Education of children with disabilities is carried out according to adapted educational programs. Such programs are developed for groups of children:

BUT - with similar problems (deaf, hard of hearing and late deaf, blind, visually impaired children, children with disorders of the musculoskeletal system, with severe speech disorders, with mental retardation, with autism spectrum disorders, multiple developmental disorders);

B - with similar educational needs , differentiated in a group of children with similar problems (for example, in the group of children with autism spectrum disorders (ASD), the following groups are distinguished:
- children with ASD who reach a level of development close to the age norm by the time they enter the organization have a positive experience of communicating with their peers;
- children with ASD who do not reach a level of development close to the age norm by the time they enter the organization and do not have additional health restrictions that prevent them from receiving education in conditions that take into account their general and special educational needs;
- children with ASD, complicated by mild mental retardation (intellectual impairment);
- children with ASD with additional severe multiple developmental disorders: moderate, severe or profound mental retardation, which can be combined with visual impairment, musculoskeletal system and be of varying severity, be complicated by current somatic diseases and mental disorders).

For each of these groups, educational programs are developed with their own characteristics (2-4 options each). And, for example, in accordance with the federal state educational standard for elementary general education for students with disabilities (to come into force on September 1, 2016) for children with ASD with additional severe multiple developmental disorders, it is envisaged, on the basis of the educational program, to develop a special individual development program for each child, taking into account the individual educational needs of the student.

Features adapted educational programs established by federal state standards.

Currently operating:

Federal State Educational Standard of Primary General Education (Order of the Ministry of Education and Science of the Russian Federation dated October 6, 2009 No. 373),
- federal state educational standard of basic general education (Order of the Ministry of Education and Science of Russia dated December 17, 2010 No. 1897),
- federal state educational standard of secondary general education (Order of the Ministry of Education and Science of Russia dated May 17, 2012 No. 413).

From September 1, 2016, the following will apply to educational relations that arose from the specified date:

• federal state educational standard of primary general education for students with disabilities (Order of the Ministry of Education and Science of Russia dated December 19, 2014 N 1598);
• federal state educational standard for the education of students with mental retardation (intellectual disabilities) (Order of the Ministry of Education and Science of Russia dated December 19, 2014 N 1599).

Determination of the variant of the educational program for a student with disabilities is carried out on the basis of recommendations of the psychological-medical-pedagogical commission (PMPC), formulated on the basis of the results of his comprehensive psychological, medical and pedagogical examination, and if the student has a disability, taking into account the individual rehabilitation program (IPR) of a disabled child and the opinion of his parents (legal representatives).

For each type of similar developmental disorders in children, several options for educational programs have been established. In the process of mastering the educational program the possibility of transition of the student from one version of the program to another remains. The transfer of a student from one version of the program to another is carried out by an educational organization on the basis of a comprehensive assessment of the results of mastering the educational program, on the recommendation of the PMPK and taking into account the opinion of parents (legal representatives) in the manner established by the legislation of the Russian Federation.

Certain requirements have been established for adapted educational programs for:

• deaf children
• hearing-impaired and deaf children
• blind children
• visually impaired children
• children with disorders of the musculoskeletal system
• children with severe speech disorders
• children with mental retardation
• children with autism spectrum disorders
• children with mental retardation

For children with multiple developmental disorders requirements for adapted educational programs are specified in the last version of education for children with similar health problems (for example, the second option for teaching children with mental retardation provides for the requirements for teaching children with mental retardation, which can be combined with local or systemic visual, hearing, musculoskeletal disorders). motor apparatus, autism spectrum disorders, emotional-volitional sphere, expressed in varying degrees of severity). These requirements can be found in the corresponding section of the table above (rightmost column).

Particular attention should be paid to mandatory remedial courses, which are provided for by federal state educational standards from September 1, 2016. The mandatory remedial courses provided for by the standards can be supplemented by an educational organization independently based on the recommendations of the PMPK and taking into account the IPR.

The material of the presentation at the seminar on the topic "Adapted educational program for children with disabilities as a means of implementing an inclusive educational process"

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"AEP for children with disabilities as a means of implementing an inclusive educational process"

ADAPTED EDUCATIONAL PROGRAM FOR CHILDREN WITH DISABILITIES AS A MEANS OF IMPLEMENTING AN INCLUSIVE EDUCATIONAL PROCESS

One of the indicators of the effective work of the teaching staff in the implementation of inclusive practice is a flexible, individualized approach to creating special conditions for education and upbringing for a child with handicapped health.

This approach is manifested, first of all, in the development of a variable individual educational route for a child with disabilities within the framework of an educational organization, the development of an adapted educational program, the creation of an inclusive educational environment, special educational conditions that meet the needs different categories children with disabilities.

The creation of special educational conditions necessary for children with disabilities of all categories are divided into the following general areas: organizational support, psychological, pedagogical and staffing.

The software and methodological support of the inclusive educational process is reflected in three documents:

–program corrective work, which is an integral part of the main educational program developed by an educational organization on the basis of the recommended list of general educational programs,

Adapted Basic General Education Program (AEP), (underlies)

An adapted educational program (AEP), developed taking into account the individual characteristics of the child.

Adapted basic educational program is a program adapted for teaching certain categories of people with disabilities, including those with disabilities.

The program is aimed at "overcoming the discrepancy between the learning process of a child with disabilities in the educational programs of primary, basic, secondary general education and the real capabilities of the child, based on the structure of his impairment, cognitive needs and capabilities."

A well-built adapted educational program for a student with disabilities allows for the personal development of the student, the assimilation of educational material and socialization in the children's team.

An adapted educational program, like any other program developed by specialists of educational organizations, must be approved by the head and designed and implemented for the child in need with the consent of the parents (legal representatives), which is also enshrined in regulatory documents in the field of education.

The structure of the adapted educational program of primary general education (AEP IEO) for students with disabilities

1. Target section

In an explanatory note to the adapted educational program is given psychological and pedagogical characteristics and description of the special educational needs of students with disabilities, and, accordingly, the key ideas of organizing the educational process for this category of students at the initial stage of education.

Planned results learning AEP by students, IEO should reflect the subject, meta-subject and personal learning outcomes in each direction, for each educational area.

Grading system achievement of the planned results of mastering the AEP imposes not only requirements for subject, meta-subject and personal results, but also requirements for the use of knowledge and skills in practice, for the activity and independence of the child, as well as special requirements for the development of the life competence of the student in accordance with his individual capabilities.

"The program for the formation of universal learning activities» is built on the basis of an activity approach to learning and allows you to realize the correctional and developmental potential of education of students with disabilities and is designed to promote the development of universal learning activities that provide students with the ability to learn.

Programs of subjects, courses of correctional and developmental area ensure the achievement of the planned substantive results of the development of the program. It is important to note the material and technical support here: an office, lighting, a workplace, etc.

Program of spiritual and moral development, education is aimed at organizing the moral structure of school life, including educational, educational, extracurricular, socially significant activities of students with disabilities, based on a system of spiritual values, moral priorities, implemented in the joint social and pedagogical activities of the school, family and other subjects of public life.

Program for the formation of ecological culture, a healthy and safe lifestyle a comprehensive program for the formation of knowledge, attitudes, personal guidelines and norms of behavior among students with disabilities that ensure the preservation and strengthening of physical and psychological health.

The program deserves special attention. corrective work. According to the Federal State Educational Standard of Primary General Education, the program of correctional work should provide:

Identification of special educational needs of children with disabilities, due to shortcomings in their physical and (or) mental development;

Implementation of individually oriented psychological, medical and pedagogical assistance to children with disabilities, taking into account the characteristics of the psychophysical development and individual capabilities of children (in accordance with the recommendations of the psychological, medical and pedagogical commission);

The possibility of mastering by children with disabilities the main educational program of primary general education and their integration in an educational organization. In the projects of the Federal State Educational Standard for students with disabilities, the functions of the program of correctional work are defined, which consist in identifying the special educational needs of students with disabilities.

extracurricular activity program, its essence and main significance is to provide additional conditions for the development of interests, inclinations, abilities of students with disabilities, the organization of their free time.

