This article presents theoretical considerations in preparation for creation. Without this knowledge, you should not start creating it, so the article is recommended for reading for those who are just planning to build their own CNC machine. A year and a half after its publication, I wrote the following article for those who already have the machine itself. It is called . In it, I will talk about the method of measuring accuracy and the conclusions that follow after measurements.

To begin with, for home production, a CNC machine is simply irreplaceable equipment. Therefore, I decided to assemble a CNC milling machine with my own hands. This is not an easy business and, I must say, extremely costly. At the moment, the amount spent on the creation of the machine is already approaching the cost of the finished machine. But for me it was not a secret - they write about it everywhere and often. It's just that when you make a CNC milling machine with your own hands, then involuntarily you will thoroughly know all the subtleties: how it works, how to set it up, what steps to take to increase its accuracy, processing speed and other parameters. In general, you plunge headlong into the technological environment of machine tool construction.

This article on the TechnoBlog Dimanjy will talk about the accuracy of a CNC machine, depending on the choice of the type of transmission, stepper motors and their modes of operation.

Quite a bit of theory. If you were already interested in CNC milling machines, then you probably know that they consist of a cutting / milling tool (spindle with a cutter installed) and a linear tool movement system, i.e. a system that provides automatic movement of the tool in space. This is how the CNC machine myself cuts out the specified part.

The linear movement system of the machine tool is built (usually) on the basis of stepper motors. Here I will be looking specifically at hand-assembled CNC machines, not expensive industrial designs on which much more expensive industrial servo motors can stand. And when assembling a machine with their own hands, they usually try to adhere to a minimum budget. It is the budget option that is to use stepper motors.

Let's go further. The task of the linear motion system based on stepper motors is to convert the rotational motion of the motor rotor into the translational (linear) motion of the carriage to which the tool is attached. There are two types of converters: screw-nut gear (and its varieties) and gear drives (toothed belts or racks).

Choosing the type of transmission (helical or gear), the designer is guided by the tasks facing the machine, the requirements of accuracy and availability of certain materials. In general, the helical gear provides a higher resolution of the machine tool than the gear gear, but is inferior to the latter in the speed of the tool movement. If you want a machine capable of routing jewelry, then it will most likely have to be built on helical gears, but it will be slow. If you want to cut out a lot and quickly not small parts (relative to jewelry), then it is advisable to build it on gears. But it will not be possible to do something very small on it, tk. its resolution will not allow. Now let's do some calculations with specific examples.

Calculations start with a stepper motor, which has a parameter such as the number of steps per full revolution. For homemade CNC machines, stepper motors are usually used with 200 steps per revolution (360 ° / 200 = 1.8 °). Stepper motors can operate in half step mode and take 400 steps per revolution. Now let's try to transfer this number to helical and gear drives, and see what theoretical resolution can be obtained from them using the same stepper motor. Hereinafter, I will talk specifically about the resolution, and not about the accuracy, although often people confuse these concepts and by "precision of a CNC machine" mean precisely its resolution.

So, what kind of resolution can you get in a screw drive with a stepper motor with 400 half steps per revolution? The helical gear has such a parameter as the thread pitch. Let the thread pitch of the screw drive be 2 mm (this is the step that is done on ordinary construction studs). Those. a nut screwed onto this screw will move 2 mm per full turn. If you attach a stepper motor to the screw and turn the screw with it, it turns out that in one half-step of the motor, the screw will move the nut by 2mm / 400 = 0.005mm! or 5 microns! Incredible! With such permission, the Tula Lefty would not only shoe a flea, but also fill her with a tattoo!

However, imagine now that with the help of such a helical gear we need to move the tool 20 cm. This is 100 screw revolutions or 100 x 400 = 40,000 half steps. Stepper motor speeds are usually relatively low - 50 rpm is already fast enough for a stepper. This means that to move the tool 20 cm, making 100 revolutions, you have to wait as much as 2 minutes! Catastrophe!

Now let's look at the accuracy of the toothed belt. More precisely, the resolution that can be achieved using a gear on a toothed belt. In homemade CNC machines, timing belts with a tooth pitch of 5.08 mm are often used. A pulley is put on the stepper motor rotor, which also has a certain number of teeth that mesh with a toothed belt. For example calculations, let's take a 12-tooth pulley. It turns out that for a full revolution of the stepper motor (400 half steps), the toothed belt will travel 12 x 5.08 = 61 mm. This means that one half step accounts for 61/400 = 0.15 mm.

