Admission to school is a transitional period for each child, and for a child with APV especially. The provisions in which he existed, at the same time, at the same time, has a radically new role in society, it has other relations both with peers and with adults. The specified specific living conditions and the child's activities impose high requirements for various sides of his personality, his mental qualities, knowledge and skills. The student should be responsible to study, conscious of its social significance, obey the requirements and rules of school life. Therefore, the problem of the preparedness of children to school learning at all times was very relevant among psychology researchers, pedagogy and physiology.

Much attention is paid to the peculiarities of psychological readiness for school education in the scientific works of L.I. Bozovic (1998), N.I. Gutkin, I.V. Dubrovina, E.E. Kravtsova (1991), N.G. Salmina, A.K. Markova, V.D. Shadrikova (1999, 2001), D.B. Elkonina (1981, 1989), A. Anastasi, Ya. Yaisek and others; The study of school adaptation issues were engaged in such scientists as A.O. Zotkin, S.A. Belicheva, I.A. Korobeinikov, P. Kumarina, M.M. Bezless, T.V. Roadovets, G.M. Chutekin and others.

Despite the different approaches to the problem of the formation of the preparedness of children with ABS to school, these authors believe that the learning process entails development, so training is possible to begin when psychological functions involved in it have not yet matured. They recognize the fact that the effectiveness of school learning will be only when students have qualities necessary and sufficient for the initial stage of learning, which are subsequently developing in the educational process.

At the present stage there is a fair amount of different approaches to solve the problems of psychological readiness of children to school, but many developments contain a statement - by the time of admission to school, the child must achieve a certain level of intellectual, speech and personal development, which will lead to a successful child adaptation in grade 1.

Children with ABS usually have specific manifestations of the features of working capacity, memory, attention, thinking, personality development.

Thus, the clinical and psychological structure of personality development in children with hearing impairment and view contains several identical signs: a reduced background of moods, asthenic features, trends for authization, formation of neurotic property properties. Therefore, at the initial stage of working with the specified category of children, first of all, it is certainly necessary to consult with doctors, narrow specialists. It is also necessary to determine specific goals that need to be achieved in the learning process. Thus, before the start of the child's training, they should be examined and draw up a three-stage training program: at the first stage, the child explains what he should do; On the second - there are one or another (if necessary); On the third - the creation of a situation of success and encouraging for the performance of the task.

In order to create children a situation of success, it is necessary: \u200b\u200bto offer children more diverse short tasks, alternating them with a variety of activities; start and end each series of tasks to the situation of success; New more difficult tasks must be combined with already known tasks, lighter; The study program should include the development of several skills that would contribute to the further development of any one of the relatively saved functions. It is fundamentally important to ensure the unity and consistency of all the requirements for the child with HSA in the family. Various approaches can cause emotional stress in children. Reducing the requirements for tidy, self-service skills, sketchy labor in the family should be minimized.

The requirement of the organization of the guard regime, has a rejection and at the same time firming the nervous system of the child effects. Since the formation of the necessary habits occurs slowly, the compliance with the regime will free parents and children from unnecessary efforts to work out.

All the activities of children with ABS must be accompanied by emotional involvement. The objects of the surrounding world are known in different situations: in the figure, in the book, in the process of drawing, modeling, manual labor. For example, in the process of playing with a child, adults should comment on his actions, repeat phrases in several versions, in different types of communicative statements (message, question, motivation, denial).

Many children with OVD have increased sensitivity to music. This can be used for the overall emotional tone of the child, for the development of his speech: to sing with him the songs, learn poems, fairy tales, with a mandatory explanation of their meaning.

Working with children with OVD needs to be patient and not to rush. We should not try to teach the child to immediately, it is better to move in small margins, rising as if on the little steps.

When teaching children of preschool age with a violation of intelligence, it is necessary to take into account that attention in children of this category is unstable, is attracted only by the appearance of the subject. Consequently, a frequent change of activities is needed.

As the child grows, the amount of time for each type of activity increases, and the number of activities is reduced. The following principle is the repeatability of the software material. The repetition of the same tasks should occur in new situations and on new subjects. This is necessary to form the transfer of knowledge gained on new objects and situations. On this basis, children arise more generalized ideas about the subjects and phenomena of the surrounding world.