3. Organizational section

Includes Academic plan , implementing the AEP IEO of students with CPD, fixes the total amount of workload, the maximum amount of classroom workload of students, the composition and structure of compulsory subject areas, distributes the study time allotted for their development by classes and academic subjects.

Deserves special attention implementation conditions system AEP, which includes a description of the conditions and resources of the educational organization, the rationale for the necessary changes in the existing conditions, taking into account the special educational needs of students with disabilities and the requirements of the Federal State Educational Standard, a description of the system for assessing the conditions for the implementation of AEP IEO for students with disabilities.

Sections
1. TARGET SECTION
1.1 Explanatory note	1) The objectives of the implementation of the adapted educational program of general education in accordance with the requirements of the Federal State Educational Standard for the results of mastering the educational program of the LEO by students. 2) Psychological and pedagogical characteristics of students, a description of the special educational needs of students. 3) Key ideas for organizing the educational process for students with disabilities at the primary school level (principles and approaches to the formation of AEP IEO and the composition of participants in the educational process educational institution; general characteristics of AOP LEO; general approaches to the organization of extracurricular activities).
	1) Formation of universal educational activities, personal and metasubject results. 2) Subject results of mastering academic disciplines (academic achievements).
	2) Requirements for subject, meta-subject and personal results at this level of education. 5) Special requirements for the development of life competence. 6) Forms of attestation.
	1) The connection of universal educational activities with the content of educational subjects. 2) Characteristics of personal, regulatory, cognitive, communicative universal learning activities of students.
	1) General provisions(characteristics of the subject; description of the place of the subject in the curriculum; description of the value orientations of the content of the subject; personal, meta-subject and subject results of mastering a particular subject). 3) Description of the material and technical support of the educational process.
	1) Purpose, tasks, main directions of work on spiritual and moral education and development of students. 2) Planned results of spiritual and moral development and education (social competencies, behavior patterns).
2.4. Program for the formation of ecological culture, a healthy and safe lifestyle	1) Goals, objectives, planned results of the work of an educational organization to form an environmental culture, a healthy and safe lifestyle. 2) The main directions and the list of organizational forms of work on the formation of an ecological culture, a healthy and safe lifestyle.
	1) The list, content and plan for the implementation of individually oriented corrective measures that ensure the satisfaction of the special educational needs of children with disabilities, their integration in an educational institution and their development of the AEP of the IEO. 3) Description of the special conditions for the education and upbringing of children with disabilities (including a barrier-free environment, the use of special educational programs and methods of education and upbringing, special textbooks, teaching aids and didactic materials, technical teaching aids for collective and individual use, the provision of tutor services , conducting group and individual remedial classes). 4) Models and technologies for the implementation of correctional work in an educational organization. 5) Planned results of corrective work.
3. ORGANIZATION SECTION
3.1. Academic plan	1) Basic curriculum. 2) Working curriculum of an educational institution.
	2) Justification of the necessary changes in the existing conditions in accordance with the goals of the AEP IEO of an educational institution, taking into account the special educational needs of students and the requirements of the Federal State Educational Standard. 3) Mechanisms for achieving the necessary changes in the system conditions.

In our school, preparations for the introduction of new standards for the education of children with disabilities were the following activities:

a diagnostic stage was carried out with 1st graders to identify children with disabilities: documents, medical records were studied, an interview was conducted with parents.

a package of documents on the implementation of the Federal State Educational Standard for children with disabilities was compiled (order, local act ...)

developed by AOP NOO for children with disabilities

a psychologist's office has been opened, which has equipment ... The psychologist is ready to provide comprehensive psychological and pedagogical support for students in educational activities.

there is an office of a social teacher, which provides social protection to students and their development in society.

bathroom equipped?

the teacher was taught on the topic "Preparation for the introduction of the Federal State Educational Standard of the IEO for students with disabilities"

Thus, the GEF Concept for students with disabilities sets target and meaningful guidelines for ensuring the right of children with disabilities to education through the creation of an adapted educational program taking into account the characteristics of the psychophysical development and special educational needs of children, the organization of comprehensive assistance in the process of development and education, the implementation of inclusive educational process.

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"AOP NOO"

Adapted educational program for children with disabilities as a means of implementing an inclusive educational process

Compiled by: Avdeenko Elena Alexandrovna,

primary school teacher

MBOU "Secondary School No. 9"

“Education is the right of every person, which is of great importance and potential.

The principles of freedom, democracy and sustainable development are built on education…

... there is nothing more important, no other mission than education for all ... "

Kofi Annan

Substantiation of the need to develop special GEF IEOs for children with disabilities (HIA)

• The right of children with disabilities to education and its implementation in practice.

• Children with disabilities are a heterogeneous group of schoolchildren.

• Modern trends in changing the composition of students with disabilities.

• Children with disabilities are children with special educational needs

Software and methodological support:

• correctional program;

• adapted basic general education

the AOOP program;

• adapted AOP educational program

AOP IEO

Adapted educational program - this is a program adapted for training people with disabilities, taking into account the peculiarities of their psychophysical development, individual capabilities and, if necessary, providing correction of developmental disorders and social adaptation of these people.

Purpose of AOP: building an educational process for a child with disabilities in accordance with his real capabilities, based on the characteristics of his development and educational needs.

Tasks:

• formation of educational skills and abilities;
• mastering the knowledge of the basics of sciences;
• activation of interest in artistic and technical creativity, familiarization with the cultural values ​​of mankind;
• individualization of education, taking into account the state of their health, individual typological features.

Program targeting:

• the deaf;
• hard of hearing;
• late deaf;
• the blind;
• visually impaired;
• with musculoskeletal disorders

device (NODA),

• mental retardation (ZPR);
• severe speech disorders (SNR);
• autism spectrum disorders (ASD).

SECTIONS

1. Target

3. Organizational

Sections

1. Target

1. 1. Explanatory note

1) The goals of the implementation of the AEP of general education in accordance with the requirements of the Federal State Educational Standard for the results of the students' mastering the educational program of the IEO.

2) Psychological and pedagogical characteristics of students, a description of the special educational needs of students.

3) Key ideas for organizing the educational process for students with disabilities at the primary school level (principles and approaches to the formation of AEP IEO and the composition of participants in the educational process).

1. Target section

1.2. Planned results of students' mastering AEP IEO

• Formation of UUD.

1.3. System for assessing the achievement of the planned results of the development of AOP IEO

2) Subject results of mastering academic disciplines.

1) Description of the directions and objectives of the assessment activity, the object and content of the assessment, the criteria, procedures and composition of the assessment tools, the forms for presenting the results, the conditions and boundaries for the application of the assessment system.

2) Requirements for subject, meta-subject and personal results at the initial stage of education.

3) Personal learning outcomes in each area (development of life competence).

3) Requirements for the use of knowledge and skills in practice.

4) Requirements for the activity and independence of the application of knowledge and skills in practice.

2.1. Program for the formation of universal educational activities

1) Connection of UUD with the content of academic subjects.

2.2. Programs of individual subjects

2) Characteristics of personal, regulatory, cognitive, communicative UUD.

2.3. Spiritual and Moral Development Program

2) Description of the material and technical support of the educational process.

1) Purpose, objectives, main areas of work on the DNC and the development of students.

3) Typical tasks of the formation of personal, regulatory, cognitive, communicative universal educational activities.

2) Planned results of spiritual and moral development and education.

