in the process of constructive and visual activity.

Psychocorrective classes with children on the development of cognitive processes can be carried out both individually and in a group. In the classroom, the unity of requirements for the child on the part of the teacher, psychologist and other specialists should be observed, especially when correcting the ability to control one's actions. This is successfully achieved by observing the daily routine, clearly organizing the child's daily life, and excluding the possibility of not completing the actions begun by the child.

Directions and tasks of psychological correction of children with cerebral palsy in combination with mental retardation

Name and content of the block	Psychocorrective tasks and techniques	Forms of cerebral palsy
Motivational. The inability of the child to identify, understand and accept the goals of the action	Formation of cognitive motives: - creation of problem learning situations; - stimulating the activity of the child in the classroom; - analysis of the type of family education (with the dominant type, the cognitive activity of the child decreases). Receptions: - creation of game training situations; - didactic and educational games	Delayed development in children with motor disorders due to socio-pedagogical neglect
Operational and regulatory. Inability to plan their activities in terms of time and content	Teaching a child to plan activities in time. Preliminary organization of orientation in the task. Preliminary analysis with the child of the means of activity used.	All forms of cerebral palsy in combination with mental retardation of cerebroorganic genesis
Control block. The inability of the child to control their actions and make the necessary adjustments	Performance-based control training. Training in control by way of activity. Training in control in the course of performing activities. Receptions: - didactic games and exercises for attention, memory, observation; - learning to design and draw from models	Retarded development in children with cerebral palsy

Working with parents is very important in the psycho-correction of children with cerebral palsy.

3. Principles of psychocorrection of the child.

Principles as fundamental ideas of psychological correction are based on the following fundamental provisions of psychology:

Mental development and the formation of a child's personality are possible only in the process of communication with adults (Lisina, Lomov, etc.).

An important role in the mental development of the child is played by the formation of the leading type of activity (in preschool childhood - play, in primary school childhood - educational activity) (D.B. Elkonin and others).

The development of an abnormal child occurs according to the same laws as the development of a normal child. In the presence of certain, strictly thought-out conditions, all children have the ability to develop (L.S. Vygotsky, M. Montessori).

An important principle of psychological correction of abnormal development is the principle of the complexity of psychological correction, which can be considered as a single complex of clinical, psychological and pedagogical influences. The effectiveness of psychological correction largely depends on the consideration of clinical and pedagogical factors in the development of the child.

The second principle of psychological correction is the principle of unity of diagnostics and correction. Before deciding whether a child needs psychological correction, it is necessary to identify the features of his mental development, the level of formation of certain psychological neoplasms, the correspondence of the level of development of skills, knowledge, skills, personal and interpersonal relationships to age periods. The tasks of corrective work can be correctly set only on the basis of a complete psychological diagnosis of both the zone of the actual and the immediate development of the child. L.S. Vygotsky emphasized that “... in developmental diagnostics, the task of the researcher is not only to identify known symptoms and enumerate or systematize them, and not only to group phenomena according to external, similar features, but solely to use mental processing of these external data to penetrate into the inner essence of the processes of development”.

IVANOVA I.I. email :k [email protected].ru

Municipal budgetary educational institution

"Secondary school No. 1", Tambov

Considered Recommended

to the statement:

Pedagogical Council

MAOU secondary school No. 1 of 2016

I approve:

Principal of the school MAOU secondary school No. 1

Protocol #1

I.P. Kaznacheeva

Program of psychological and pedagogical support

student___ classG

Ivanova Ivanna Ivanovna

MAOU secondary school No. 1

teacher-psychologist: Yu.V.Kubasova

Tambov 2016

Relevance of this work lies in the fact that this program of psychological and pedagogical support for students with disabilities is drawn up in accordance with the Convention on the Rights of the Child dated November 20, 1959, the laws of the Russian Federation "On Education" (as amended and supplemented), dated November 24, 1995. No. 181-FZ “On the social protection of disabled people in the Russian Federation”, “On the education of persons with disabilities (special education)” (adopted by the State Duma on 06/02/1999), the Family Code of the Russian Federation of 1995, by a letter of the Ministry of Education of the Russian Federation of 03/27/2019. 2000 No. 27 / 901-6 “On the Psychological, Medical and Pedagogical Council (PMPk) of an educational institution”, instructive letter of the Ministry of Education of the Russian Federation No. 27/29 Children with cerebral palsy are characterized by specific deviations in mental development. The mechanism of these disorders is complex and is determined both by the time and the degree and localization of the brain lesion. The problem of mental disorders in children suffering from cerebral palsy is devoted to a significant number of works by domestic specialists (E. S. Kalizhnyuk, L. A. Danilova, E. M. Mastyukova, I. Yu. Levchenko, E. I. Kirichenko, etc.) 67-6 dated 14.07.2003 "On the Psychological-Medical-Pedagogical Commission".

Explanatory note.

Children with cerebral palsy are characterized by a peculiar mental development due to a combination of early organic brain damage with various motor, speech and sensory defects.

Long-term experience of domestic and foreign specialists working with children with cerebral palsy has shown that psychological assistance is one of the components of a comprehensive psychological, medical, pedagogical and social support for a junior schoolchild with cerebral palsy. Individual psychological correction is one of the important links in the system of psychological assistance to children with cerebral palsy of varying degrees of severity of intellectual and physical defects.

Planning and definition of tasks for individual correction is carried out after a comprehensive diagnosis. In particular, psychological examination is aimed at studying the personality of the child, determining the level of development of sensory-perceptual and intellectual processes and analyzing the motivational-need sphere.

In order to diagnose sensory-perceptual and intellectual processes, we use a set of psychological methods proposed by Mamaychuk I.I.

This individual program was developed in connection with a decrease in cognitive activity, insufficient development of cognitive processes: perception, memory, attention, thinking.

Results of the study of mental functions Ivanova Ivanna, 9 years old.

Emotional-volitional sphere friendly, easy to get in touch with. The emotional reaction to the diagnostic situation is manifested in the form of interest. Encouragement causes a reaction colored with positive emotions. After the remark, he tries to correct the mistake, clarifies the correctness of the actions.

visual perception insufficiently developed: distinguishes colors (selection by name): yellow, blue, green, black, white, there are difficulties in distinguishing tint colors; correlates and differentiates objects by size; partially correlates objects in shape (circle, square). Does not distinguish small details (vision features)

Temporary representations formed, spatial representations formed: differentiates right and left sides, top/bottom, knowsseasons, distinguished by the sequence of time of day. Understanding yesterday, today, tomorrow is.

Attention scattered, exhaustible, volitional effort is minimal, unstable. The gaze fixes on the subject for a short time, there is a mechanical sliding of attention from one object to another, the maximum concentration of attention on the task for 3-5 minutes. The volume of visual attention is much lower than the average for the age group. When performing tasks, constant individual training assistance from an adult, external stimulation is required.

Memory . The process of memorization is slow, requires repeated repetition. Involuntary, figurative, tactile and emotional memory predominates. The volume of auditory and visual memory is greatly reduced.

Thinking visually effective. When performing tasks that require analysis, synthesis, comparison, highlighting the main thing, adult learning assistance is required.

fine motor skills . Not developed. Strong spasticity of the arms makes movements limited and difficult, angular. There is no possibility of extending the arms from the elbow. With difficulty turns the palm up. The pencil is hard to hold. Hatching is possible with a ruler.

The level of assimilation of educational material : perceives new information with interest, with tips, "anchors" reproduces new information, with repeated repetition, is able to solve a typical problem without prompting an adult. Solving a non-standard problem using the analysis function is difficult.

This individual program was developed in connection with a decrease in cognitive activity, insufficient development of cognitive processes: perception, memory, attention, thinking, mental retardation in a child with cerebral palsy.

Program goal:

Creation of a system of comprehensive assistance to a child with disabilities (disorders of the musculoskeletal system) in mastering the basic educational program of primary general education;

Correction and development of sensory-perceptual and intellectual processes.