Yeah! It doesn't smell like microns, and we don't even fit into the "ten" (one tenth of a millimeter). But ask yourself the question, will you create parts in which elements (for example, adjacent holes) will be closer to each other than 1 mm? And now imagine how fast the tool on your CNC machine will move: at 50 rpm, the gear on the toothed belt will move the tool 61 x 50 = 3000 mm or 3 meters! in a minute. This is not 10 cm per minute on a screw drive!

Here you could argue with me, especially if you are studying the issue of creating CNC machines with your own hands for a long enough time, because there are craftsmen on the network who accelerate stepper motors to cosmic speeds. I've seen mentions of almost 500 rpm! With such a speed, you can turn the helical gear rather quickly. In theory, yes ... But in practice, the stepper motor loses its torque very much when the rotation speed is increased. It is not designed to rotate quickly at all - there are other types of motors for this.

From the very beginning, when I just started making a CNC machine with my own hands and began to describe this process in my TechnoBlog Dimanjy, I also decided to use a helical gear. I collected 100 rubles each for building studs in the nearest store, ordered caprolon nuts for them, bought bearings at the market, carved holders on them ... But when I assembled all this economy into a single structure, I simply could not turn the transmission screw with my hands! Construction studs all curves - give a runout of up to 2mm per 1 meter of length. It is simply unrealistic to center the bearings at home, so there could be no talk of any alignment. The question is, how will all this rotate the poor stepper motor? But in no way!

After the first unsuccessful experiment, I decided to turn my attention to the industrial gear elements for machine tools. I began to compare them and estimate the cost.

The helical gear requires high-precision screws, bearings for each screw on both sides, bearing holders and a gear nut for each screw. But the screws need to be rotated somehow, so special couplings are needed for stepper motors, and even better - the same timing belts and two pulleys: one for the motor, one for the lead screw. In general, there are a lot of details, and even a big headache when setting up, not to mention the initially increased requirements for the bed of the future machine to maintain alignment when installing the screw holders. A double price tag with a deliberately unpredictable result. Nafik nafik!

The timing belt transmission proved to be the most budget-friendly option. For a homemade CNC machine, you only need the toothed belt itself, the pulleys for it on the stepper motors and two tension rollers in the set for the pulley. I made the idler rollers from regular bearings. Adjusting the timing belt is reduced only to its tension - just so as not to dangle.

So it was decided - I do it on a toothed belt. I bought components, redesigned the bed, installed stepper motors and belts. And voila - everything rustled, and quite cheerfully! The motors had no difficulty in moving the multi-kilogram bed together with the heavy spindle. All assembly defects and small curvatures are smoothed out by the gear on the toothed belt due to its own elasticity. However, the low resolution of 0.15 mm did not give me rest. Of course, you always want more accuracy, and I started looking for ways to increase it.

The first thing that comes to mind is to use a reducer. But this leads to a complication of the design, its rise in price and, again, a decrease in speed! Is it possible to somehow increase the resolution of a homemade CNC machine while maintaining the same speed of movement? It turned out that this is theoretically possible. The solution was found in a way to control a stepper motor.

The thing is that a stepper motor can work not only in full-step or half-step mode. By specially controlling the current in the motor windings, it is possible to achieve the so-called "microstepping" mode of the motor operation. At the same time, it is possible to split one full step into many smaller steps, getting 1/4, 1/8, 1/16, 1/32 steps and even more! Already at 1/4 step, the resolution of a CNC machine on a belt drive increases 2 times from 0.15 to 0.075 mm, at 1/8 - to 0.04 mm, at 1/16 - to 0.02 mm. This is already something!

However, there is a small problem here. The fact is that manufacturers do not guarantee that the motor will operate in microstepping mode. In addition, different stepper motors behave differently in microstepping mode, and nowhere is the performance of a particular motor in microstepping mode described. It is understandable - this mode, in principle, was not envisaged in the development of a stepper motor, which in fact is a finite automaton with clearly defined states inherent in digital technology (1 - we took a step, 0 - we stand still). Microstepping is an attempt at analog control of a motor that was originally designed for a “digital” signal.