3) Forms of organizing a system of educational activities that allow students to master and use the acquired knowledge in practice.

2.4. Program for the formation of a healthy lifestyle

1) Goals, objectives, planned results of work on the formation of an environmental culture, a healthy and safe lifestyle.

2.5 Corrective work program

2) Main directions and list of forms of work.

1) The list, content and plan for the implementation of individually oriented corrective measures for the development of AOP LEO.

2.6. Extracurricular activities program

2) The system of integrated psychological and medical pedagogical support children with disabilities in the educational process.

1) General provisions, goals, tasks of extracurricular activities.

2) The main content and organizational and methodological conditions of extracurricular activities.

3) Description of the special conditions for the education and upbringing of children with disabilities; models and technologies.

4) Planned results of corrective work.

3) Goals, objectives and content of individual areas of extracurricular activities of the school.

4) Programs of extracurricular activities courses implemented in an educational organization.

3. Organizational section

3.1. Academic plan

1) Basic curriculum.

3.2. System of conditions for the implementation of AOP IEO

2) The working curriculum of the educational organization.

1) Description of the conditions and resources of the educational organization.

2) Justification of the necessary changes in the existing conditions in accordance with the goals of the AEP IEO of an educational organization, taking into account the special educational needs of students and the requirements of the Federal State Educational Standard.

3) Explanatory note to the working curriculum.

3) Mechanisms for achieving the necessary changes in the system conditions.

4) Schedule (roadmap) to create the necessary system of conditions.

5) The system for assessing the conditions for the implementation of AEP IEO for students with disabilities.

Thank you for your attention!

Colleagues, congratulations

with the start of the school year!

In the modern realities of development educational system In the Russian Federation, the organization of education for schoolchildren with special age needs is becoming one of the priority areas of methodological and administrative work. For the purpose of sufficient implementation of inclusive education, the development is an obvious way of practical implementation of the requirements of the Standard in view of the fact that the implementation of such content allows:

• to master the educational minimum for students with special educational needs;
• to create in an educational organization a developing subject environment “without barriers”;
• provide an atmosphere of emotional comfort for all participants in the educational process;
• to form educational relations in the spirit of equality, mutual respect and acceptance of the physical characteristics and intellectual capabilities of each child;
• to make full use of the variability of the forms of organization of the educational process;
• involve various specialists in educational practices, in particular, a teacher-psychologist, a social pedagogue, a speech therapist, a defectologist, and medical workers.

Adapted educational programs for children with disabilities according to GEF

The change in the principles of the state educational policy, which led to the establishment of new standards for conducting pedagogical activities, sets the tasks of the new time for schools, the highest priority among which is the development of programs for children with disabilities according to the Federal State Educational Standard, adapted to their psychophysiological abilities and capabilities. The practice of organizing inclusion in educational institutions, especially in the field of methodological and technological support, causes more questions than answers, which does not negate the need to find opportunities to maximize the involvement of students with special needs in the general life of the school.

Save this for yourself so you don't lose it:

Read the recommendations for the introduction of inclusion in schools in the journal "Handbook of the Head of an Educational Institution":

- Now schools are required to teach according to an adapted program even one student with disabilities (the legislative framework)
- Medical care for students with disabilities (what to pay attention to)

An adapted educational program (hereinafter - AEP) is developed taking into account the principles of correctional work, individual indicators of the psychophysical development of students and the program content implemented by the school. It determines the content of education and the conditions for organizing the education of students with disabilities, which regulates Part 1 of Art. 79 of the Law of December 29, 2012 No. 273-FZ. However, Part 2 of the same Law states that general education of children with special educational needs is carried out in organizations implementing adapted basic general education programs (hereinafter referred to as AOOP), and Part 5 specifies that educational organizations implementing AOOP are established by state authorities subjects of the Russian Federation for students with disabilities. In light of this, it is important to distinguish between an adapted educational program and AOOP, which can be developed at all levels of education, including preschool.

Definition of content adapted educational program for children with disabilities according to GEF is carried out by the psychological-medical-pedagogical commission (PMPC) after a comprehensive examination. In the conclusion issued on the basis of an expert assessment, indicate:

1. A variant of the program content, the implementation of which is considered appropriate in view of the identification of certain deviations in age development. Adapted program content is specially developed for all groups of children with disabilities - deaf, hard of hearing, late deaf, blind, visually impaired, with severe speech disorders, with disorders of the musculoskeletal system, with mental retardation, with autism spectrum disorders and children with other psychophysiological abnormalities, in particular ZPR.
2. Form of education: full-time, part-time, part-time.
3. Directions of correctional work carried out under programs of pedagogical support (for example, speech therapy, psychological).

A few years ago, for children studying in the second and subsequent grades together with schoolchildren without developmental pathologies, AEP was developed on the basis of the main program content, while for students of specialized classes they offered training in AOP at all levels of education.

Today, if a child with developmental pathologies is admitted to school, it is necessary to design in the variants of AOP and AOOP, which is carried out based on the existing register methodological developments, according to part 1 of Art. 79 of the Law of December 29, 2012 No. 273-FZ. In view of the fact that the volume of the teaching load is determined taking into account the curriculum, the annual calendar schedule and the lesson schedule, it is advisable to develop the adapted program content at the beginning of the year in order to create comfortable working conditions for teachers and accompanying specialists, as well as to have the opportunity to adjust and supplement the AEP. Exemplary AOEP developed for certain categories of students are available for download on the portal http://fgosreestr.ru, they remain indispensable in the development of the content of educational work. The existing list includes AOOP for the following categories of students with disabilities:

1. Deaf.
2. Hearing impaired and late deaf.
3. Blind.
4. visually impaired.
5. with severe speech impairment.
6. With disorders of the musculoskeletal system.
7. With mental retardation.
8. With autism spectrum disorder.

1. For children who do not have pathologies of an intellectual nature and are able to receive a general education in the same terms as their peers.
2. For students with disabilities with normal indicators of intellectual development, who are forced to study the educational minimum in an extended period, taking into account objective factors.
3. For schoolchildren with intellectual disabilities (having a slight mental retardation) who do not allow mastering the basic program content, even if the terms of study are extended.
4. For children with moderate, severe and profound mental retardation who are not able to receive an education comparable in volume to the final educational indicators of normally developing peers, even in a prolonged period.

Adapted educational programs for children with disabilities according to GEF structurally consist of an explanatory note, planned educational outcomes, systems for assessing children, taking into account the specifics of their condition and development, curriculum, subject content in individual disciplines (working version), programs of correctional work, spiritual and moral development, environmental culture and healthy lifestyle life, as well as methodological developments on the formation of UUD, taking into account the real educational situation, the plan for extracurricular activities and the list of conditions necessary for the implementation of the AOOP in the prescribed amount.

Adapted educational programs for children with disabilities: how to compose

Fundamental differences between the program content intended for implementation with schoolchildren without developmental pathologies, and adapted educational program for children with disabilities no. Experts note that the complexity of methodological work in the direction is due to the lack of multiple expert recommendations and scientific experience, which only necessitates the transition from planning to practical actions.

In order to ensure in a particular school the possibility of ensuring the constitutional rights of children, regardless of their psycho-physiological state, the programs of relevant subjects developed by the AEP should be taken as the basis, the further processing of which will depend on the current goals - prolongation of the terms of study, reduction of study load indicators or simplification of the material to a given level. Further, a textbook is selected from among the recommended ones, the content of which must correspond to the work program, and the forms of diagnostic and final control are also reviewed. The latter can be improved taking into account the physiological capabilities of the child (for example, tasks are printed in large print), partially abolished or revised radically.

Detailed development algorithm AOP and AOOP for children with disabilities at school presented in the table.