An important condition for organizing classes is a game form of classes.

Available for children with ABS Any educational institution make teachers who can implement special educational needs of children in this category. This is the creation of a psychological, moral atmosphere, in which a special child will cease to feel like everyone else. This is a place where a child with disabilities can realize not only its right to education, but also being included in the full social life of the peers, to gain the right to ordinary childhood.

From practice it is known that a variety of training material is needed to carry out interesting directly educational activities.

The way to solve this problem is the use of modern information technologies in working with children, contributing to improving the quality, availability and effectiveness of education.

The main idea is the harmonious connection of modern technologies with traditional means of developing a child for the formation of mental processes, leading individuals. This is a new approach to the use of information and communication technologies in working with children.

The use of information and communicative technologies in preschool education allows us to expand the creative possibilities of the teacher and has a positive effect on various sides of the mental development of senior preschoolers. Scientific research on the use of developing and educational computer games, organized and conducted by the specialists of the Association "Computer and Childhood" in the Commonwealth with scientists from many institutions, since 1986, and studies conducted in France showed that due to the multimedia method for submission of information achieved the following results :

1) Children easier assimilate the concepts of form, colors and values;

2) the concepts of numbers and set are deeper;

3) The ability arises faster to navigate the plane and in space:

4) the effectiveness of attention and memory is trained;

5) the purposefulness and concentration are brought up;

6) developing imagination and creative abilities;

7) Elements of visual-shaped and theoretical thinking are developing.

However, I would like to note that the use of computer assignments does not replace the usual correctional methods and technologies of work, and is an additional, rational and convenient source of information, clarity, creates a positive emotional attitude, motivates the child, and his mentor, thereby speeds up the process of achieving positive results in work.

Thus, the question of the formation of readiness for the school of children with HSA is of great importance not only from a scientific point of view, but also with practical.

Work on the formation of readiness for school in children with ABS should be carried out jointly by teachers-defectologists, psychologists and speech therapists. It can be organized:

In special classes;

During speech development;

Outside special classes: during the free communication of children with teachers and peers, during games, etc.

Work on the development of the readiness of children with OVD should be carried out in the following areas:

Development of ability to control their emotions;

Development of ability to bring started tasks to the end;

Formation of cognitive and personal motives of communication;

Proposal of situability in contacts with adults;

Stimulating the activity of preschoolers;

Development of speech communication skills and regulatory speech behavior.

The use of computer technologies allows you to optimize the correctional-pedagogical process, to individualize the training of children with APV and significantly increase the efficiency of educational activities.

I. Physical state.

1) change in physical development (growth, weight, etc.), movement disorders, paralysis, paresis;

2) the state of analyzers;

3) the condition of shallow motility of the hands, coordination of movements;

4) stereotypical obsessive movements, facial expansion and others;

5) fatigue.

2. Features of cognitive activity

1) cognitive interests, curiosity;

2) Features of attention: volume, stability, distribution and switching, level of their development;

3) Features of speech: pronunciation defects, vocabulary, phrase speech, grammatical system of speech, understanding of speech, intonational features;

4) Features of perception: perception of magnitude, shape, color, spatial relationship, time, accuracy and meaningfulness of perception, understanding of perceived (patterns, texts), etc.;

5) Memory Features: The predominant type of memory (visual, auditory, motor, mixed), speed and accuracy of memorization, the use of memorization and recovery (repetition, comprehension of perceived, drawing up a plan, etc.), individual memory features, etc.;

6) Features of thinking: the ability to compare, to summarize and formulate conclusions, the assimilation of general and abstract concepts, the establishment of causal dependencies, the ratio of verbal and non-verbal thinking, etc.;

7) The ability to learn: training motifs, organization, the ability to follow the instructions of the teacher, the ability to self-control, adjacent, attitude to praise and censure.

III. Features of the emotional-volitional sphere:

1) emotional maturity;

2) depth and stability of feelings;

3) the prevailing mood;

4) the presence of affective outbreaks;

5) the ability to the volitional effort;

6) suggestibility.