Tasks:

support for the development of the child;

support of the process of his education and upbringing;

correction of existing deviations (includes correctional work aimed at correcting or easing existing violations, and developmental work aimed at revealing the child's potential, achieving an optimal level of development)

Expected result:

1. Increasing cognitive activity, increasing efficiency, developing arbitrariness and stability of attention.
2. Formation of the ability to self-regulate their physical and mental state
3. Decreased psycho-emotional and muscle tension.

Program content.

The program is conditionally divided into 3 blocks.

Block 1. is aimed at the development of hand-eye coordination based on ideas about size, shape, color, the development of the integrity of perception, tactile-kinesthetic sensitivity.

Block 2. Correction and development of stability, volume, concentration and arbitrariness of attention, development of spatial orientations and temporal representations, development of memory.

Block 3. Development of visual-figurative thinking, the formation of mental operations: analysis, synthesis, comparison, exclusion, generalization

Classes are held once every two weeks, duration is 45 minutes, the total number of classes is 18 ()

The finger games and exercises used at the beginning of each lesson (“Good morning!”, “Fingers say hello”, “My palm”, etc.) develop coordination of the movements of the child’s fingers, reduce spasticity of the hands. For the development of tactile-kinesthetic sensitivity and fine motor skills, finger paints and colored sand are also used.

Relaxation games and exercises that are held at the end of each lesson reduce psycho-emotional and muscle tension ().

As a result of the implementation of the program, the child's cognitive activity increases, interest in joint activities with an adult, the child's need for communication through speech develops.

Literature:

Vinnik M.O. Mental retardation in children: methodological principles and technologies of diagnostic and correctional work / M.O. Vinnik. - Rostov n / D: Phoenix, 2007. - 154 p.

Grabenko T.M., Zinkevich-Evstigneeva T.D. Corrective, developing adaptive games. - St. Petersburg: "Childhood-press", 2004. - 64 p.

Levchenko I.Yu., Kiseleva N.A. Psychological study of children with developmental disorders. - M .: Publishing house "Knigolyub", 2008.

Levchenko I.Yu., Prikhodko O.G. Technologies for teaching and educating children with disorders of the musculoskeletal system: Proc. allowance for students. avg. ped. textbook establishments. - M.: Publishing Center "Academy", 2001. - 192 p.

Mamaichuk I.I. Psychocorrective technologies for children with developmental problems. - St. Petersburg: Speech, 2006. - 400 p.

Metieva L.A., Udalova E.Ya. Sensory education of children with developmental disabilities: a collection of games and game exercises. - M .: Publishing house "Knigolyub", 2008.

Semenovich A.V. Neuropsychological diagnostics and correction in childhood: Proc. allowance for higher educational institutions. - M.: Publishing Center "Academy", 2002. - 232 p.

Titova M. How to relieve fatigue. // School psychologist No. 22 November, 2008.

Shanina S.A., Gavrilova A.S. Finger exercises for the development of speech and thinking of the child. – M.: RIPOL classic: HOUSE. XXI. 2010. - 249 p.

Individual work plan

Name of the child: Ivanova Ivanna Ivanovna

Date of birth: 02.22.2006

Conclusion PMPK: the level of speech development does not meet the normative age indicators

Conclusion: F83, F70? CHAZN. Violation of writing and reading due to the lack of formation of the main means of the language. Dysarthria (m.p.)

Implementation period: 9 months

Responsible teacher - psychologist: Kubasova Yulia Vladimirovna

2. Thematic lesson plan.

lessons

Direction

Tasks

1

1. To form work skills that contribute to the development of fine motor skills.
2. Strengthen arm muscles with self-massage.
3. Develop visual perception, tactile hand sensitivity, hand coordination through exercise,
4. Create an atmosphere in the classroom that creates positive emotional stability.

1 task

2 task
Working with a ruler and pencil, hatching
3. task
Colors of the rainbow (color repetition)
4. task
"Remember the order"

2

Development of finely coordinated hand and finger movements

1. Coordinating the work of small muscles and joints of the hands, fingers (especially the thumb) and wrists.

2. Development of memory

1 task
Finger gymnastics (to reduce muscle tone)
2 task
"Remember the order"
3 task
Hatching (working with a ruler and pencil)
4 task
"Magic Squares"

3

1. Development of fine motor skills

2. Expansion of vocabulary.

1 task
Finger gymnastics
2 task
"Magic Squares"
3 task
The game "Vegetables" (development of auditory memory)
4 task
Assemble puzzles "vegetables"
5 task
"What does mom cook from vegetables"
6.task
how many parts does

lessons

Direction

Tasks

Development of cognitive processes

1. Development of fine motor skills

2. Development of memory

1 task

Finger gymnastics

2 task

Remember a couple

3 task

draw

Autumn

Development of cognitive processes

1. Development of thinking.

2. Development of speech

1 task

Finger gymnastics

2 task

Make up a story from a picture

3 task

Guess the animal

4 task

All year round

Development of cognitive processes

1. Development of thinking

2. Development of attention

1 task

Finger gymnastics

2 task

Finish the sentence

3 task

Lay out the pattern

4 task

Find differences

Development of cognitive processes

1. Development of motor-motor attention

2. Development of memory

1 task

Finger gymnastics

2 task

Edible - not edible

3 task

Ear-nose-mouth

4 task

Remember a couple

Development of cognitive processes

1. Development of thinking

1 task

Finger gymnastics

2 task

Guess the item

3 task

Third wheel

4 task

Find the extra

Development of cognitive processes

1. Development of imagination

2. Development of attention

1 task

Lay out the pattern

2 task

It happens doesn't happen

3 task

Flying - not flying

Development of cognitive processes

1. Development of logical thinking

2. Development of the imagination

3. Development of facial expressions

1 task

Assembling the puzzle

2. task.

We read the fairy tale "Gingerbread Man" by roles

3. task

We draw our continuation of the fairy tale

Development of cognitive processes

1 task

Lay out the pattern

2 task

Where did the bunny go

3 task

Gouache drawing "my mood"

Development of cognitive processes

1. Development of thinking (establishment of patterns on abstract material).

2. Development of verbal memory

1 task

Finger gymnastics

2 task

Find the shapes

3 task

Development of cognitive processes

1. Development of the ability to navigate in the space of the sheet.

2. Development of logical memory (establishment of associative links).

1 task

Above, left, right, below

2 task

Neighbor, through one

3 task

Combine words.

Development of finely coordinated hand and finger movements

1. Development of fine motor skills

1 task

Finger gymnastics

2 task

Where is this house

3 task

Colored sand drawing

Development of cognitive processes

1. Development of visual-figurative thinking

2.Memory diagnostics

1 task

Lay out the pattern

2 task

glades

3 task

Memorization technique 10 words

Development of cognitive processes

1. Development of memory

2. Work with facial expressions.

1 task

Reading a fairy tale

2 task

rhythm

3 task

Mimic exercises

Development of cognitive processes

1. Development of voluntary attention.

2. Development of auditory memory.

3. Development of visual-figurative thinking.

1 task

Lay out the pattern

2 task

Count right

3 task

find a way

Development of cognitive processes

1. Development of thinking

1 task

Finger gymnastics

2 task

Eliminate the excess

3 task

Simple analogies

4 task

Find the extra

Program content

Lesson 1

Target: Acquaintance, establishing contact. Development of finely coordinated hand and finger movements

Acquaintance "Let's get acquainted."

Description: Presentation to the child. We greet with a handshake. (characteristic of spasticity of the hand).

Finger gymnastics "My palm"

Description: To the music, we invite the child to do self-implantation of each palm.

"My palm is a pond,

Boats sail on it.

(slowly with the edge of the other palm we drive along the open palm, drawing a wave)

My palm is like a meadow

And snow is falling from above.

(touch your fingertips to your palm)

My palm is like a notebook

You can draw in a notebook

(we imitate a letter by drawing mugs in turn on each palm, etc.)