AOP development stage	Activity content
Preliminary	It is aimed at identifying the special educational needs of children with disabilities. In order to fully implement the requests of consumers of educational services, the school administration, after receiving the conclusion of the PMPK or the recommendations of the IPRA, must: To form a team of psychological, pedagogical, correctional support, where different specialists should be involved, taking into account the current state of the child, his requests and parental expectations. In the absence of the necessary specialists in the educational institution, consider the possibility of attracting them by opening a vacant position (if material and technical resources are available), concluding a cooperation agreement with the PPMS center, a volunteer association, representatives of the municipal service of psychological and pedagogical support. Conclude an agreement on the procedure for providing educational services with the parents of a student with disabilities. Additionally, the school is responsible for studying the regulatory requirements for ensuring the order and nature of the organization of the educational process, supplemented by a correctional component, analyzing educational and methodological documentation on the topic, and developing the necessary local acts.
Diagnostic	The main goal of this stage is to conduct a comprehensive examination of the child by a teacher-psychologist, speech therapist and other representatives of an authorized disciplinary commission. To implement the task, it is necessary to organize close interaction with family representatives, acting as correctly and gently as possible. Based on the results of the work, specialists draw up conclusions about the psychophysiological development of a child with disabilities, paying attention to the indicators of the formation of educational skills, the nature of interaction with the outside world, peers and adults. This is necessary to identify areas of immediate and long-term development, to determine specific educational needs, as well as the moral goals of pedagogical work in the current situation.
Practical	Directly development of AOP for children with disabilities provides: Software content design. Determining the time limits of educational work. A clear formulation of the goal of the implementation of the AEP, which should be carried out jointly with the student's parents, as well as the definition of a range of priority tasks. Formulation of the educational and correctional component of the adapted program. Planning forms the study of the program for each of its sections. Definition of diagnostic and evaluation tools to identify the degree of formation of educational achievements and social competence of the child. Development of complex criteria for evaluating the effectiveness of pedagogical and correctional work. It should be noted that the process of developing AOP should remain open and creative, focused on the educational needs of the child. If difficulties arise within the framework of networking, specialists from the municipal PPMS center can be involved in the design of an adapted program. The finished methodological product must be agreed with the parents.
Implementation of AOP	The practical application of the program content is based on the organization of systemic joint activities of responsible teachers and narrowly specialized specialists included in the interdisciplinary commission, consistent monitoring of UUD and the necessary adjustment of psychological and pedagogical work.
Analysis and correction	Based on the results of the academic year or other period chosen as the period for the implementation of the AEP, complex methods for evaluating the actions of the interdisciplinary study committee are applied, after an open discussion of which adjustments and additions are made to the program.

As regards the content AOOP for children with disabilities, then it must include the following structural components:

1. The title page, which indicates the full name of the educational institution and the AEP, as well as the number of the meeting of the pedagogical council at which this development was approved, the protocol number, the signature of the director under the heading “I approve”.
2. Scroll normative documents on which the program was based. It is advisable to include the Constitution of the Russian Federation, Federal Law No. 273-FZ “On Education in the Russian Federation”, Federal State Educational Standards, the Charter of the school and other local documents.
3. Composition of AOP - target, content and organizational blocks. For the convenience of reading the development, the content section should include programs in individual subjects, and the organizational section should include the curriculum and schedule, an extracurricular activity plan, and a set of conditions for the implementation of program content.
4. The goals of the program implementation. A common wording that fully reflects the work in the direction may be the following: “Creation in an educational institution special conditions providing an opportunity for children with disabilities to receive quality education, skills of socialization and integration into the modern socio-economic and cultural space”.
5. List of tasks, including specific ones. The latter should include the consolidation of the activities of pedagogical and highly specialized school employees, aimed at providing optimal educational conditions for students with special educational needs in accordance with AOOP for children with disabilities according to GEF, social rehabilitation of the “difficult” student contingent through participation in creative, sports, socially useful, labor activities, instilling skills in regulating the emotional-volitional sphere, using health-saving technologies in the educational space. Planned results of educational activities, taking into account the priority areas for the development of the student's personality. So, for children with mental retardation, participation in social activities can be included in the list of significant tasks of practical training. useful deeds, creative practices, sports events, design and research activities.
6. Directly the content of work programs in subjects with a curriculum and the procedure for implementing diagnostic functions.

In situations where a child has difficulty mastering the main educational program, the first step of teachers and school administration is to focus the attention of parents on this fact with a recommendation to obtain a PMPK conclusion. I would like to draw attention to the fact that the development of AOOP is possible only if the child has the conclusion of a medical commission indicating the requirements for training and education, the immediate prospects for development. Provided that the parents do not agree to the passage of the PMPK by the student, educational services for such a child are provided on a general basis with all the ensuing consequences (the most obvious are difficulties in passing the final assessment, manifestations of deviant behavior). It is also important that the requirements of the Federal State Educational Standards in terms of the amount of teaching load are mandatory, including for students mastering the educational minimum at home. The reduction of working hours or the absence of the so-called “contact” hours of work with teachers for a student with disabilities is a gross violation.

Efficient Implementation adapted educational programs for children with disabilities according to GEF provides for close interaction of all participants in the educational process, in particular - administrative and teaching staff whose representatives bear the entire burden of responsibility. So, the director of the educational institution needs to take care of:

• designing the learning process, taking into account the specifics of the content of individual educational routes for students with disabilities, their personal intellectual needs;
• search for a source of funding, thanks to which the conditions necessary for the implementation of the AOP will be provided at the proper level;
• the necessary adjustment of regulatory documentation at the school level, including the development of new acts and orders, if necessary;
• creation of actual conditions corresponding to the realities of the educational space and the possibility of its improvement (creation of a barrier-free environment, purchase and installation of special equipment, expansion of the capabilities of the internal ICT complex);
• ensuring the inclusion process with qualified human resources, establishing network interaction with specialized organizations (medical centers, social institutions, interested sponsors, organizations additional education);
• development of a diagnostic system aimed at identifying indicators of the effectiveness of work in the direction.

Specialists of psychological and pedagogical support (teacher-psychologist, teacher-speech therapist, teacher-defectologist, social pedagogue, tutor) should actively participate in the development and implementation AOOP for children with disabilities at school, engage in tracking the dynamics of the development of schoolchildren, identify and track indicators of success, if students have individual learning difficulties, look for opportunities to overcome them, organize and conduct individual and group correctional and developmental classes, and also provide all possible assistance to teachers in choosing the best teaching aids.

As part of the implementation of AOOP from teachers elementary school, subject teachers are expected to:

1. Participation in the design and implementation of special program content based on traditional teaching methods and the inclusion of an innovative educational component.
2. Development of work programs for individual disciplines, taking into account the educational opportunities and real needs of children, which can be identified in the course of a comprehensive diagnosis.
3. Creation of a developing environment in the classroom, elimination of actual and psychological barriers.
4. Formation in the team of an atmosphere of mutual respect, tolerance, productive cooperation.
5. Maintaining high learning motivation, creating "success situations".
6. Building the structure of classes in such a way as to ensure movement to the zone of proximal development of each of the students.
7. Adaptation of the content of core and additional training materials, if necessary.
8. Establishing effective channels of communication with parents of schoolchildren, especially children with disabilities.

Teachers of additional education can make a feasible contribution to the optimization of the educational process at the stage of development of AEP and AEP, participating in the implementation of complex diagnostics, creating prerequisites for the successful adaptation and socialization of students with special needs, as well as conducting special educational practices that contribute to the disclosure of personal potential and creative opportunities children.

AOP for children with disabilities at school: content

Mandatory components adapted educational programs drawn up taking into account the provisions GEF for children with HIA, are the target, content and organizational sections. In view of the fact that software development fully determines the nature and characteristics of the organization of the educational process with students with developmental pathologies, on the content of each section.