In microstepping mode, the stepper motor reveals to us all its analog nonlinearity, inherent in everything in our world. If the current in one of the windings is fixed, and in the second it is smoothly raised from zero to the same level, then the motor rotor, contrary to expectations, will not move smoothly. When the current in the second winding is about 50% of the current in the first, the stepper motor does not move at all. From 50 to 70% the rotor comes to life and begins to turn barely noticeably, and from 70 to 100% it turns three times faster. Those. the dependence of the angle of rotation on the value of the current in the winding is close to exponential. This pattern is typical for powerful hybrid stepper motors used in homemade CNC machines. If we take a low-power stepper motor from an old printer, then the dependence there is already different, almost linear. And so for each engine. Different motors - different characteristics for microstepping.

There are many stepper motor controllers with support for microstepping on the market, but they use the usual sine table for its implementation, which does not take into account the nonlinearity and individual characteristics of each particular motor. What is the use of such a crooked microstep? Oddly enough, but there is even a good from this. The thing is that in the normal full step or half step mode, stepper motors vibrate a lot. Mechanical resonance sets in, which causes the entire machine to vibrate and rumble, which can have an extremely negative effect on accuracy. If, however, each step coming from the control program is divided into microsteps and fed to the motor, then the movement will become much smoother and quieter. But such controllers do not ensure the fixation of the motor in the microstepping position, because the position of the rotor in this intermediate state is completely unpredictable for a conventional microstepping controller.

Let's now imagine that the controller knows from somewhere about the nonlinearity of the stepper motor characteristics, and instead of the standard sine table recorded in its memory, it will select values ​​for the winding currents from a special individual table compiled for a specific motor. Then the microstepping mode can be used not only to reduce resonance, but also to actually increase the resolution of the CNC machine!

But how to transfer this magic table, calculated individually for each motor, to the stepper motor controller? Pre-calibration of the stepper motor and a special controller that supports the work with this calibration table will help us to solve this problem! This is what I am currently developing. On my Dimanjy TechnoBlog you can follow the progress of its development and the latest updates.

I decided to use the optical method using a conventional laser pointer rigidly mounted on the stepper motor rotor, but read about this in my next article on the Dimanjy TechnoBlog.

I am also starting a series of articles on how to create, because I already have some results in this direction. Stay tuned!

T It so happened that in our society all people are different: black and white, tall and short, thin and plump, wealthy and not so, but all are under the same sky and under the same sun. And children with special needs too.

They want and need to learn, master a profession in the future, get on their feet. Each of them should be able to proudly curl - I'm learning! When the question of education arises, many parents of special children ask: Will they be able to? and how accessible education is for a disabled child. But let's remember that at the Paralympic Games, athletes with disabilities achieve unprecedented results. They can, therefore, climb the pedestal of the school curriculum for such children is also possible.

Houses and walls help

There are several forms of education for children with disabilities:

    full-time, part-time, part-time, home, distance, in the form of an external student.

Parents of children with special needs are often faced with a serious question: which form to choose? Of course, the answer to this question is more than individual.

Many parents of special children believe that it is better for a child to study at home, leaning towards home, part-time or distance forms. In this case, the student should be provided with free textbooks, additional literature, teachers. Of course, the undoubted plus of home schooling is that the child is at home, under the supervision of one or two parents, he can distribute the load.

The warm home environment in the family makes the learning process more relaxed, protecting the baby from the difficulties that can be faced in society. However, in this case, the child turns out to be isolated from society. But they, children with disabilities, still remain children. They want not only to learn and gain knowledge, but also to communicate, play, walk, contact their peers, comprehending society, whatever it may be: kind, gentle, harsh or even cruel.

At home, the child has communication with a limited circle of people: parents, teachers who come, teach new material and leave, psychologists and doctors. And the child is left alone again. This may not have a very good effect on his psyche, making the child even more withdrawn into himself. In addition, the curriculum taught at home differs markedly from the school curriculum. Therefore, if possible, it is better to send your child to school.

Why school is better

There are many specialized correctional schools and rehabilitation centers, including boarding schools, where children with developmental disabilities are taught according to a special special methodology and a more complete program than home-based education. Parents take their child to correctional schools every day, and if it is a boarding school, they leave and pick them up for the weekend.

Complex correction allows you to compensate for deviations in the state of health, smooths out developmental deficiencies. There the child is under the supervision of specialists, teachers, but most importantly, he comes to the team. Of course, as in any team, he may face communication problems. After all, in schools all children are different, some can get nasty. But, nevertheless, he will learn to communicate and overcome these difficulties at his own level. Communication with peers will benefit him.