My palm is like a window

It's time to wash it.

(rub palm with fingers clenched into a fist)

Your palm is like a path

And the cats walk along the path.

(carefully step over with a finger or fingers on the palm of your hand)

Hatching (working with a ruler and pencil)

Equipment: hatching A (Appendix 3)

Description: on a sheet of format A 4

"Colors of the rainbow" (repeating colors, raising the mood) Draw a rainbow.

"Remember the order" (memory diagnostics)

Description: there are colored pencils on the table (7 pieces, according to the colors of the rainbow). The child remembers their location on the table. Then the psychologist rearranges some pencils. The task of the child is to guess what has changed and put the pencils in their places.

Lesson 2

Target: Coordination of the small muscles and joints of the hands, fingers (especially the thumb) and wrists. Memory development.

Finger gymnastics (to reduce muscle tone)

Equipment: prickly ball

Description:

"Remember the order"

Equipment: hatching B (Appendix 3)

Description: put toys, books (12 pieces) on the shelf. The child remembers their location on the shelf. Then the psychologist rearranges a few or removes, replacing them with others. The task of the child is to guess what has changed.

Hatching (working with a ruler and pencil) application 3

"Magic squares" (development of spatial representations, consolidation of knowledge of color)

Equipment: "Magic squares" (Appendix 4)

Description: move your finger along the multi-colored cells and follow the psychologist's commands, up, down, right, left. After naming several teams, the psychologist asks to name which cell they stopped at.

Lesson 3

Target : Development of fine motor skills. Vocabulary expansion.

Finger gymnastics "My palm" (repeat lesson 1)

"Magic Squares" (repeat lesson 2)

The game "Vegetables" (expansion of vocabulary)

Equipment: ball.

Description: The psychologist throws the ball to the child, who, having caught the ball, must name the word for some vegetable and throw the ball back to the psychologist. The game continues until all the known words "vegetables" have been named.

"Assemble the puzzle" (for fine motor skills, perception of the part and the whole)

Equipment: set of cardboard puzzles "Vegetables"

Description: The psychologist asks to assemble the puzzle, after that the child must name the resulting vegetables and say where, his mother uses him, what dish he likes with him. How many parts it consists of, and other characteristics.

Lesson 4

Target : Development of fine motor skills. Memory development.

Finger gymnastics

Thumb boy where have you been?

With this brother I went to the forest,

I cooked cabbage soup with this brother,

I ate porridge with this brother,

I sang songs with this brother.

Description: the child tells a rhyme and bends his fingers into a ring. The first time - we perform the exercise with the right hand. The second time - with the left hand. The third time - simultaneously with both hands.

"Remember a couple" (Appendix 3)

Equipment:

Description:

Drawing "Autumn" (fine motor skills, pressure control, decreased muscle tone)

Equipment: album sheet, gouache, glass of water, brushes.

Description: The psychologist explains to the child that now they will draw Autumn. Conventionally, the sheet is divided into 4 parts. The top is drawn with fingers, the bottom with a brush. Up the sky, down the trees leaves, etc. (options are discussed with the child). The psychologist helps the child to make the first few strokes by directing the hand and pressure. Then, the child draws himself.

Lesson 5

Target : Development of thinking. The development of speech.

Finger gymnastics (to reduce muscle tone) (repetition of lesson 2)

"Make a story according to the picture" (increase in vocabulary, development of thinking and speech)

Equipment: 2 sets of 4 pictures.

Description: We give the child pictures. They need to be arranged in order. Then you need to describe what is drawn to make a story.

If the child made up a very meager story, the psychologist himself compiles the story from these pictures so that the child can see how the text can differ from the same pictures. In this case, be sure to use descriptions of objects or characters. The child describes the second picture, the Psychologist asks additional questions.

"Guess the Animal"

Equipment: pictures with animals: fox, mouse, hedgehog, falcon, dog, owl, snake, wolf, bear, etc.

Description: The psychologist asks the child to guess which animal is characterized by qualities: cunning, like ...; cowardly as...; prickly like...; faithful as...; vigilant,

as...; wise as...; strong as...; hungry, how...?”

(possible with any other natural phenomena, etc.)

"All year round" (teaching children to see signs of seasonal changes in nature)

Equipment 1. A large rotating disk, divided into four sectors, pasted over with colored flannel (white - winter, green - spring, pink - summer, yellow - autumn). 2. A series of pictures pasted on the flannel. 1 series. Drawings depicting seasonal changes in nature: sun, rain, snow, leaf fall. 2 series. Flowers: Snowdrops, daisies, asters. Fruits: radishes, green onions, strawberries, tomatoes, lemons, apples. 3 series. Animals and birds at different times of the year. 4 series. Labor of people in nature. 5 series. Entertainment for children.

Description: The disk is spinning, the arrow points to one of the sectors. The child determines the season by the color of the sector and selects pictures corresponding to this season.

Lesson 6

Target : The development of thinking and attention.

Finger gymnastics "Castle" (motor development)

There is a lock on the door

Who could open it?

knocked,

Twisted

pulled

And they opened it!

(Put your fingers in the lock)

(knock hand in hand)

(twist with the hands without unclenching the fingers)

(pull the brushes in different directions without opening your fingers)

(sharply disengage fingers)

"Finish the sentence"

Description: The child is invited to insert the necessary words instead of dots.

An animal that meows is called...

The bird that croaks is called...

The tree that grows apples is called...

The tree that is decorated for the New Year is called ...

Then you can ask the child to independently make similar definitions of phenomena well known to him.

Equipment:

Description:

Nadi differences

Equipment: pictures (Appendix 3),

Description: find differences in pictures

Lesson 7

Target : Development of motor-motor attention, development of memory

Finger gymnastics "Burbot" (motor development)

One burbot lived in the river,

Two ruffs were friends with him.

Three ducks flew to them

Four times a day

One, two, three, four, five.

Slow movements with joined palms, imitating swimming.

Hand movements on both sides.

Wave your palms.

Bend your fists.

Unbend fingers from cams, starting with large ones.

Edible - not edible (development of attention, familiarity with the properties of objects)

Equipment: ball.

Description. Depending on the named object (whether it is edible or not), the child must catch or hit the ball thrown to him by the psychologist.

Ear-nose-mouth (development of attention)

Description: the child stands near the sofa and follows the commands that the psychologist says and shows. Nose - they point a finger at the nose, the floor - lower their hands down, the ceiling - raise their hands up. The psychologist calls and executes all the commands together, but at the same time he deliberately makes a mistake. The task is to listen carefully and accurately execute only those commands that the psychologist calls.

Remember a couple "(Appendix 3)

Equipment: forms with figures for memorization and reproduction.

Description: The psychologist explains to the child how he will remember the figures. He looks at the 1st form and tries to remember the proposed pairs of images (figures and sign). Then the form is removed and he is offered separate pictures, which he must place in front of each figure of the corresponding pair, trying to maintain order.

Lesson 8

Target : Development of thinking

Finger gymnastics (to reduce muscle tone)

Equipment: prickly ball

Description: We will take the hedgehog ball, (throw the ball up)

Let's ride and rub. (roll between palms)

Let's throw up and catch, (again throw the ball)

And count the needles. (with fingers we crush the needles of the ball)

Let's put the hedgehog on the table (put the ball on the table)

We press the hedgehog with the handle (we press the ball with the handle)

And let's ride a little ... (roll the ball)

Then we change the handle (change hands)

Guess the item Guess the item from the description.

Description: the psychologist names the signs of the object. The child must guess what the subject is and name the subject.

Four legs, backrest, seat (chair)

Numbers, hands (hours)

Letters, pictures, sheets (book)

Trunk, branches, leaves (tree)

Root, stem, leaves, petals (flower)

Screen, buttons, electric cord, remote control (TV)

Spout, handle, lid, electric cord (kettle)

Paws, tail, collar (dog)

Paws, tail, trunk (elephant)

Third wheel

Description: The psychologist calls the first three words. The child must determine the extra word, name and explain his answer.