IV. Features of the person

1) moral qualities;

2) attitude to the instructions, the presence of a sense of debt and responsibility;

3) compliance with the rules of behavior, behavior in educational, gaming and employment;

4) Level of claims and self-esteem.

V. Interpersonal relationship

1) relations in the family family, the attitude of parents to the child, the quality of these relations;

2) child relationship with teacher, their adequacy, the significance of the personality of the teacher for the child, etc.;

3) child relationship with peers, social status of a child in a group, the presence of sustainable relationships, the motives of these relationships, etc.

Child readiness for school learning

The formation of readiness for school education in a child is largely due to the development of its neuropsychiatric functions, which, in turn, is due to the ripening of the body and primarily the CNS. At the same time, it is known that the ripening of certain functions is accelerated in the process of active functioning of the CNS. Education and active mental activity of a child in training are powerful factors that accelerate the biological process of ripening the CNS.

The learningability is considered as susceptibility to learning, to dosage assistance, the possibility of generalizing, constructing an indicative basis of activity (B.G. Ananiev, N.A. Menchinskaya, Z.I. Kalmykova, A.Ya. Ivanova, S.Y. Rubinstein, P.Ya. Galperin, N.F. Talyzin).

Not only intellectual, but also personal and socio-psychological readiness for learning is important. Among these parameters, it is important to take into account the welfare readiness of the child to school.

U.V. ULENKOVA has developed special diagnostic readiness criteria for the training of six-year-old children with mental delay. Among these parameters are allocated the following structural components of training activities:

Approximately motivational;

Operational;

Regulatory.

Based on these parameters, the author developed a level assessment of the formedity of the overall ability to teach children from the CPR. This assessment was carried out in the process of diagnostic learning, which included a number of tasks, such as laying the Christmas tree made of geometric shapes, drawing flags in the sample, as well as performing tasks for verbal instruction of an adult.

The author revealed fundamental differences in the performance of these tasks with normally developing preschoolers and children with the SRR. A normal developing preschooler in the process of performing these tasks easily studied to work on the task of an adult, control their actions, adequately evaluate their luck and fail.

Six-year-old children with ZPR has been identified a lower learning ability, lack of interest in the task of the task, the absence of self-regulation and control, as well as a critical attitude to the results of its activities.

S.G. Shevchenko has been shown that the unpretentiousness of children with the CRAP is reflected in the non-formation of plot-playing games and ideas about the environment.

An important indicator of the readiness of children to learn literacy is considered to be the orientation of them in speech activity (RD Trigger). Based on improving sensory linguistic experience, the child must master the elementary sound analysis skills, it should be able to consistently extract sounds from words, set their sequence and place in the word.

Important importance for learning children with APV has their readiness to assimilate accounts. For this, first of all, it is important to teach children to carry out various classifications and groupings of objects for essential features, to activate mental operations, develop spatial views.

An indicator of readiness to assimilate an account in children is the possibility of correct perception of digital designations within the first ten, the ability to recalculate objects, including in conflict conditions (for example, the presentation of items of different color or different sizes, the possibility of recalculating items with preliminary sorting). Especially important is the formation of the concept of number, i.e. The child perceives digital designations within 10 and verbalizes them.

In addition, he must own formal operations: more, less, equal. The child should also be able to compare the number of items, regardless of their shape and magnitude. Drinking from color and magnitude, he must answer the question correctly: how much?

Important:

Evaluation of the readiness of the hand to the letter, i.e. the possibilities of the proper capture of the pencil or handle and handle movement from left to right under the control of vision;

Development of the function of active attention and memory.

Fartusova Irina Aleksandrovna
Position: Teacher-defectologist
Educational institution: MBDOU "Kindergarten number 34" Teremok "
Locality: City Dimitrovgrad Ulyanovsk Region
Name of material: article
Subject: Motivational readiness of a child with APV to school
Publication date: 17.04.2017
Section: preschool education

Parent meeting "Motivational readiness of a child to school

learning "

Prepared: Teacher-defectologist

Fartusova Irina Aleksandrovna

Most parents of 6-7-year-old children are the most exciting topic for conversation with

the psychologist will be called "the readiness of a child for school learning." They understand that

from how well the baby is prepared for school, his successes in the future depend. therefore

pope and Moms record a child on numerous circles for the development of attention, thinking,

water to preparatory school courses, learn to read, write and count.