Of course, parents are not always able to take their child to school. Moreover, at the present time it is fraught with difficulties. After all, if the school is not close, you will have to get there by public transport or, if the educational institution is located nearby, you will have to overcome the road with 15 centimeter curbs. This is just a small fraction of the complexity.

Therefore, if a child with cerebral palsy does not move well, is very tired, then, most likely, the form of home education is more suitable for him. But if the child does not have a severe form of cerebral palsy, then he can even study in a regular school.

The open doors of an ordinary school

Recently, more and more importance is attached to inclusive education. This is the so-called entry of a special child into a regular school. The idea itself is great. But since its introduction is only at the initial stage, it is fraught with many difficulties that both teachers and students themselves have to face.

Education for a disabled child in an ordinary school, along with ordinary children. In itself, this is wonderful, because in this way he has not only the ability to communicate, but also the incentive to develop. Here he can find friends and acquaintances. However, to date, the overwhelming majority of secondary schools do not have basic technical equipment for this: ramps, entrances, railings, elevators.

Provides two-tiered support. There should be a tutor next to a student with developmental problems, whose task is to help the child move around, as well as specialists in correctional pedagogy. There are no such specialists in many schools. Schools with speech therapists and psychologists in the staff, the situation is somehow smoothed out, but still the question remains open. High class staffing does not allow the teacher to pay attention to each student at the proper level. Currently, in regular schools, teachers do not have the ability to change the school curriculum. Therefore, many children with developmental disabilities cannot fully master it.

In addition, schools do not offer specialized assistance. The educational process in modern general education schools is the achievement of a certain level that all students must reach. Whoever does not reach this level is, as a rule, put on a fat cross. But inclusion, as the author of one article rightly noted, “is not 'all in one pit' and does not imply equality of all students.

Inclusion is when each student masters the program as much as he can. And the teaching staff is fully dedicated to the task of making the student's involvement in the learning process as complete as possible so that the student can realize his / her abilities to the maximum. But this is the ideal. However, in many foreign countries this ideal is already being practiced.

And what about there, "over the hill"

Inclusive education has long been successfully practiced in schools in Great Britain, Italy, and Germany. So, for example, in Germany, children who have musculoskeletal disorders, but mental functions are fully preserved, have long been involved in the general educational process. The collective of such schools is a team of teachers, social, correctional teachers, medical workers, educators and specialists in inclusion.

There are also volunteers at the school. The school is open to all students without exception, as well as the training program is adapted for everyone. The teaching staff sets itself the task of the individual development of each child. The educational materials are designed in such a way that students can work through the same assignments, but each at its own level.

Children are at school all day (first in the classroom, and then in the extended day group), under the supervision of a speech therapist and an occupational therapist. This gives parents the opportunity not to worry about their children and work in peace. This approach to the learning process makes the development of each child optimal.

Small conclusion

Thus, inclusive education in its essence is a great opportunity for children with special needs to enter into an atmosphere of social interaction. It remains to be hoped that it will be fully implemented on the territory of the post-Soviet space.

The opportunity for different children, with different abilities to be together, make friends, play, learn to help each other, take care of each other and understand that all people are different, but they all live together on the same Planet and under the same sky. It's just that among them there are those who are the same as the others, only he has fewer opportunities, but there is an opportunity to say - I am learning!

KOU PA "Oryol secondary school for students with disabilities"

Article on the topic:"Features of teaching children with cerebral palsy"

Prepared by A.Z. Fedotova

Among the entire population of children with disabilities, a significant part is occupied by children suffering from various forms of cerebral palsy - from 2 to 6 patients per 1000 child population. About half of children with cerebral palsy are mentally retarded. Children with dysfunction of the musculoskeletal system have been the object of close attention of special teachers for several decades. Children with physical or mental illness have the right to receive qualified pedagogical assistance at home.

A well-structured and carefully designed homeschooling program should help the developmentally retarded child progress much further than would otherwise be possible without assistance.

I conduct all my classes with a sick child taking into account the age characteristics and the severity of the defect. Classes are built on the basis of the principle of integration by alternating exercises according to the degree of difficulty. The structure of the classes is flexible, but at its core it includes cognitive material and elements of psychotherapy. Assimilation of educational material simultaneously forms communicative qualities, enriches emotional experience, activates thinking, and forms personal orientation. The psychological state of the child at a particular moment is the reason for the variation in methods, techniques and structure of the lesson.