Milk, juice, bread

Car, horse, tram

Hat, scarf, boots

Rose, birch, tree

Rain, snow, river

Doctor, tourist, driver

shadow, sun, planet

Frost, blizzard, January

Stone, clay, glass

Door, carpet, window

Sea, river, pool

Equipment: card (Appendix 3).

Description:

Lesson 9

Target : Development of imagination, attention

Finger gymnastics (to reduce muscle tone)

Description: We chop cabbage, chop! (2 times)

(the child depicts the chopping movements of the ax, moving the straight palms up and down)

We cut cabbage, cut! (2 times)

(with the edge of the palm we drive back and forth)

We salt cabbage, salt! (2 times)

(we collect fingers in a pinch and pretend to salt the cabbage)

We press cabbage, we press! (2 times)

(vigorously clench and unclench fists)

We three carrots, three! (2 times)

(we squeeze the right handle into a cam and move it up and down along a straight line palmsleft hand, depicting a grater)

Lay out according to the model (development of fine motor skills)

Equipment: pattern sample (Appendix 3), pencils

Description: child on the table lays out a pattern of pencils

Sometimes it doesn’t happen (development of imagination, attention).

Description: Psychologist says sentences. If what is said in the sentence happens, the children clap their hands, if it doesn’t happen, they stomp their feet.

Offers:

“The wolf roams the forest. The wolf sits on a tree. A cup is boiling in a saucepan.

The cat is walking on the roof. The dog swims in the sky. The girl caresses the dog. The house is drawing a girl.

Flying - not flying

Description: The child must respond and perform movements in accordance with the words of the psychologist.

Instruction: "Attention! Now we will find out who (what) can fly and who (what) cannot. I will ask, and you immediately answer. If I call something or someone capable of flying, for example a dragonfly, answer: “Flying” - and show how she does it - spread your arms to the sides like wings. If I ask: “Does the pig fly?”, be silent and do not raise your hands.”

Note . List: eagle, snake, sofa, butterfly, Maybug, chair, ram, swallow, plane, tree, seagull, house, sparrow, ant, mosquito, boat, iron, fly, table, dog, helicopter, carpet...

Lesson 10

Target: The development of logical thinking, imagination, facial expressions.

Assembling the puzzle "Kolobok"

Equipment: plot picture from the fairy tale kolobok, cut into 4 parts.

Description: We invite the child to collect a picture. How will he collect it, we ask if the child recognized the fairy tale? What is the tale about? We invite you to remember it.

We read the fairy tale "Gingerbread Man" in paragraphs.

Equipment: fairy tale bun

Description: We read a fairy tale and do exercises on the motor skills of the hands (a broomstick along the barn, a scraper along the barrel, etc., we repeat in movements).

fairy tale ending

Description: We invite the child to finish the tale differently. And we draw a new end to the tale.

Description:

Note:

Count it right

Equipment: tables with figures (a, b).

Description:

find a way

Equipment:

Description:

Lesson 11

Target : Development of the ability to navigate in the space of the sheet.

Lay out the pattern

Equipment:

Equipment: children on the table lay out a paper pattern.

Description: A set of geometric shapes can be made from thick paper, the size must match the sample.

« Where did the bunny go?

Equipment: magnetic board, sheet of paper, pencil.

Description: On a magnetic board, the psychologist moves the bunny figure in different directions, and the student names where it is (in which corner - top right, top left, bottom right, bottom left, middle of the board; on which line - bottom, top, first, second, bottom, top). Then the student himself chooses the direction of movement of the figure and tells where the bunny hid.

Drawing "My mood

Lesson 12

Target : Development of the ability to navigate in the space of the sheet. The development of visual-figurative thinking.

Finger gymnastics (repeat 1 lesson)

Find the shapes

Equipment : a poster depicting geometric shapes, a cardboard circle (see lesson materials, fig. 53)

Description: The psychologist suggests considering the drawing: “It has two parts - the upper one of 9 cells and the lower one of 12 cells. Each cell has two figures. At the bottom, each pair of figures has its own number. I will close one cell in the upper part, and you will say which pair of figures from the lower part with a number can be placed in this cell. The lesson is conducted according to the scheme: the teacher closes one of the cells of the nine-cell square in the upper part of the picture and offers to find among the pairs of figures located in 12 cells in the lower part of the picture, a pair that fits into the place closed by the cardboard. Cell selection order: bottom right, top right, bottom left, top left, bottom middle, right middle, left middle, top middle, center.

Thus, students solve 9 tasks related to the analysis of the relationships of images placed in a certain order.The teacher draws the students' attention to the fact that in order to get the correct answer, you need to consider the figures first in the top three cells and find which figures are the same. Then consider the figures in the three middle and three lower cells, as well as in the three vertical cells on the left, in the center and on the right.

Words starting with the same letter

Description: The student is instructed to follow while reading a short story for words that begin with one specific letter. He must memorize 5-7 such words in the order in which he heard them, and at the end of the reading, write them down in the same order.During the second reading of the story, the correctness of the task is checked.

Lesson 13

Target: Development of the ability to navigate in the space of the sheet. Development of logical memory (establishment of associative links).

Above, left, right, below

Equipment: a poster depicting birds (see lesson materials, fig. 54).

Description : Students look at the poster and answer the teacher's questions: “Which bird is located to the right of the free space?”, “Which is to the left?”, “Which is higher?”, “Which is lower?”, “Which bird is located to the right and above the free space?”, “Which is to the left and lower?”, “Which is to the right and lower?”, “Which is to the left and higher?”, “Which bird is to the left and lower than bird 9?”, “Which bird is to the right and higher than the bird that has a head like a bird 1, and the tail, like a bird 4? - etc.

Neighbor, through one

Description : The same poster is used as in the previous task. The child is told: “Birds 1 and 2, 2 and 3, 1 and 4, 4 and 7 are neighboring, birds 1 and 3, 1 and 7, 7 and 9 are through one, birds 1 and 6, 2 and 7, 2 and 9, 8 and Z are non-neighboring. Questions are asked: “Which neighboring birds have different tails?”, “Which birds have identical legs through one?”, “Which non-neighboring birds have the same head?”, “Two birds have a tail, like bird 4, they are neighboring, not adjacent or through one? - etc.

Combine words

Description : The psychologist names pairs of words that are not related in meaning. The child must find any connections between them and thus unite them. For example, given a pair of wordscat - leaf.It is possible to combine them on the basis of such an associative connection as “the cat is playing with the leaf” or “the cat hid under the leaf from the rain”, etc.

Other example word pairs:

car - pear, apple - jacket,

the sun is a pencil, the hare is a backpack,

house - sea, etc.

Lesson 14

Target: Development of visual sensations

Finger gymnastics "Finger where is your home?"

Finger, where is your house? What is your name? I'm a thumb, and my house is here! Finger, where is your house? What is your name? I'm index, and my house is here! Finger, where is your house? What is your name? I'm the middle finger, and my house is here! Finger, where is your house? What is your name? I am nameless, and my house is here! Finger, where is your house? What is your name? I'm a little finger, and my house is here!

Where is this house?

Equipment: poster with houses (see lesson materials, Fig. 19).

Description : The psychologist first says: "Houses 1," 2, 3 are located in the top row, houses 4, 5, 6 - in the middle, 7, 8, 9 - in the bottom. Houses 1, 4, 7 are located in the left column, 2, 5, 8 - on average, 3, 6, 9 - in the right. "Then asks questions:" Where, in what row and column is house 4? "," Houses 2 and 6 are in the same row? is in the bottom row and left column? etc.

Colored sand drawing

Equipment: colored sand, image template

Description : The child is invited to draw with colored sand.

Lesson 15

Target: The development of visual-figurative thinking.