It is advisable to include in the target section:

1. An explanatory note that indicates the principles for the development of the AOOP, a comprehensive psychological and pedagogical portrait of students with disabilities for whom this program is suitable, with the obligatory indication of specific educational needs.
2. Planned results of the program implementation, which can be copied from one of the AOOP options, taking into account the current state of the child. As for the fourth version of the educational program, in view of the need to train a student in accordance with a special individual development program (SIPR), it is advisable to record only those results that can be achieved.
3. A system for evaluating the achievement of planned program results.

1. Work programs on disciplines.
2. Methodology for the formation of UUD.
3. Programs of spiritual and moral education, formation of ecological culture and healthy lifestyle.
4. Correctional program.

The work program, in turn, includes an explanatory note specifying the general goals of subject education, taking into account the specifics of the perception of the material by the student, a comprehensive description of the subject or remedial course, designating its place in the curriculum. Also, when describing the work program, it is necessary to present its value orientations, a list of personal, meta-subject and subject results, the achievement of which is expected during the implementation of the pedagogical complex for AOOP, directly the content training course, a thematic plan with a presentation of the main types of educational activities, as well as a description of the material and technical resources necessary for the implementation of this software development.

A feature of compiling a substantive section for AOOP 3 and 4 options is the need to indicate basic educational actions instead of UUD, as well as simplifying the conceptual base in the program for spiritual and moral education. As for UUD, the decrease in the teaching load is ensured by the revision of the standard tasks for their formation (for example, not “work with several sources of information”, but “use information in solving everyday problems”). The program of spiritual and moral education is simplified mainly due to the exclusion of the spiritual component, which is difficult to understand, as well as the expansion of the list of practical tasks.

To overcome the individual problems of teaching a child with HIA to the content section of AOOP according to GEF include program corrective work developed on an individual basis. It is important to ensure that it does not duplicate the content of correctional and developmental courses that are required to attend, which necessitates a preliminary study of the structure of individual correctional classes, extracurricular activities, measures to increase motivation for learning and comprehensive development.

The organizational section of a program adapted for a child with special educational needs should include the following components:

1. The curriculum, in turn, includes a mandatory part and is formed by the participants in the educational process. The content of the mandatory part directly depends on the chosen version of the program: if we are talking about using the first option, then it is advisable to leave the standard structure of the OOP, while when adapting the remaining options, it is necessary to take into account the recommendations of the PMPK to a greater or lesser extent. The program part, formed by the participants in educational relations, provides for additional courses for in-depth study compulsory subjects, the formation of skills for which is the basis for social integration and professional self-realization.
2. Conditions for the implementation of AOOP.
3. Plan of extracurricular activities, consisting of a list of correctional and developmental courses and types of general developmental activity. In structure educational program according to GEF designed for children with disabilities, the correctional component plays a key role due to the importance of overcoming individual psychophysical developmental defects. According to paragraph 8.4 of SanPiN 2.4.2.3286-15, at least 5 hours out of the maximum 10 hours for extracurricular activities should be allocated to correctional and developmental courses, while the content of such classes should be drawn up taking into account developmental pathologies and real problems. So, for a child with hearing pathologies, classes on the development of auditory perception and speech technique are necessary, for students in the ZPR - general developmental classes.

As for the forms of extracurricular activities, their definition is the prerogative of teachers. To create conditions for the comprehensive development of children with disabilities, it is advisable to involve them in excursion activities, hiking, sports, creative or intellectual competitions, socially useful practices, project and research activities. It is possible to expand the forms of extracurricular interaction with students with special educational needs by using the possibilities of organizations of additional education, culture and sports.

Development of AOP for children with disabilities in primary school

The content of the adapted basic educational AOP programs developed according to GEF for elementary school students HIA, are characterized by a wider component content than AOOP OOO. This is due to the age factor, as well as the need for the harmonious development of the personality of children with special educational needs in the context of the need to inculcate basic social skills and create conditions for mastering the subject content at the required level.

When developing program content for elementary school students, it is very important to ensure the implementation of general didactic principles that provide for the construction of a holistic, systematic and purposeful pedagogical process, which is characterized by an orientation towards humanistic values, conscious and comprehensive participation of the student's personality.

As for the organization of correctional and developmental work, the development of program content in the direction should be carried out taking into account the following conditions:

1. Constant maintenance of the balance of corrective, preventive and developmental tasks.
2. Preservation of the unity of the diagnostic and correctional complex.
3. Implementation of the planning of special correctional and developmental work, taking into account the peculiarities of educational difficulties, individually educational and educational difficulties of the child.
4. Execution in different sections adapted educational program designed for children with disabilities according to GEF, in particular AOOP IEO, grouping educational material on topics that are the most significant - cross-cutting.
5. Organization and conduct of correctional and developmental work from the point of view of a system-activity approach, which provides for the development of a set of universal skills and abilities.
6. The use of a competency-based approach, which can primarily be realized through the use of a wide variety of methods and techniques of correctional and pedagogical activities.
7. Determining the volume of the study load, taking into account the state of the child "here and now" with an adequate review of the coverage of the material in a particular lesson.
8. Maintaining the relationship and active interaction within the team of interdisciplinary specialists. Maintaining an emphasis on the formation of personality traits of students necessary for successful social integration.
9. Creation of pedagogical, organizational conditions for consolidating the efforts of the child's immediate environment.

Another important feature that determines the structure and content adapted educational program for children with disabilities is the observance of general didactic principles GEF, in particular, a full-fledged living by the child of all periods of child development. This item is of particular relevance for children with multiple health defects, who, due to psychophysical characteristics, consciously stay in preschool childhood, while due to age and the need to master the subject content, multiple requirements are imposed. It is important that when designing educational activities, the student remains an active participant in the choice of content, and not a subject without the right to vote, teachers create all the necessary conditions for active interaction with family representatives, in particular, on the issues of familiarizing a child with disabilities with socio-cultural norms, traditions of society and the state.

The success of mastering the program content adapted to the real educational opportunities of the child also largely depends on whether the formation of the child's cognitive interests and actions is created in various types of directly teaching, developing activities. In the situation of teaching children with disabilities, compliance with the rules of developmental education, which provides for the activity of each child in the immediate zone of his development, is especially important, since without a consistent demonstration of success, big and small, it is impossible to expect educational activity from a child. The integration of educational areas, necessary for the implementation of the complex-thematic principle of constructing the educational process, should also be implemented only when a student with disabilities reaches the required intellectual level, since otherwise there is a high probability of a decrease in cognitive interest due to a deep misunderstanding of the material being studied.

It is important to note that when designing AOOP programs IEO for children with disabilities according to GEF teachers and other representatives of interdisciplinary teams often face multiple difficulties, among which I would like to highlight the following:

1. Correlation of the content of exemplary educational programs with the requirements of the Standard and the real possibilities of inclusion. AT this case the methodological problem may lie in the fact that it is very difficult to find the area of ​​"intersection" of these concepts due to multiple contradictions.
2. Identification and structuring of methods, techniques and forms of pedagogical work in a specific section or block of AOOP.
3. Definition of the subject, general developmental and correctional component of the program content in terms of sufficiency, accessibility and necessity.

In the context of the significance of the difficulties faced by the developers of adapted program content, it becomes strategically important to continue work in the direction, the mandatory elements of which should be the development of advanced pedagogical practices, the exchange of experience, the consolidation of the efforts of subject teachers and narrow-profile specialists in age development, as well as the active involvement parents in the process of education and comprehensive development of children with disabilities.

How to start developing an adapted educational program? What sections should be reflected in the AOP? Structure and content of an adapted educational program for students with mental retardation.