Effective methods of corrective influence on the emotional and cognitive sphere of children with developmental disabilities are:

Game situations;

Didactic games, which are associated with the search for specific and generic characteristics of objects;

Game trainings that contribute to the development of the ability to communicate with others;

Psycho-gymnastics and relaxation to relieve muscle spasms and tightness, especially in the face and hands.

I constantly monitor the child's posture, the correct position of the limbs. In the event of undesirable pathological motor reactions, I contribute to their overcoming by passive-active interventions. I start each meeting with passive gymnastics, which contributes to the development of kinesthetic and visual sensations of the movement pattern, inhibits friendly reactions, prevents the development of contractures and deformities, and stimulates the development of isolated movements. I repeat passive movements many times, fixing the child's attention on their implementation.

As soon as the child learns to perform at least part of the movements, I move on to passive-active gymnastics.

Passive hand and finger exercises:

    I do stroking, kneading movements on each finger from tip to base.

    I pat, rub the tips of my fingers, as well as the areas between the bases of the fingers.

    I stroke and pat the backs of the hands and arms (from fingers to elbows).

    I pat the child with the brush on my hand, on a soft and hard surface.

    I rotate the child's fingers, each one separately.

    I make circular turns with the child's brush.

    I make the abduction-adduction of the brush to the right and to the left.

    I unbend the fingers of the hand alternately, and then bend the fingers (the thumb is on top).

    I do massage using various massagers.

    Contrast the thumb with the rest (finger rings). I use exercises: squeezing soft toys with the thumb and forefinger, spreading scissors, shaking hands, playing with dolls that are put on the fingers.

    I oppose (connect) the palms and fingers of both hands.

Also, I form the function of grasping, unclenching the hand, shifting an object from one hand to another. To stimulate isolated movements of the index finger, I use the following exercises: pressing with a finger on plasticine balls, drawing with finger paints.

In all lessons I use stimuli of various modalities - visual, auditory, tactile, and I use this stimulation for a long time. I combine stimuli of different modality (music, color, odors), which has a different effect on the mental and emotional state of the child - tonic, stimulating, restorative, strengthening, relaxing, soothing. Thus, different tasks are solved:

Formation of gaze fixation, concentration of attention, smooth tracking and hand-eye coordination.

Formation of ideas about color, shape and size (multi-colored cups, pads, balls, plates, boxes, etc. are used).

Development of tactile sensitivity (placing objects in the palms of the child).

Lessons are conducted in a playful way. Features of the development of thinking in children with mental retardation make it necessary to use a variety of visual material. In literacy classes, I use techniques that exclude the need for writing - I use a split alphabet, object pictures, loto, a magnetic board, puzzles, supporting-mnemonic tables.

Children do not learn continuously, they need rest. I carefully observe the child, I try to understand how he thinks, that he knows how to use the skills. I try to be consistent. I move from simple to complex, from one skill to another. Every day I introduce new elements into my lesson. I try to praise and encourage the child more often.

A sick child lives in a closed space of love, understanding and silence, and any knocking, screaming and even just a cough makes the child shudder, shrink internally. And therefore, the dialogue between the student and the teacher should be carried out more with the help of the eyes, and if the voice, then very quiet, reaching a whisper.

The schedule of visits by the teacher to the child is agreed with the parents, while taking into account all the factors and features of the daily routine. Most often this is the second half of the day, since morning procedures, therapeutic massage, preparation for classes take the entire first half of the day.

Only with the creation of favorable conditions for education and training can a positive dynamics of the development of a child with cerebral palsy be achieved.

Bibliography

1. Cerebral palsy Reader / compiled by L.М. Shipitsyn and I.I. Mamaichuk. - SPb., "Didactics Plus", 2003.

2. Magazine "Elementary school" N 38, 2003

3. Foundations of Special Psychology, ed. L.V. Kuznetsova 3rd ed. M .: "Academy", 2006

4. Special psychology, ed. IN AND. Lubovsky - 2nd ed. Rev. - M .: 4.

5. Shipitsyna L.M., Mamaichuk I.I. Psychology of children with disorders of the musculoskeletal system. M .:

Lydia KOVALEVA, primary school teacher of secondary school No. 4, Krasnoznamensk, Moscow Region We speak with our eyes ... Home-based education of children with cerebral palsy

You and I speak with our eyes, because the eyes are the thread between us.