Lay out the pattern (development of fine motor skills, development of voluntary attention)

Equipment: pattern sample (Appendix 6), a set of geometric shapes required for laying out the pattern (repeat lesson 10)

2. Glades

Equipment: a set of sheets depicting four clearings with forked paths and houses at their ends, as well as “letters” indicating the path to one of the houses (see lesson materials, Fig. 51).

Description: First, two introductory tasks are given (sheets A and B), then in the order of tasks 1-3. The psychologist says (the first introductory task): “In front of you is a clearing, paths and houses are drawn on it at the end of each of them. You need to correctly find one house and cross it out. To find this house, you need to look at the letter. The letter says that you need to go from the grass past the Christmas tree, then past the fungus, then you will find the right house.

The second introductory task (sheet B): “There are also two houses here. But the letter is different, it shows how to go and where to turn.” Together with the students, the teacher finds the right house. Then the students solve the main tasks on their own.

3. Methodology for memorizing 10 words

Description: “Now I will read 10 words. You must listen carefully. When I finish reading, immediately repeat as much as you can remember. You can repeat in any order, the order does not matter. Understandably?" The psychologist reads the words slowly, clearly. When the subject repeats the words, he puts crosses under these words in his protocol. Then continues the instruction (second stage).Second explanation : "Now I will read the same words again, and you must repeat them again - both those that you have already named and those that you missed the first time - all together, in any order." And 2 more times.

Lesson 16

Target: Development of memory skills to retell, work with facial expressions.

Reading the fairy tale "The Fox and the Crane"

Equipment: a fairy tale, a wooden stick, a flat plate and a vase with a thin neck.

While reading, we explain unfamiliar words (Kumanek, barn, millet, etc.).

Description:. The child reads the fairy tale paragraph by paragraph and highlights the main idea. Each paragraph is illustrated by the child to the psychologist. (Small theater)

Rhythm

Description: After reading, we tap out the rhythm with a wooden stick of a “full” and “hungry” crane

Mimic exercises

Description: facial expressions show a satisfied and hungry fox.

Lesson 17

Target : Development of memory, speech

Finger gymnastics (to reduce muscle tone)

Equipment: prickly ball

Description: We will take the hedgehog ball, (throw the ball up)

Let's ride and rub. (roll between palms)

Let's throw up and catch, (again throw the ball)

And count the needles. (with fingers we crush the needles of the ball)

Let's put the hedgehog on the table (put the ball on the table)

We press the hedgehog with the handle (we press the ball with the handle)

And let's ride a little ... (roll the ball)

Then we change the handle (change hands)

Lay out the pattern (development of fine motor skills, development of voluntary attention)

Equipment: pattern sample (Appendix 6), a set of geometric shapes required for laying out the pattern

Description: children on the table lay out a paper pattern.

Note: A set of geometric shapes can be made from thick paper, the size must match the sample.

Count it right

Equipment: tables with figures (a, b).

Description: The child aloud aloud counts the number of identical figures in each row (a) or the number of circles and crosses (b).

find a way

Equipment: individual forms with labyrinths (see materials for the lessons, Fig. 50, a, b), pencil.

Description: First, the psychologist asks the students to help Sasha and Kolya find their way to school by tracing it with a pencil. Then you need to help the bunny get to the carrot. Which path should he take? (Correct answer: 8.)

Lesson 18

Target : Development of thinking

Finger gymnastics (to reduce muscle tone)

Equipment: prickly ball

Description: We will take the hedgehog ball, (throw the ball up)

Let's ride and rub. (roll between palms)

Let's throw up and catch, (again throw the ball)

And count the needles. (with fingers we crush the needles of the ball)

Let's put the hedgehog on the table (put the ball on the table)

We press the hedgehog with the handle (we press the ball with the handle)

And let's ride a little ... (roll the ball)

Then we change the handle (change hands)

Eliminate the excess.

Equipment : sheet with twelve rows of words like:

Description: . The student needs to find in each row of words one that does not fit, is superfluous, and explain why.

Lamp, lantern, sun, candle.

Boots, shoes, laces, felt boots.

Dog, horse, cow, elk.

Table, chair, floor, bed.

Sweet, bitter, sour, hot.

Glasses, eyes, nose, ears.

Tractor, harvester, car, sled.

Moscow, Kyiv, Volga, Minsk.

Noise, whistle, thunder, hail.

Soup, jelly, saucepan, potatoes.

Birch, pine, oak, rose.

Apricot, peach, tomato, orange.

Simple analogies

Equipment: a form in which two rows of words are printed according to the model.

Description: Research order. The student studies a pair of words placed on the left, establishing a logical connection between them, and then, by analogy, builds a pair on the right, choosing the desired concept from the proposed ones. If the student cannot understand how this is done, one pair of words can be disassembled with him.

1. Run - stand; Scream -

a) be silent, b) crawl, c) make noise, d) call, e) stable

2. Locomotive - wagons; Horse -

a) groom b) horse c) oats d) cart e) stable

3. Leg - boot; Eyes -

a) head, b) glasses, c) tears, d) eyesight, e) nose

4. Cows - a herd; Trees -

a) forest, b) sheep, c) hunter, d) flock, e) predator

5. Raspberry - berry; Mathematics -

a) a book, b) a table, c) a desk, d) notebooks, e) chalk

6. Rye - field; Apple tree -

a) gardener b) fence c) apples d) garden e) leaves

7. Theater - spectator; Library -

a) shelves b) books c) reader d) librarian e) watchman

8. Steamboat - pier; A train -

a) rails, b) station, c) land, d) passenger, e) sleepers

9. Currant - berry; Pot -

a) stove, b) soup, c) spoon, d) dishes, e) cook

10. Disease - treat; TV set -

a) turn on, b) install, c) repair, d) apartment, e) master

11. House - floors; Stairs -

a) residents, b) steps, c) stone,

"Find the excess" (development of thinking)

Equipment: card (Appendix 3).

Description: The psychologist shows a card that shows several objects. Children must guess which object is superfluous and explain their answer.

Find the shapes

Lay out according to the model of lesson 11

Find the way to lesson 10

Tell by picture

Tell by picture

Appendix 3

what lesson 9 is missing

Lay out according to the model for lesson 6

Municipal budgetary educational institution

"Sakmarskaya secondary school"

Program of individual psychological support

student

with disabilities

(last name, first name)

Age: 10 years old

Educational psychologist

O.A. Nikolaeva

Responsible for the implementation of the program:

Teacher-psychologist Nikolaeva O.A.

v. Sakmara

2015-2016 academic year

Explanatory note.

The structure of the defect in cerebral palsy includes specific deviations in mental development. The mechanism of developmental disorders of the psyche is complex and is determined both by the time and the degree and localization of brain damage.

For children with cerebral palsy, a peculiar anomaly of mental development is characteristic, due to early organic damage to the brain and various motor, speech and sensory defects. An important role in the genesis of mental disorders is played by restrictions on activity, social contacts, as well as conditions of upbringing and environment.

Anomalies in the development of the psyche in cerebral palsy include violations of the formation of cognitive activity, emotional-volitional sphere and personality.

The structure of an intellectual defect in cerebral palsy is characterized by a number of specific features.

1. An unevenly reduced stock of information and ideas about the environment. This is due to several reasons:

a) forced isolation, restriction of the child's contacts with peers and adults due to prolonged immobility or difficulties in movement;

b) difficulty in cognition of the surrounding world in the process of subject-practical activity, associated with the manifestation of movement disorders;

c) violation of sensory functions.

With cerebral palsy, there is a violation of the coordinated activity of various analyzer systems. Pathology of vision, hearing, musculo-articular feeling significantly affects perception in general, limits the amount of information, and impedes the intellectual activity of children with cerebral palsy. Feeling, manipulation with objects, i.e., effective cognition, are significantly impaired in cerebral palsy.