Drawing up an adapted educational program for children with disabilities based on exemplary
adapted basic general education program
primary general education
studentswith mental retardation (from work experience)

The method of teaching only then fulfills its role,when it suits the nature of children.

What matters is not the method of teaching, but the method of teaching,

which is expressed in the nature of the relationship between student and teacher

in their joint activities.

L.N. Tolstoy.

An adapted educational program (hereinafter AEP) is an educational pro-

gram adapted for the education of persons with disabilities (HIA)

(including those with disabilities), developed on the basis of the basic general educational

programs taking into account the adapted basic educational program (programs

special (correctional) educational institutions of I-VIII types), and in accordance

with psychophysical features and special educational needs of the category

persons with disabilities (Federal Law of December 29, 2012 No. 273-FZ “On Education in the Russian Federation”, art. 2, p. 28).

An important component is the creation of conditions for the adaptation of children with disabilities in the peer group, the school community; organization of lessons, extracurricular and extracurricular activities using interactive forms of children's activities; organization of additional education programs aimed at revealing the creative potential of each child, the realization of his needs for self-expression; participation in the life of the class, school, as well as the use of methods adequate to the abilities of children to assess their educational achievements, products of educational and extracurricular activities. As part of the implementation of an adapted educational program, an educational organization must be provided with textbooks that meet the special educational needs of children with disabilities, including textbooks with electronic applications that are their integral part, relevant educational and methodological literature and materials in all academic subjects of the main educational program.

Based on the recommendations of the Psychological-Medical-Pedagogical Commission (PMPC), the adapted educational training program provides for the adjustment of both educational process(terms, content of the curriculum, forms and methods of teaching), as well as adjustment of the criteria and conditions for determining learning outcomes for each student with disabilities. It should also include a set of measures for psychological, pedagogical and medical and social support. The Pedagogical Council of a general education institution annually approves

an adapted educational program for students with disabilities.

Approximate areas of work of the teaching staff to adapt the educational program for students with disabilities.

Adapted educational program within the educational organization

for a child with disabilities (HIA) is being developed in several

stages:

- Preliminary estimate the educational needs of the child and the request of the parents.

The stage is focused on a comprehensive study of psychological, medical and pedagogical

characteristics of a particular child. It is important that a child entering an educational

organization, was the status of "disabled child" and the recommendations of the IPR (individual

rehabilitation program) or the status of "child with disabilities" and recommendations of the medical commission

and the psychological-medical-pedagogical commission (PMPC) for organizing special educational conditions for him. In the absence of these recommendations, the first step of the administration of the educational organization and specialists will be to identify a child with disabilities

and working with the parents of such a student in order to send him to PMPK.

Provided that the parents do not agree to undergo the PMPK and the psychological and pedagogical

such a child is provided with educational services on a general basis.

- Studying the results of a comprehensive psychological and pedagogical examination.

The purpose of this stage is to determine what educational needs a child with disabilities has, for which

its capabilities can be relied upon in the first place, which of the activities

teachers and professionals are the most relevant. This also includes a description of the

special educational conditions for a child with disabilities, taking into account his capabilities.

It is important to develop a strategy and tactics for working with a child, to make a choice of education.

telnoy, educational, correctional and therapeutic strategies. In the process of work,

support sheets are discussed with all interested parties, and above all with the

parents (legal representatives) of the child, possible solutions to the problem,

positive and negative aspects of different decisions, build forecasts of the effectiveness of the

using one method or another. The end of this stage is the distribution

responsibilities for the implementation of the chosen plan, sequence of actions, clarification

deadlines for the implementation of certain organizational actions.

- Development of an adapted educational program (AEP) includes a single

directed coordinated activity of specialists of different profiles, according to

chosen strategy for working with the child.

AOP development includes:

• designing the necessary structural components of the AOP;
• determination of time limits for the implementation of AOP;
• formulating the goal of AOP together with parents;
• definition of the range of tasks within the framework of the AOP implementation;
• determination of the content of AOP (correctional, educational components);
• planning forms of implementation of AOP sections;
• definition of forms and criteria for monitoring educational achievements and the formation
• social competence of the student;
• determination of forms and criteria for monitoring the effectiveness of educational and correctional
• work.

The organization of the development of the educational program includes tasks in subject areas, forms of organization of educational activities and control, indicators of achievement. The individual educational plan in this section refers only to those subject areas in which a child with disabilities may experience real difficulties in mastering.

When determining the areas of support for the child, selecting tactics and methods of pedagogical activity, the teacher, like all other specialists, relies on knowledge of the child's capabilities, his strengths, as well as an accurate understanding of its possible difficulties

in accordance with one or another developmental disorder, individual characteristics of the assimilation of educational material, style of educational activity, behavior, etc.

Tasks for adapting the educational program:

Compensation for deficits that have arisen due to the specifics of the child's development;

Minimization of risks associated with the organization and content of training;

Realization of the child's needs for development and adaptation in society;

Fulfillment of the state order for the provision of educational services.

In the course of preparing the conditions for the introduction and implementation of the program, a “barrier-free” environment is being created: special devices in the school premises, workplace equipment, tactile and visual support, etc.

- AOP implementation:

• organization of the activities of the teacher and specialists of psychological and pedagogical support in accordance with the program and plan;
• organization of monitoring of educational achievements, social competence of the child and the effectiveness of correctional work.

- Analysis and correction.

This is the stage of understanding the results obtained, allowing

clarify and optimize the content of activities based on diagnostic data.

Organization of activities of PMPK (psychological-medical-pedagogical council)

on the analysis of the effectiveness of work, the dynamics of development and educational achievements of the child, making adjustments to the AOP.

Structure and content

adapted educational program

for students with mental retardation (ZPR)

Children with mental retardation who have minor developmental disabilities are easily included in inclusive education.

The adapted educational program is developed on the basis of the PEP programs of the IEO. This program retains the main content of the education of a general education school, but differs in the correctional orientation of education (the specifics of programs for children with mental retardation, option 7.1). This is due to the peculiarities of mastering educational material by children experiencing persistent learning difficulties.

In teaching students with mental retardation, special teaching methods are used, namely, greater emphasis is placed on visual and practical teaching methods, as well as inductive, reproductive and game methods, advanced learning techniques, methods for developing mental activity, techniques for highlighting the main thing, commenting techniques, etc. d.

textbooks, study guides, didactic and visual materials, technical teaching aids for collective and individual use (including special ones) have

originality. When teaching children of this category, most textbooks are used.

educational institution of a general type (EMC "School of Russia"). Means of education

should take into account the peculiarities of perception, intellectual development of children with mental retardation - therefore, they should contain the most important features of the object, and, if possible,

without additional irrelevant details, visual aids should be understandable, have a sufficient size, clear signatures.

The structure of the AEP of students with mental retardation includes:

1. Explanatory note: goals and objectives of the AOP, the period of its development, a brief

psychological and pedagogical characteristics of students with mental retardation.

1. Planned results mastering by students with mental retardation of an adapted educational program are evaluated as final at the time of completion of the initial general

education. The development of an adapted educational program of primary general education, created on the basis of the Standard, ensures that students with mental retardation achieve three types of results: personal, meta-subject

and subject.

Personal results of mastering AOP include individual-personal qualities

and social (life) competencies of the student, socially significant value

installations necessary to achieve the main goal of modern education - the introduction of students with mental retardation into culture, their mastery of socio-cultural experience.