Introduction

Chapter 1. The concept and causes of cerebral palsy.

Chapter 2. Features of home education of children with cerebral palsy.

Conclusion

Bibliography

Introduction

Among the entire population of children with disabilities, a significant part is occupied by children suffering from various forms of cerebral palsy - from 2 to 6 patients per 1000 child population.

Among patients with cerebral palsy, there are children with varying degrees of severity of impairments, up to severe, leading to lifelong disability.

Children with dysfunction of the musculoskeletal system have been the object of close attention of special teachers for several decades. According to the State Committee of the Russian Federation, every 10th disabled child is disabled due to diseases of the musculoskeletal system. In the structure of the incidence of children from 0 to 14 years of age, these diseases were in 1990 - 91.7 thousand cases (first diagnosed), in 1995 - 547 thousand, and in 1999 - 720 thousand cases, and in 2007. - 1570 thousand cases.

At present, the need to improve the organization of psychological and pedagogical assistance to children with musculoskeletal disorders is all the more obvious, since this pathology is extremely widespread and tends to grow, especially the number of sick children with cerebral palsy increases significantly. This accounts for 89% of the total number of diseases of the musculoskeletal system.

Chapter 1. The concept and causes of cerebral palsy.

Cerebral palsy is a severe disease of the brain, manifested in various psychomotor disorders with a leading motor defect.

The term cerebral palsy (cerebral palsy) refers to a group of movement disorders that occur when the motor systems of the brain are damaged and are manifested in a lack or lack of control by the nervous system over muscle functions.

With cerebral palsy, early, usually intrauterine damage or brain underdevelopment occurs. The reasons for these violations can be different:

Various chronic diseases of the expectant mother;

Mother-borne infectious diseases, especially viral diseases, intoxication;

Incompatibility of the mother and the fetus for the Rh factor or group affiliation;

Bruises during pregnancy, etc.

Predisposing factors can be - prematurity or postmaturity of the fetus.

In some cases, the cause of cerebral palsy can be:

Obstetric injuries;

Prolonged labor with an entanglement of the umbilical cord around the fetal neck, which leads to damage to the nerve cells of the baby's brain due to lack of oxygen;

Sometimes cerebral palsy occurs after birth at the age of one year as a result of infectious diseases complicated by encephalitis (inflammation of the brain substance), after severe head bruises.

Cerebral palsy is usually not a hereditary disease.

Chapter 2. Features of home education of children with cerebral palsy.

Very often, disorders of the musculoskeletal system are the result of cerebral palsy (cerebral palsy). Before teaching children with such a diagnosis, a teacher needs to know what cerebral palsy is.

Cerebral palsy is a disease that causes impaired motor activity and an unnatural body position. It occurs as a result of brain damage before childbirth, during childbirth or during infancy. Not the entire brain is affected, but mainly the departments that control movement. Impaired brain functions are not restored, but they do not worsen either.

About half of children with cerebral palsy are mentally retarded. However, one should not rush to conclusions. Children with the consequences of cerebral palsy move awkwardly - either too slowly or too fast. Their faces are contorted due to weakness of the facial muscles or difficulty in swallowing, and grimaces appear on them. Therefore, a child with normal mental development may appear mentally retarded.

Such a child needs special learning assistance. Indeed, very often he understands much more than he can say or show.

Thanks to intensive preschool activities, a child who has reached school age turns out to be quite normal mentally and practically learnable.

The main postulates of a sick child's life should be:

Self-confidence and the ability to please yourself;

Ability to communicate with other people;

Self-service skills.

Children with physical or mental illness have the right to receive qualified pedagogical assistance at home.

A well-structured and carefully designed homeschooling program should help the developmentally retarded child progress much further than would otherwise be possible without assistance.

All classes with a sick child have a flexible structure, developed taking into account age characteristics and the severity of the defect. Classes are built on the basis of the principle of integration by alternating exercises according to the degree of difficulty. The structure of the classes is flexible, but at its core it includes cognitive material and elements of psychotherapy.

In the process of studying with a sick child, it is necessary to remember that the assimilation of educational material should simultaneously form communicative qualities, enrich emotional experience, activate thinking, design social interactions and motor acts, and form personal orientation.

The psychological state of the child at a particular moment can cause variations in methods, techniques and structure of the lesson.