2. Uneven, disharmonious nature of intellectual insufficiency, i.e. violation of some intellectual functions, delay in the development of others and the safety of others. The mosaic nature of the development of the psyche is associated with early organic damage to the brain at the early stages of its development, and the most "young" functional systems of the brain, which provide complex highly organized aspects of intellectual activity and the formation of other higher cortical functions, mainly suffer. The lack of formation of higher cortical functions is an important link in cognitive impairment in cerebral palsy. Moreover, individual cortical functions most often suffer. First of all, there is a lack of spatial and temporal representations. In children, violations of the body scheme are expressed. Much later than in healthy peers, an idea is formed about the leading hand, about parts of the face and body. Children have difficulty identifying them on themselves and on other people. Difficulty differentiating the right and left sides of the body. Many spatial concepts (front, back, between, above, below) are learned with difficulty. Children cannot define spatial remoteness: concepts far, near, farther than they are replaced by definitions here and there. They find it difficult to understand prepositions and adverbs that reflect spatial relationships (under, over, about). Preschoolers with cerebral palsy have difficulty mastering the concept of size, they do not clearly perceive the shape of objects, they poorly differentiate similar shapes - a circle and an oval, a square and a rectangle.

A significant proportion of children have difficulty perceiving spatial relationships. They have a broken holistic image of objects (they cannot put together a whole from parts - assemble a split picture, perform design according to a model from sticks, building material). Opto-spatial disturbances are often noted. In this case, it is difficult for children to copy geometric shapes, draw, write. Often expressed insufficiency of phonemic perception, stereognosis, all types of praxis (performing purposeful automated movements). Many have violations in the formation of mental activity. Some children develop predominantly visual forms of thinking, while others, on the contrary, especially suffer from visual-effective thinking with better development of verbal-logical.

3. The severity of asthenic manifestations - slowness, exhaustion of mental processes, difficulty switching to other activities, lack of concentration, slow perception, reduced mechanical memory.

A large number of children are characterized by low cognitive activity, which is manifested in a lack of interest in tasks, poor concentration, slowness and reduced switchability of mental processes. Low mental performance is partly associated with cerebrosthenic syndrome, characterized by rapidly growing fatigue when performing intellectual tasks. It manifests itself most clearly at school age with various intellectual loads. In this case, purposeful activity is disrupted.

With cerebral palsy, there is a violation of the coordinated activity of various analyzer systems. Pathology of vision (25%), hearing (20-25%), musculoskeletal feeling significantly affects perception in general, limits the amount of information, impedes the intellectual activity of children with cerebral palsy

Children with cerebral palsy are characterized by various disorders of the emotional-volitional sphere. In some children, they manifest themselves in the form of increased emotional excitability, irritability, motor disinhibition, in others - in the form of lethargy, shyness, timidity. The tendency to mood swings is often combined with the inertia of emotional reactions. So, having started crying or laughing, the child cannot stop. Increased emotional excitability is often combined with tearfulness, irritability, capriciousness, protest reaction, which intensify in a new environment for the child and with fatigue. Sometimes there is a joyful, upbeat, complacent mood with a decrease in criticism (euphoria).

Children with cerebral palsy have a peculiar personality structure. Sufficient intellectual development is often combined with a lack of self-confidence, independence, with increased suggestibility. Personal immaturity is manifested in the naivety of judgments, poor orientation in everyday and practical matters. Children and adolescents easily develop dependent attitudes, inability and unwillingness to engage in independent practical activities; The pronounced difficulties of social adaptation contribute to the formation of such personality traits as timidity, shyness, inability to stand up for one's interests. This is combined with increased sensitivity, resentment, impressionability, isolation.

With reduced intelligence, the features of personality development are characterized by low cognitive interest, insufficient criticality. In these cases, states with a sense of inferiority are less pronounced, but indifference, weakness of volitional efforts and motivation are noted.

Children without deviations in mental (in particular, intellectual) development are relatively rare.

Thus, the mental development of a child with cerebral palsy is characterized by a violation of basic motor skills and fine motor skills of the hands, the formation of cognitive activity, the emotional-volitional sphere and personality.

Based on the foregoing, the goals and objectives of this program were determined.

Program goal:

correction and development of HMF (emotional-volitional sphere, attention, memory, thinking, imagination, perception, speech), development and correction of basic motor skills and fine motor skills of the student's hands.

Program objectives:

Determine the individual characteristics of the mental development of the child;

Development and correction of mental cognitive processes: attention, memory, thinking, imagination, sensation;

Formation on the basis of the activation of the work of all sense organs of adequate perception of phenomena and objects of the surrounding reality in the aggregate of their properties;

Correction of shortcomings in the cognitive activity of children through systematic and purposeful education in them of a full-fledged perception of the form, design, size, special properties of objects;

Improvement of sensory-perceptual activity;

Reducing emotional and muscle tension, correcting deficiencies in motor skills, improving visual-motor coordination;

Formation of accuracy and purposefulness of movements and actions, teaching the skills of arbitrary behavior;

Formation of a positive emotional mood in individual classes, which contributes to the development of educational space by children.

Forms of work:

Didactic games and exercises;

Visual activity;

Construction;

Work with paper;

Physical exercises, finger gymnastics.

Program implementation principles:

The principle of unity of diagnostics and correction. Based on the results of diagnosing the development of the child, correctional and developmental classes are held. These activities throughout the program are a diagnostic indicator of the progress of the child's development.

The principle of taking into account the age and individual characteristics of a child with cerebral palsy. In the classroom, the teacher focuses on the individual abilities and characteristics of the child.

The principle of unity of corrective, developmental and preventive tasks. Classes correct disorders in the mental development of a child with cerebral palsy and help in prevention in the field of personality development of a child with cerebral palsy.

The principle of the complexity of methods of pedagogical influence. At the lesson, methods of corrective action are used in the complex, thus affecting all spheres of the personality (cognitive, personal, social) of a child with cerebral palsy.

The principle of system. Classes are held once a week at home. Once a month, parents bring their child to the sensory room for activities.

The program includes several stages:

Diagnostic stage - carrying out work to clarify the request (interaction with all participants - children, parents, teachers); in-depth study of cognitive processes using diagnostic methods.

The preparatory stage is preparation for the corrective work.

The correctional stage is the work aimed at the correction and development of the HMF.

Analytical stage - conducting a diagnostic examination in order to verify the effectiveness of correctional and developmental work; analysis of the work carried out, preparation of recommendations, planning of further work upon request.

diagnostic stage.

MM. Semago and N.Ya. Semago distinguish three main areas of diagnostic work.

Primary diagnostics - precedes corrective work.

Dynamic diagnostics - the dynamics of development and the effectiveness of correction are monitored, carried out in the course of corrective work. The games and exercises themselves serve as diagnostics, and the way the child performs them is the results of the diagnostics.

Final diagnostics - is carried out at the end of the correctional work, the state of the child "at the exit" is assessed.

Primary diagnosis.

Tasks to be solved at this stage:

Receiving a request;

Clarification of the request;

Selection of diagnostic methods for examination;

Conducting a diagnostic examination.

The work of a psychologist includes:

Initial interview with a parent;

Studying the personal and medical history of the child;

Observation of the child in a natural situation (in various activities).

Thus, the psychologist plans further diagnostic work.

Preparatory stage.

The information received by the teacher during the diagnostic stage will help in preparing for this stage in solving several problems.

Carrying out preliminary work on the organization of correctional and developmental classes. As mentioned earlier, during the adaptation period, work was carried out, the tasks of which included:

Collection of primary information about the child;

Adaptation period tracking;

Acquaintance with the child, establishing a friendly relationship with him. This includes a preliminary study of all information about the child.

Preparation of a correctional program. Taking into account the individual characteristics of the child, it is possible to replace or remove some exercises (to complicate or simplify), expanding the sections that are important for the child.

Preparation of materials for conducting classes. For the qualitative implementation of the program, the work of this stage includes several components.

Material preparation. Various game aids, visual and handout printed material, drawing tools (cotton buds, finger paint, watercolor, brushes, simple and colored pencils), etc.

Preparation of the premises and coordination of the time of classes. It is necessary to coordinate with the administration and parents the time of the classes.