Some parents are also aware of the need for volitional readiness for school, therefore

rise up

future

preferably

equilibrium,

patience

accuracy.

Sometimes adults are distinguished by such a side of psychological readiness as communicative:

the child is urgently taking away from grandmothers and give to a kindergarten, where he learns mutual

act with peers, understand the requirements of teachers and follow verbal instructions.

The beginning of school learning is one of the important stages in the life of the child. Therefore, it is clear

the cost of preparing a child to school, they themselves are preparing for school difficulties. But Ot

adult relationships to school and their education style largely depends on what feelings

the child will cross the school threshold, what stock of mental energy will be with him to solve everything

educational problems.

Parents of the future schoolboy should create houses atmosphere of confidence, goodwill.

There should be no place to quarrels, conflicts, fear and nervousness. Adults are necessary in this

the period with attention to the desires and feelings of the kid. And all that says in the family about

school, should be a positive response in the soul of a child and a sense of joy from predominantly

event.

The training period may become a favorable time to change behavioral

parents

psychological

and establishing

trust

relationship

permeated with understanding and kindness, faith in the strength of the child and a positive attitude.

Offered Training Lesson "We go to school with joy!" just sent to

implementation of these tasks.

Training lesson for parents of future first-graders

Tasks

Development of communicative skills of parents.

Developing new interaction skills with a child - a future schoolboy.

Expanding the possibilities of understanding your child.

Development of the ability to comprehend their actions, take a look at yourself from the side.

Development of ability to think about yourself and child in a positive key.

Plan

Exercise "Quality name".

Exercise "Serious moment."

3. Mini lecture "The concept of readiness for school."

4. Test "[Did you give your child to school?"

Game-Association "School".

6. Game exercise "Instruction".

7. Exercise "100 ways to praise."

8. Exercise "School Future of My Child."

9. Creative work "How Mom and Dad went to school."

10. Game "School explanations".

12. Outcome. Feedback.

Equipment

Ball, countable sticks, glue, markers.

Card to the game "Instruction".

Honorary evidence of the most active participant.

Watman Sheet for creative work "How Mom and Dad to School went."

"What you need to know the child entering school" (Appendix 1).

Test "Are you ready to give your child to school?" (Appendix 2).

"School explanations" (Appendix 3).

pages ", p. 69-70).

Exercise "Name-quality"

Hello, dear parents! Let's get acquainted closer.

(All parents are sitting in

circle.) Each of you is now in turn calls your name and some adjective (qualifying),

which begins on the first letter of the name (with difficulty - on the second). For example, Irina -

initiative (playful,

inventive

intellectual

interesting). Second

participant

repeats the first his name and quality and calls its name and quality, the third calls the name and

the quality of the first and second, and then its own, etc.

2. Exercise "Serious moment"

The fact that the beginning of the child's learning in school is one of the most serious moments in his

life, know everything. But what does "serious moment" mean? I will ask you to answer this question.

Parents perform a task by passing each other ball.

For example: a new team, new knowledge, a new teacher, a lot of new impressions,

new responsibilities, heavy loads.

3. Mini lecture "The concept of readiness for school"

As you can see, most of the parents evaluates the beginning of school learning as a turning point

in socio-psychological terms. This is true. New contacts, new relationships,

new responsibilities, new

social role, other conditions. But since the school is forgotten that the school is also

physical

emotional

load.

Changes

obeys

school cases and concerns. The beginning of learning is very

the tense period also because

puts before

kid

directly

directly by previous experience, but require

maximum mobilization of physical and

intellectual Forces. All: Training regimen itself

with breaks not "when you want", and

you have to hold back. It is difficult not to be distracted and follow the thought of the teacher, it is difficult to sit in

a certain pose.

So, on the child in school there are large loads (psychological, intellectual,

physical), for which the body pays sometimes high price - health. For many children

especially in the first weeks or even months, such changes in the body arise, which

allow

speak

"School

First-graders

absorbed

condition

information and emotional stress. And we, adults, unfortunately, do not always see and

may it. Quite naturally faces the question: "How to prepare a child for school life?"

ready

school

learning

understand

physical

psychological development, in which the requirements of system learning in school do not lead to

violation of the health and mental development of the child.