Effective methods of corrective influence on the emotional and cognitive sphere of children with developmental disabilities are:

Game situations;

Didactic games, which are associated with the search for specific and generic characteristics of objects;

Game trainings that contribute to the development of the ability to communicate with others;

Psycho-gymnastics and relaxation to relieve muscle spasms and tightness, especially in the face and hands.

The development of active thinking goes in two ways: from the visual-efficient to the visual-figurative and logical. At a certain stage, these paths of development merge together, and this plays a special role in the cognitive activity of the child.

An important method of understanding new facts and phenomena was the appeal to the visual image: a pantomimic image of the subject of conversation, artistic illustrations, drawing, a symbolic sign - everything that becomes a support for the development of the thinking of a sick child. All this provides a union of reason and feeling.

In agreement with the Ministry of Health, an elementary school student is given 8 hours a week for home education: 2.5 hours for Russian and mathematics, 2 hours for reading, and 0.5 hours for history and natural history.

The schedule of visits by the teacher to the child is agreed with the parents, while taking into account all the factors and features of the daily routine. Most often this is the second half of the day, since morning procedures, therapeutic massage, preparation for classes take the entire first half of the day.

Classes with a sick child are recommended to be carried out in the form of a lesson. A lesson is a communication between a teacher and a student. The child is designed so that he develops in the process of this communication. This process is based on the emotional contact between an adult and a child, which gradually develops into cooperation, which is a necessary condition for the development of a child. Their cooperation lies in the fact that the adult seeks to convey his experience, and the child wants and can assimilate it.

It is advisable to start the study sessions with a reading lesson. In the process of working on the text, contact is established with the child, and the working atmosphere is being set up. The dialogue between the teacher and the student is, as it were, an intellectual warm-up, a springboard before a new, more difficult test. But when constructing a dialogue lesson, it is necessary to remember that this is "a meeting place for people who think differently." Therefore, the correction of the structural construction of the response should be unobtrusive and very tactful, without hurting the pride of the child. It should be remembered that a sick child is very vulnerable, reacts sharply to criticism.

After the reading lesson, it is advisable to move on to the Russian language lesson. In children with cerebral palsy, as a rule, Russian language lessons do not cause any particular difficulties. Possessing a good memory, they successfully learn the rules, write competently. And the main difficulty here is that the writing speed of such children is very low. The "naughty" handle is ready to jump out of weak fingers at any moment. And here the patience of the teacher is important. Do not rush, you need to give your hand an opportunity to rest, help, holding a ruler while underlining, turn over a piece of paper, change a pen, take short breaks to massage your fingers, because "the child's mind is at his fingertips."

Systematic exercises for training finger movements along with stimulating massage are, according to V.V. Koltsova, "a powerful means of increasing the efficiency of the brain."

Creative work belongs to difficult tasks in the Russian language, since often a sick child spends all the time within the four walls of his apartment and it is difficult for him to describe a spring day, winter fun, hiking in the forest. Therefore, themes for creative work must be selected, taking into account the specifics of the real situation:

My favourite toy;

Description of the tree under the window;

Beloved person.

A detailed plan, leading questions will help the child with such work, but, as a rule, children answer questions with simple sentences, they lack means of literary expression, creative works are short and very concise. Although the inner world of a child with cerebral palsy is usually rich. Such children are happy to paint using the entire palette of colors, and this positive moment in work should be used as moments of rest between the main lessons. But it is especially effective in science lessons. Completing tasks in the form of a picture on the themes "Plants of the tundra", "Animals of the forest", as well as working with geographical maps give positive results, good grades and moral satisfaction from the work done.

My method, Nikonov's method, was developed and based exclusively on personal experience and is the only effective method in the world (infantile cerebral palsy).

I studied at the Gorky Medical Institute in the full-time department. After graduation, he worked in a clinical hospital. He recovered adult patients after a heart attack, stroke, surgical interventions, restored joint mobility in patients suffering from joint immobility.

A year later, I was invited to restore patients to the hospital of the Central Committee of the Communist Party of the Soviet Union.

The chief physician of the hospital of the Central Committee of the CPSU, Nikolai Fedorovich Volkov, and the deputy for the medical department, Roza Ivanovna, set the task to completely restore patients, employees of the apparatus of the Central Committee of the CPSU, suffering from muscle inactivity in the neurological department. The most important thing is that for the effect on the patient's muscles, I was given one hour (60 minutes), and not 10 minutes, as in a clinical hospital.