Corrective stage.

Carrying out corrective work on the program. Program structure:

Estimated frequency - 1 lesson per week. The duration of classes is 40 - 45 minutes, depending on the age and individual characteristics of the child.

The program is designed for 1 semester of work with a child.

The program is divided into 4 main areas. Each direction includes successive levels of complexity, each of which is an independent part in the development of the child. These directions in the program are highlighted conditionally, because each exercise or game can have several goals. So, tasks for the development of fine motor skills correct and develop thinking and attention.

To carry out correctional work, a specially organized subject-spatial environment is required:

Functionally oriented toys and aids for the development of sensorimotor functions (construction sets with a set of colored parts, folding pyramids, flat and three-dimensional geometric figures of various sizes, colored cardboard strips of various lengths and widths, geometric lotto, sensory modules, etc.);

Toys and aids for the development of fine and gross motor skills (lacing, mosaics, balls, ring throws, hoops, sensory footpath, massage mat, etc.);

Equipment for visual activities, design (plasticine, visual materials, mosaic, building material, etc.);

A diverse arsenal for the development of subject-play activities (various dolls, plot toys, clothing items, accessories, cars, airplanes, etc.).

Main directions:

Correction and development of HMF

Formation of subject-game activity.

First direction (4 hours)

Correction and development of the HMF is one of the main areas, including cognitive development, speech development and the development of the emotional-volitional sphere.

Cognitive development is represented by games and exercises for the development of orientation to size, shape. To teach to take small objects with one hand, large ones with two hands, while the adult emphasizes the actions with intonation: “Hold both hands, this is a big nesting doll!”, “Take a small nesting doll!”; close small and large boxes with lids (different in shape, size), dropping the corresponding objects in size there, while highlighting the intonation with your voice, “big - small”; drop objects into boxes of various shapes; close round and square boxes with lids; look into the boxes “What did they hide there?”, Take out objects and hide them again; arrange objects in two boxes: cubes in one, balls in the other; arrange large balls into large boxes, small ones into small ones.

Learn to focus on specific tactile stimuli (tickling, spanking); contrasting tactile stimuli (hot - cold, soft - hard).

Development of visual and auditory perception. Encourage the child to respond to objects that appear in his field of vision (bright toys; flickering objects: a flashlight, a lamp that periodically lights up, goes out; a candle flame; color change of color lights). Facilitate visual focus on the object when it moves into the child's field of vision, shaking the rattle, applying it to the lips, etc .; the distribution of attention between an adult and an object when transferring an object from an adult to a child; distribution of attention between objects; search for an adult suddenly hiding in front of the child, partially or completely hidden object (peep, pull off the handkerchief).

Games take into account the mastery of three main forms of thinking: visual-effective, visual-figurative and elements of logical thinking. The purpose of such games: to teach to analyze objects and phenomena of the surrounding world. To teach to find similarities and differences, to establish causal and spatio-temporal relationships. Games are also aimed at developing the creative abilities of children.

Speech development includes:

Development of speech understanding.

a) Ability to show parts of the body:

show me where the eyes are

show me where the nose is

show me where the ears are

show me where the mouth is

show me where the handles are,

show me where the legs are.

b) Ability to show actions:

show how Arisha sleeps (the child closes his eyes),

show where Arisha sleeps (the child points to the crib),

show where the bunny (bear) is,

stamp your foot,

Take a toy.

Formation of active speech:

a) air jet generation:

the ability to blow into a pipe,

ability to blow on a balloon,

the ability to blow on a boat floating on the water.

b) Ability to perform lip movements:

syllables: pa, ba, yes, ma.

Development of the emotional-volitional sphere

Attune the child to the perception of an adult, promote the emergence of concentration on the face and communicative smile of an adult in response to a long and intense "complex appeal" (smile + speech + stroking) as part of emotional situational-personal communication. Facilitate the establishment and maintenance of eye contact with a speaking and (or) gesticulating adult, observing his mouth (lips), eyes, hands. Strive to establish a stronger emotional contact between the child and close adults. Infect with emotions of joy, pleasure, satisfaction and maintain a state of psychological comfort; strengthen positive emotional bonds; to instill various forms of communication with close adults (smile, make eye contact, hold out a hand when meeting with acquaintances, wave your hand when saying goodbye); consolidate the emotional reaction to the appearance of parents, close adults, rejoice, smile; teach to recognize yourself and close adults in the photo: find yourself (close adults) among other people, follow the instructions: “Show me where mom is”, etc.

To instill interest in listening to music, fairy tales.

Second direction (4 hours)

Physical development and physical education.

It is represented by exercises and games aimed at developing basic motor skills and fine motor skills of the hands, which play a huge role in orientation in space, in the knowledge of the properties and characteristics of objects.

Third direction (4 hours)

Formation of subject-play activity.

It is represented by games and exercises aimed at developing the ability to perform simple game actions with toys by imitation, and then independently; interest and desire to independently play with toys and objects; teaching children to play together. Development of general movements: continue to learn to walk, using various means of support and stimulation for support; develop hand movements, improving manual and fine motor skills: learn to hold (3-4 min.) With both hands objects of various materials, size, weight, shape (balls, cubes, pyramids, rings, nesting dolls, bells, bags with stones, peas, cereals, rubber balls, boxes, etc.); to grab objects that are above, above the head, in front - to reach them with your hand, to grab and hold them in your hands; clap your hands, roll sticks (balls) between your palms; throw various objects (large buttons, pebbles, cones, acorns, chestnuts, etc.); highlight each finger separately, offer to put thimbles, rings on the finger; "play" the piano with different fingers; teach to kick the ball from a standing position, while an adult holds the child's hands.

Do a daily massage of the hands and fingers; foot and toe massage, soles of the feet.

Fourth direction (4 hours)

Formation of prerequisites for productive activities.

It is represented by exercises and games aimed at creating a positive attitude towards constructive and visual activity and its result, activating children's independent actions.

Build an interest in drawing. An adult draws in front of a child with paints (you can first take the paint with your hand, then with a brush: rain, path, snowflakes, traces of a bunny, etc. All drawings are accompanied by an adult’s speech; let the child try to draw; make marks on paper with paints, draw with chalk, paints on the floor.

To form an interest in modeling - to mold cakes (sweets) for dolls from dough, take the child's hands in your own hands and perform modeling together; learn to pinch off, tear off small pieces from a large piece of dough, knead the dough, press with one finger (alternately) into the dough; beat crafts from the test.

Generate an interest in design. An adult, in front of the child, builds a path, a fence made of building material, attracts the child to joint activities, beats buildings.

Difficulty levels:

Joint performance of an action according to a visual instruction.

Self-execution of an action according to visual instructions.

Joint step-by-step performance of actions according to the speech instruction of an adult.

Classes are built so that each of them has 2-3 serious exercises or games. And a few exercises, the purpose of which is to provide psychological inclusion in the form of a ritual (at the beginning of the lesson); the formation of basic motor skills and the development of fine motor skills of the hands (in the middle of the lesson); and relaxation in the form of a ritual (at the end of the session)

Lesson structure:

Introductory warm-up. This stage ensures the psychological inclusion of the child in the activity. It is a “ritual” of greeting, which we will do and some other elements, at the request of the teacher.

Main part. This stage takes the longest time of the lesson, includes games and exercises aimed at the correction and development of the HMF, basic motor skills and fine motor skills of the hands.

The final part is discharge. The stage has an emotionally positive connotation to consolidate the desire to study with a teacher. It is carried out in the form of a report, what they did and encouragement by the teacher of the results achieved by the child.

Approximate distribution of time for the stages of the lesson:

Introductory part - 2-5 minutes;

Main part - 15-20 minutes;

The final part is 2-5 minutes.

Rewards. As an encouragement, applause, stroking on the head, accompanying the successful completion of the exercise, are used. Emoticons can also be used. For each completed, a “smiley” is issued, at the end of the lesson, the earned “smileys” are counted.