Personal results of mastering AOP should reflect:

Awareness of oneself as a citizen of Russia;

Formation of a sense of pride in their homeland, the Russian people and the history of Russia;

Formation of a holistic, socially oriented view of the world in its organic unity of natural and social parts;

Formation of a respectful attitude towards a different opinion, history and culture of others

Development of adequate ideas about one's own capabilities, about the essential life support;

Mastering the initial skills of adaptation in a dynamically changing and developing world;

Mastering social and everyday skills used in everyday life;

Possession of communication skills and accepted rituals of social interaction;

The ability to comprehend and differentiate the picture of the world, its temporal

spatial organization;

Development of cooperation skills with adults and peers in different social

situations;

Formation of installation on a safe, healthy lifestyle, the presence of motivation

to creative work, work for results, careful attitude to material and spiritual

new values.

Metasubject Results development of AOP, including mastered by students

universal learning activities (cognitive, regulatory and communicative),

providing mastery of key competencies (which form the basis of the ability to

learn) and interdisciplinary knowledge, as well as the ability to solve educational and life

tasks and readiness to master AOP in the future should reflect:

Mastering the ability to accept and maintain the goals and objectives of solving typical

educational and practical tasks;

Formation of the ability to plan, control and evaluate learning activities

in accordance with the task and the conditions for its implementation;

Formation of the ability to understand the reasons for the success (failure) of educational activities;

Mastering the initial forms of cognitive and personal reflection;

The use of speech means and means of information and communication

technologies (ICT) for solving communicative and cognitive tasks;

Formation of skills for working with a textbook to solve communicative and cognitive tasks in accordance with the age and psychological characteristics of students;

The use of various methods of searching, collecting, processing information in accordance with the communicative and cognitive tasks and technologies of the subject;

Mastering the skills of semantic reading of texts available in content and volume

in accordance with the goals and objectives;

Consciously build a speech statement in accordance with the tasks of communication

and compose texts in oral and written forms;

Mastering the logical actions of comparison, analysis, synthesis, generalization, classification according to generic characteristics on visual material, the basis of practical activity and accessible verbal material at a level corresponding to individual

opportunities;

Willingness to listen to the interlocutor, enter into a dialogue and support it;

Ability to agree on the distribution of functions and roles in joint activities; and etc.

Subject Results development of AOP for children with mental retardation are built taking into account the specifics

1. The system for assessing the achievement by students of the planned results of development

Designed to solve the following tasks:

Orient the educational process to the spiritual and moral development and education of students, the achievement of the planned results of mastering the content of educational

subjects and the formation of universal educational activities;

Provide an integrated approach to assessing the results of mastering the adapted basic educational program of primary general education, allowing for the assessment of subject, meta-subject and personal results;

Allow to assess the dynamics of students' educational achievements and the development of life competence.

The results of students' achievements with ZPR in mastering AOP are significant

to assess the quality of education of students. When determining approaches to the implementation of the evaluation of results, it is advisable to rely on the following principles:

Differentiation of the assessment of achievements, taking into account typological and individual

features of development and special educational needs of students with mental retardation;

The dynamism of the assessment of achievements, which involves the study of changes in the mental and social development, individual abilities and capabilities of students;

Personal Outcomes include the mastery of students' social (life

mi) the competencies necessary to solve practice-oriented tasks and provide

those who care for the formation and development of social relations of students in various

The results of the assessment of personal achievements are recorded in the student's individual development map, which allows not only to present

a complete picture of the dynamics of the integral development of the child, but also to track the presence or absence of changes in individual life competencies.

The main form of work of the members of the expert group is the psychological and medical

Pedagogical Council (PMPC).

Metasubject Results include universal learning activities mastered by students (cognitive, regulatory and communicative), which ensure the mastery of key competencies (which form the basis of the ability to learn) and interdisciplinary knowledge, as well as the ability to solve educational and life problems and readiness

to further mastery of AOP.

Subject Results include the knowledge and skills mastered by students, specific to each educational area, the readiness to use them.

In the process of assessing the achievement of the planned personal, meta-subject and subject results, a variety of methods and forms should be used that complement each other (standardized written and oral work, projects, practical work, creative work, introspection and self-assessment, observations, etc.).

1. Content of education:

The curriculum fixes the total amount of workload, the maximum amount of classroom

the workload of students, the composition and structure of compulsory subject areas, distributes the study time allotted for their development by classes and academic subjects. Content

primary general education of students with mental retardation is implemented mainly through

the introduction of educational subjects that provide a holistic perception of the world, taking into account their special educational needs and opportunities, as well as correctional and developmental

courses aimed at correcting deficiencies in the mental sphere.

The compulsory part of the curriculum determines the composition of the compulsory subjects

subject areas and study time allocated for their study by grades (years) of study. The mandatory part of the curriculum reflects the content of education, which ensures the achievement of the most important goals of modern education for students with mental retardation:

Formation of life competencies that ensure the mastery of the system of social relations and the social development of the student, as well as his integration into the social environment;

Readiness of students to continue education at the next stage of basic general education;

Formation of the foundations of the moral development of students, their familiarization with the general

cultural, national and ethno-cultural values;

Formation of a healthy lifestyle, elementary rules of behavior in extreme situations;

Personal development of the student in accordance with his personality.

- Corrective work program.

In accordance with the requirements of the Federal State Educational Standard for primary general education of students with mental retardation, the goal of the program of correctional work is to create a system of integrated psychological, medical and pedagogical support for the process of mastering AEP by students with mental retardation, which allows taking into account their special educational needs based on the implementation of an individual differentiated approach in the educational process.

The corrective work program should provide:

Identification of the special educational needs of students with mental retardation, due to shortcomings in their physical and (or) mental development;

Implementation of individually-oriented psychological, medical and pedagogical

assistance to students with mental retardation, taking into account the peculiarities of their psychophysical development and individual

visual opportunities (in accordance with the recommendations of the PMPK);

Development and implementation of individual curricula, organization of individual and group correctional and developmental classes for students, taking into account individual and typological characteristics of psychophysical development and individual capabilities;

Possibility of mastering by students with mental retardation of an adapted basic educational

noah program of primary general education and their integration in an educational institution;

Providing parents (legal representatives) of students with mental retardation with advisory

and methodological assistance on medical, social, legal and other issues related to their upbringing and education.

Program for the formation of universal educational activities specifies the requirements of the Standard for personal, meta-subject and subject results of the development of AOP

primary general education and serves as the basis for the development of curricula of subjects.

The program is based on an activity approach to learning, allows you to realize the correctional and developmental potential of education of students with mental retardation and is designed to

promote the development of universal learning activities that provide students

the ability to learn.

The objectives of the program implementation are:

Formation of the motivational component of educational activity;

Mastering the complex UUD, constituting the operational component of educational activity;

Development of skills to accept a goal and a ready plan of activity, plan a familiar

activities, monitor and evaluate its results based on the organizational

the power of the teacher.

Spiritual and Moral Development Program designed to guide educational

the process of educating students with mental retardation in the spirit of love for the Motherland, respect for cultural and

the historical heritage of their people and their country, on the formation of the foundations of social

responsible behaviour.

The goal of spiritual and moral development and education of students with mental retardation at the level

elementary general education is social and pedagogical support and familiarization of students with the basic national values ​​of Russian society, universal values ​​in the context of the formation of their moral feelings, moral consciousness and behavior.

Program for the formation of ecological culture, a healthy and safe image

life- a comprehensive program for the formation of knowledge, attitudes among students with mental retardation,

personal guidelines and norms of behavior that ensure the preservation and strengthening of physical

medical and mental health as one of the value components that contribute to

cognitive and emotional development of the student.

Program of extracurricular activities.

Extracurricular activities are educational activities aimed at achieving the results of mastering the main educational program and carried out in forms other than classroom. Extracurricular activities bring everything together

in addition to educational activities, the types of activities of students in which it is possible and expedient to solve the problems of their education and socialization.