From 8 am to 3 pm I studied at the medical institute. From 4 pm to 7 pm, I worked at the nomenclature hospital, recuperating patients. From 8 pm to 11 pm, I recovered the sick in private practice.

After 24 hours, I learned by heart 50 pages of textbooks and lectures every day, like Pushkin's poems, since in the classroom at the medical institute there were daily tests to question the assimilation of materials from textbooks, lectures and monographs. And so during 6 years of study at the medical institute.

My life cannot be called comfortable, human. How many times it was necessary to perform a feat in order to learn successfully and restore patients!

One of my patients, a professor at the Medical Institute Spasskaya Zoya Aleksandrovna, was the head of the Department of Pediatrics. The department was located in the pediatric institute.

Zoya Alexandrovna had a granddaughter. The granddaughter is 2 months old, neurologists diagnosed with cerebral palsy, a gross delay in motor development.

Zoya Alexandrovna turned to me when the girl was 4 months old. Before me, 4 masseurs from the pediatric institute had already worked with the baby, but there was no result.

Zoya Alexandrovna's granddaughter was my first little patient. I worked with the girl every day and by the age of 8 months, the baby began to catch up with her peers in development. At the age of one, she was already confidently standing on her legs. At 1.5 years old, the girl began to walk on her own like an ordinary normal child.

Zoya Aleksandrovna asked me to restore another child, a girl, with a diagnosis.

I have been restoring it for a year and a half. Every day, for two hours a day, I worked on the influence on the girl's muscles with a certain stretch of the muscles, with a certain fixation.

As a result, Elena began to walk like an ordinary healthy child.

This was written in the newspaper, and a neurologist from the clinic at Elena's place of residence contacted the editorial office. The neurologist was delighted that Lena, who at that time was 6 years old, began to walk.

After Elena, there were thousands of little patients I recovered with various diagnoses and forms of cerebral palsy.

Unfortunately, I cannot spend a year recovering every child who needs my help.

Parents who wanted to restore their child turned to me for help and I helped them by providing consultations.

A consultation is with an explanation and transfer of skills to influence the muscles so that they begin to move normally.

The minimum number of consultations required for mastering a skill in children under 5 years of age and without concomitant diseases is 10.

Why 10 and not 5?

I need the spastic muscles to become softer during these 10 procedures, so that the parents, when working on their own with the child, can independently cope with the soft muscles.

Only myself can handle spastic muscles. It is unrealistic to do this in 5 procedures.

Why 20 and not 10?

  1. If the child is more than 5 years old and has strong muscle tone.
  2. If there are diagnoses other than cerebral palsy, they may influence the consultation. We'll have to adjust, pause during seizures and the like.

I passed on my skills for muscle recovery in cerebral palsy to my parents, who created the following conditions for me:

  • were in Moscow near the Novye Cheryomushki metro station (rented apartment) no more than 10 minutes walk from the metro;
  • had a professional quality fitness mat;
  • 2 diapers;
  • 6 lightweight women's scarves;
  • 3 changeable clothes for the child;
  • comfortable home clothes for yourself.

The number of days of residence was calculated by the parents independently on the basis of three consultations per week.

Why three consultations a week and not five consultations?

In one hour of consultation, I did not have time to process all the problem muscles of the child, therefore, usually, for the second hour, the parents independently influenced by my method, the Nikonov method, on those muscles that I did not have time to process.

The next day, my parents worked on the muscles with my method, the Nikonov method, twice for two hours, without me, but at the same time they performed my tasks.

Thus, the parents acquired the skill of influencing the muscles of their child.

There were cases: the fathers of the athletes came and said: "Nikolai Borisovich, quickly show how you need to work on the muscles, and we are leaving." After the first consultation, such fathers already understood that they would not be able to quickly restore their child, since the technique of influencing the muscles is completely different. This is not a massage. I don't massage!

We agreed with me on the transfer of muscle recovery skills, exclusively through the contact form located on this site.

Dr. Nikonov

Paid contact form needed for so that I am not distracted from work by those parents who do not respect my time and the time of those parents whose children I am recovering. In addition, it protects me from mentally ill people and trolls who write nasty things, ask questions that only they hear in their heads or from having nothing to do while moving in the subway.

There are thousands of such people. By making a paid form of appeal, I ruled out the possibility for such people to prevent me from restoring children, whose parents are extremely interested in restoring their children.

I only help those children whose parents respect my family.

I only help those parents who thank my family for passing on my skills to restore their children.

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