Analytical stage.

This stage is necessary to determine the effectiveness of corrective work. After completing individual lessons with the child, the teacher conducts the final diagnostic work.

For the final diagnosis, the same methods are used that were used in the study at the beginning of the year.

The results obtained help to develop recommendations for participants in the educational process, parents, taking into account the individual characteristics of the child.

Literature

1. Vygotsky L.S. Principles of education of physically defective children // Psychodiagnostics and correction of children with developmental disorders and deviations / Comp. And the general edition of V.M. Astapova, Yu.V. Mikadze. - St. Petersburg: Peter, 2002. - 225 p. - (Series "Reader in psychology").

2. Glozman Zh.M., Potanina A.Yu., Soboleva A.E. Neuropsychological diagnostics in preschool age. - St. Petersburg: Peter, 2006. – 80 s. - (Series "Child psychologist").

3. Nemov R.S. Psychology: Textbook for students of higher pedagogical educational institutions: In 3 books. - 3rd ed. - M .: Humanitarian Publishing Center VLADOS, 1999. - Book. 3: Psychodiagnostics. Introduction to scientific psychological research with elements of mathematical statistics. – 640 p.

3. Program for special preschool institutions: education and training of children with intellectual disabilities / Editor L.A. Timofeeva - Minsk: People's Asveta; Ministry of Education of the Republic of Belarus, 2007

4. Rogov E.I. practical psychologist's handbook: Textbook: In 2 books. M.: Humanit. ed. center VLADOS, 2004. - Book. 1: The system of work of a psychologist with children of different ages. - 384 p.: ill.

5. Rogov E.I. Handbook of practical psychologist. In 2 books. Book. 2: The work of a psychologist with adults. Corrective techniques and exercises: study guide. M.: Publishing house VLADOS - PRESS, 2006. - 477 p.: ill.

6. Semago M.M., Semago N.Ya. Organization and content of the activity of a psychologist of special education: Methodological manual. - M .: ARKTI, 2005. - 336 p. (Psychologist's library - practice)

7. Strebeleva E.A. Formation of thinking in children with developmental disabilities: Book. for a teacher-defectologist. – M.: Humanit. ed. center VLADOS, 2001. - 184 p., ill. – (Correctional Pedagogy).

8. Tikhomirova L.F. Exercises for every day: development of attention and imagination of preschoolers / Artists Dolbisheva A.Yu., Dushin M.V., Sokolov G.V. - Yaroslavl: Academy of Development: Academy Holding, 2002. - 240 p.: ill. - (Developing training. Practical tasks).

9 Artsishevskaya I.L. The work of a psychologist with hyperactive children in kindergarten. – M.: Knigolyub, 2003. – 56 p.

Vinnik M.O. Mental retardation in children: methodological principles and technologies of diagnostic and correctional work / M.O. Vinnik. - Rostov n / D: Phoenix, 2007. - 154 p.

Levchenko I.Yu., Kiseleva N.A. Psychological study of children with developmental disorders. - M .: Publishing house "Knigolyub", 2008.

Levchenko I.Yu., Prikhodko O.G. Technologies for teaching and educating children with disorders of the musculoskeletal system: Proc. allowance for students. avg. ped. textbook establishments. - M.: Publishing Center "Academy", 2001. - 192 p.

Mamaichuk I.I. Psychocorrective technologies for children with developmental problems. - St. Petersburg: Speech, 2006. - 400 p.

Metieva L.A., Udalova E.Ya. Sensory education of children with developmental disabilities: a collection of games and game exercises. - M .: Publishing house "Knigolyub", 2008.

Tikhomirova L.F. Cognitive abilities. Children 5-7 years old. - Yaroslavl: Academy of Development, 2000. -144 p.

Shanina S.A., Gavrilova A.S. Finger exercises for the development of speech and thinking of the child. – M.: RIPOL classic: HOUSE. XXI. 2010. - 249 p.

Individual route of psychological support for a child with cerebral palsy and mild mental retardation

	the date of the	Direction of work	Goals, tasks	Forms, techniques, methods of work	Expected Result
		Diagnostic	Primary examination, as well as systematic stage-by-stage observations of the dynamics and correction of the mental development of the child. Primary diagnosis of UUD (personal, cognitive, regulatory, communicative), the degree of formation of the main characteristics of memory, attention, perception, thinking, speech.		Filling out the protocol of the initial examination, Questionnaires for the teacher, Questionnaires for parents (2 pcs.); punishment for psychological, medical and pedagogical assistance to a child Filling in the card of psychological, medical and pedagogical assistance to the child.
		educational	Art therapy:		Art Therapy Analysis
		Diagnostic	Development of motor skills	sensory room
		educational	Art therapy:	sand therapy, practical exercises, games, conversations.	Art Therapy Analysis
		Correction-developing	Development of attention	- “Draw 10 triangles, paint over triangles 3 and 5 with a red pencil”, etc. - "Dot your card the way you saw it" - “Find a pair”, “Find the same”. - “Paint the figures” (as soon as negligence appears, work stops), - "Copying the sample", - "Find the same object", - “I draw sticks”, - "Arrange icons"	1) develop voluntary attention; 2) develop the amount of attention; 3) develop voluntary attention.
		Correction-developing	Development of perception	Picture conversation (part of the day), - Lay out the pictures - “I will start, you continue, name the days of the week!”, - "Guess the season from the description (variability)", Riddles about the seasons learning poems, A conversation about the seasons - "Name the season" - “Show me your right, left hand, leg, ear, etc.”, - “Where is the bear sitting? What toy is in front of (left, right, behind) the bear? Etc." - “Draw a circle in the center, a triangle on the right, etc.”, - “Tell me, where, what kind of toy is?” - "Look and find objects of a round shape", - "Who will name more?", - "Name all the items that were "hidden""	1) develop an idea of ​​the parts of the day 2) develop ideas about the seasons 3) develop spatial representations 4) develop observation
		Correction-developing	Development of thinking	- “Arrange in order (from largest to smallest, etc.)”, - "The fourth extra", - "Find differences". - “Name the words denoting trees; words related to sports, etc.” - How can this be used? - "Speak the other way around" - “It happens - it doesn’t happen”, Riddles.	1) develop thought processes: generalization, distraction, highlighting essential features 2) develop mental flexibility and vocabulary 3) develop ingenuity
		Correction-developing	Memory Development	- “Look carefully at the figure, remember and do the same” (laying out of sticks of one color or several colors), - “I put it in a bag” (the first player calls the word, the second repeats the previous word and calls his own, etc.), - "I am a camera." - "Pictogram" (memorization of words and phrases), - “Retell the tale (short story)”, a conversation on the work with clarifying questions, - "10 words" (memorizing words using a semantic system: linking words into one plot)	1) increase the amount of memory in visual, auditory and tactile modalities 2) develop methods of associative and indirect memorization of objects in the process of playing and directly educational activities
		Correction-developing	Development of motor skills	sensory room	Improving motor skills
		educational	Art therapy:	sand therapy, practical exercises, games, conversations.	Analysis of Art Therapy
		Diagnostic	The final diagnosis of UUD (personal, cognitive, regulatory, communicative), the degree of formation of the main characteristics of memory, attention, perception, thinking, speech.	Questionnaire N. G. Luskanova "School motivation and learning activity" (Appendix No. 1), Ginzburg's method "Studying the motives of learning" (Appendix No. 2). Questionnaire No. 1 (Appendix No. 3) is also used to study the socio-psychological adaptation to school of a student with disabilities, and questionnaire No. 2 (Appendix No. 4) to study the psychological climate in the team and the effectiveness of the educational process. Review of written work, motor tests, classification, 4-odd, sequential pictures, Toulouse-Pieron test, short-term speech memory, short-term visual memory. He talks in order to clarify the stock of ideas about the world around him, the level of speech development.	Final examination, analysis of systematic observations of the dynamics and correction of the mental development of the child.

Teacher-psychologist O.A. Nikolaeva