The essence and main purpose of extracurricular activities is to ensure

additional conditions for the development of interests, inclinations, abilities of students

with ZPR, organizing their free time. Extracurricular activities are focused on co-

building conditions for:

Creative self-realization of students with mental retardation in a comfortable developing environment,

stimulating the emergence of personal interest in various aspects of life;

Positive attitude to the surrounding reality; social development

learning in the process of communication and joint activities in the children's community, active interaction with peers and teachers.

1. Conditions for the implementation of AOP:

Personnel conditions. The staff of specialists of an educational organization that implements

adapted educational program of primary general education of students

with ZPR should include educators, speech therapists, educational psychologists, adaptive physical education specialists, social educators, a music worker, medical workers. The requirements for the labor functions of pedagogical workers are determined by the Standard for the professional activity of a teacher.

Financial and economic conditions implementation of the AEP of students with mental retardation relies

to fulfill spending obligations that ensure the constitutional right of citizens

to receive free public education. The volume of current expenditure obligations is reflected in the task of the founder for the provision of state (municipal) educational services in accordance with the requirements of the Federal State Educational Standard for primary general education. Financial and economic support for the education of persons with disabilities is based on

on paragraph 2 of Art. 99 of the Federal Law "On Education in the Russian Federation".

Logistics conditions school education of students with a delay

mental development must meet not only general, but also their special educational

needs. In this regard, in the structure of the logistics of the process

education should reflect the specific requirements for:

Organization of the space in which a child with mental retardation studies;

Organization of a temporary training regime;

Technical teaching aids, including computer-based learning tools,

focused on meeting the special educational needs of students

Special textbooks, workbooks, didactic materials that meet

special educational needs of students with mental retardation and allowing to implement

selected program option.

Educational and methodological conditions. Taking into account the special educational needs of students with mental retardation necessitates the use of special textbooks addressed to this category of students. To consolidate the knowledge gained in the lesson,

as well as to fulfill practical work need to use workbooks

on a printed basis, including copybooks. Special educational needs of students

with ZPR necessitate a special selection of didactic material, pre-

proprietary use of natural and illustrative clarity.

Inclusion is literally “involvement”. We are talking about such conditions that will allow children with disabilities to study in a regular school. On the this moment Inclusive education raises more questions than it answers. But there are also real results. In some schools, along with regular classes, correctional classes have been formed in which children with disabilities study, requiring a special approach and special conditions. At the lessons they study according to their own, adapted program, and during the breaks and after the lessons, "special" children are involved in the general life of the school, participate in events, and communicate with healthy peers.

The program, according to which children with disabilities study, as mentioned above, is not ordinary, but adapted. It is based on the principles of correctional work and is aimed at obtaining education for children with disabilities in full, but in forms that take into account their state of health.

How to create an adapted program?

The adapted educational program for children with disabilities according to the Federal State Educational Standard does not differ fundamentally from a similar program for healthy children.

The program of the corresponding subject should be taken as a basis and brought into line with the requirements. For example, in many subjects for children with disabilities, the number of hours has been increased; in some cases (for example, in physical education lessons) there are features in the content.

Then you should choose a textbook from among the recommended ones, make thematic planning, and select the appropriate forms of control. It should be borne in mind that children with disabilities usually do not take exams in the form of the OGE and the Unified State Exam, so it is worth bringing the forms of current control closer to the features of the GVE. Of course, if we are talking about an adapted educational program for children with disabilities according to the Federal State Educational Standard of the IEO, then this does not matter: CDFs are usually the same for children with disabilities as for everyone, they can only be offered additional time to complete tasks, special coverage , tasks printed in large print.

Finally, having completed all the preparatory work, you can draw up the program itself.

What should be in the program?

On the name of the educational institution, on the left “Reviewed at a meeting of the pedagogical council from ___, protocol No. ___”, on the right “I approve” with the signature of the school director and a seal, in the center the name “Adapted educational program of basic (or primary) general education for children with disabilities ( specify type)”, at the bottom of the year.

The second page should list the legal documents on the basis of which the program was created. The list must include the Constitution of the Russian Federation, the Law on Education in the Russian Federation "No. 273 of December 29, 2012, the Federal State Educational Standard for Primary General Education for Students with Disabilities (approved by order of the Ministry of Education and Science of the Russian Federation of December 19, 2014 No. N 1598) (if the program is for the NEO), the Charter of the educational institution, etc.

Provide information on the composition of the program (explanatory note, curriculum, study schedule, work programs in subjects, assessment and methodological materials, etc.)

Then the goals of the program are indicated. For example, these:

• Creation of conditions that provide an opportunity for children with disabilities to receive a quality education.
• Social adaptation of children with disabilities through a differentiated approach to learning; formation of their social competence necessary for self-realization.

Or briefly (option for an adapted educational program for children with disabilities according to the Federal State Educational Standard IEO of the 7th type): “Creation in educational institution special medical and pedagogical environment for the purpose of rehabilitation of children with mental retardation and their subsequent integration into the modern cultural and socio-economic space”.

Then you should put a list of tasks (most do not differ from the tasks of a regular educational program, with some nuances). However, specific tasks must also be included:

• Optimization of the activities of school staff aimed at correcting the impaired functions of children with disabilities based on intact functions.
• Rehabilitation of students with disabilities, which allows developing the ability to study and live in society, to fully participate in various forms of activity (cultural, creative, sports, etc.).
• Work on the formation of the personality of students, the regulation of the emotional-volitional sphere, cognitive activity, etc.
• Application .

After the tasks, it is necessary to indicate the planned results (they are formulated on the basis of the specified tasks: say, “work on the formation of motivation” - “formed motivation”, and the like).

Here it is desirable to bring some results in accordance with the profile. For example, for children with mental retardation: “The development of the abilities of students with mental retardation through the organization of socially useful activities, creative activity, participation in sports events, in project activities, etc.”

Then the work programs of all subjects are given, indicating the number of hours, titles and authors of study guides, forms of control.

The educational program is discussed (and more often just voted) at the teachers' council and approved by the school principal. It must be presented on the website of the educational institution.

Adapted program for children with disabilities according to GEF IEO

Sometimes teachers find it difficult to draw up an adapted program for students with disabilities according to the GEF IEO, because this is a new thing. However, the demands are inexorable: the Order of the Ministry of Education and Science of the Russian Federation of December 19, 2014 N 1598 “On Approval of the Federal State educational standard primary general education of students with disabilities”, now there is a federal state educational standard for “special” elementary school students, which means there should be a program.

Program features

The educational program for children with disabilities is built according to a standard model, only something “correctional” is included in all items. In addition, it is necessary to clarify whether there are changes in the number of hours or the content of educational material in a particular class in a particular subject. Textbooks are used from the list recommended by the Federal State Educational Standard; please note that for children with visual impairments, intellect, etc. there are special teaching aids, while those studying according to programs, for example, of type VI, study according to ordinary ones.

All features: special teaching aids, increase in hours for studying the subject, introduction of special subjects (SBO, adaptive Physical Culture etc.), teaching (stretching) the material of one year of study in two - should be reflected in the program.

Program structure

The program must include a list of legal documents on the basis of which it was created.

This is followed by an Explanatory Note, in which:

• substantiates the need to create an adapted program;
• provided general information about the educational organization;
• the goals and objectives of the adapted educational program for children with disabilities according to the Federal State Educational Standard of the IEO are reported, as well as the planned results;
• information is given about educational and methodological, personnel (with information about the presence of defectological education among teachers, about speech therapists, psychologists, etc.), material and technical support of the educational process);
• features of the regimen for children with disabilities, the specifics of the calendar plan.

After the explanatory note, there should be placed work programs on the subjects of primary education, a list of zoo-preserving measures and technologies used in an educational institution, a list of forms of control; if desired, it is here that you can place information about the planned results of the formation of the personality of a student with disabilities, activities aimed at his rehabilitation and integration into society.

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