The principle of integration specialists in the structural division "Lekoteka" when creating correctional support of children developing env
PRINCIPLE OF INTEGRATION SPECIALISTS structural division "Lekoteka" FOR CREATION corrective developing ENVIRONMENT SUPPORT parents and children CHILDREN WITH DISABILITIES WORK
The question of organization of joint venture "Lekoteka" in preschool organization (TO) today is very important. This is due to the introduction of a new federal state educational standards (GEF) to the structure of the basic educational program of preschool education.
The objectives of integration:
- Coordination of all specialists of JV "Lekoteka" system of psychological and pedagogical support (educational psychologist, speech therapists, physical education instructor, tutor) to create optimal conditions for the development of children with disabilities;
- Improving the system of psycho-pedagogical support of the child in a preschool institution;
- Systematization of the experience, the exchange of professional finds interesting in working with children with disabilities;
- Association of representatives of different specialties in addressing the creation of a special culture of psycho-pedagogical support of the participants of the educational process.
There are possible models for the joint work of different specialists.
1. Teacher-psychologist - a teacher, a speech therapist
Teacher-psychologist and a teacher and speech therapist pursue in their work different tasks, but the ways and means to achieve them are often quite common.
The work of the teacher-psychologist in the conditions of integration can be as follows:
- The development and correction of the higher mental functions;
- The development of communication;
- Activation of cognitive activity;
- The development of emotional and volitional.
The relationship of the work of the teacher-psychologist and teacher-speech therapist is not limited to the correction of psychological and speech therapy forms and methods, mutual integration is much deeper. Thus, the educational psychologist and a teacher, a speech therapist, engaged in the development of mental processes and speech at the same time, but not on an equal footing.
2. Teacher-psychologist - musical director
The organization of complex work with children with disabilities, it is necessary to adhere to the principle of "multiplicity of effort" in which a specific role for the complementary educational psychologist and music director. Particularly promising in this respect is also the integrated approach, which allows to extend the zone of influence on the child.
3. Teacher-psychologist - educator
The most closely educational psychologist in his work interacts with the tutor. The joint venture "Lekoteka" direction of mutual integration through the entire activity of teachers: joint planning of educational activities, drawing up general plans for working with children, multidisciplinary consulting, Councils for the survey, design advice for parents.
4. Teacher-psychologist - an instructor of physical education
- The development of gross and fine motor skills;
- The development of spatial orientations;
- Coordinating and aligning movements;
- Relieve muscle tension.
An important task before the introduction of the federal state educational standards (GEF) becomes the improvement of pedagogical process of developing and improving the effect of educational work with children through the organization of correctional developing environment (in this case).
Thus, an organization working with children with disabilities to be built in such a way to enable the most efficient development of the individuality of each child, taking into account his inclinations, interests, level of activity.
It is important that the created object-spatial environment has the character of an open, not closed system capable of adjustment and development. In other words, the environment is not only developing but also developing.
|Категория: Психологу | Добавил: vip2529 (15.12.2015)
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