What is the definition of the readiness of the child to school? The obvious fact is sufficient:

the modern school can effectively train not all children, but only those who possess

completely defined characteristics, despite the fact that all children are capable of teaching.

School presents well-defined requirements

the child should be ready to start learning.

What do you need to know and be able to enter school?

Test "Are you ready to send a child to school?"

We found out what the future first grader should be. But to school life should be

parents are ready.

5.Igra-Association "School"

So, his parents should be prepared for school life. After all,

1Teel to school directly under the jubality of the school adapt-eka. Let's play. In what

will you have as-l ~ the word "school"? For example. Next member Party Association on

the word is 1 t. d. (Exercise Circle, participants transmit to a friend.)

The group selects the presenter. He is given a sheet with pre-drawn figures. A task

master

wonderful

characteristics

as a result, each participant must reproduce the described figure from the master leaf. Then

the presenter asks for all participants to raise sheets with a task completed and, passing in a circle,

checks them with a benchmark. After performing the exercise, participants are discussed if they

tasks and jointly formulates the exact instruction.

7. Exercise "100 ways to praise"

Psychologically, parents should be prepared not only to difficulties, but also to the success of the child.

Often, the praise of the child, adults are as if they are afraid that he will be forced or launched, and add

a spoonful of tar in a barrel of honey: "Well, you pleased me! If she also pleased me

mathematics ... "

performance

any

adults

use a small margin of words. For a start, let's see the words of praise.

training a variety of ways of praise.

8. Exercise"School the future of my child

Chief Council, who can give psychologists to parents of future first-graders, love

your child as he is, respect his personality, be attentive to his

life, to his mood, desires. I suggest your attention the following exercise,

which will help to open the veil of the school future of your child. I read a few

unfinished proposals that you need to complete. The underlying condition is

sentence

necessary

thinking.

right

incorrect responses, because any of them will allow you to take a little more deeply on

relationship with the child and realize your role in his life.

I always dreamed of (a) so that my child is in school ...

When a child is not at the height, I ...

When my child is praised, I ...

When a child goes into the first class ...

When he gets a twos or remark, I ...

I think that at school my son (daughter) ...

re-read

sentence

think about

match up

assumptions

opportunities

value

various aspects of the school life of the child and what expectations you associate with his admission

9. T in about r ch e s k and i

work

and dad went to school "

Admission to the first class is an important event in the life of a child. And during this period he is especially

it needs your help and support. Let's prepare a surprise for future first-graders:

we will place the wallpaper, and the guys among many photos will be able to find a familiar face of mom

or dad, get acquainted with the school life of the parents.

Parents

glued

photos

school

of the past,

preliminary

scanned or opened; Sign them.

10. Game "School explanations"

Dear parents, probably, returning from school, the baby wants to tell you a lot.

But you will realize him - here's a question! Your children answered questions about school. These answers I give you

i read now. Your task is to call the concept explained by the children (see Appendix 3).

11. M and N I - L E to C and I

"PR and K T \u200b\u200band C E C C AND E

r E K O M E N D A C AND AND

r O D and T E L I M

b u d u sh and x

first-graders "

So, dear parents! Very soon it will come this solemn and worrying day - 1

september! What is waiting for a child? How will it all? You worry, and it is normal and naturally.

But your parental anxiety should not grow into school anxiety of the child himself.

Let him go to school with confidence that he likes to learn that he knows how much, but

without the rest, he will definitely learn, and you will help him! And be prepared for the fact that

not everything in the child will get at once. Yes, it is sad, disappointing when the closest and lovedness

my little man is not all folded. But this is not a reason for the next quarrel. Rather, this is a reason yet

more close to the child and provide him with support!

Psychologist

acquainted

parents

interesting and enjoyable! I wish you and your children of a good way to the country of knowledge! Successes to you I.

classes.

About b r a t n i

Parents are distributed for feedback, where training participants respond to questions:

What is useful for you to have this lesson?

What's new about yourself and your child did you know?

Your wishes for the next meeting.

Then the awarding of the most active participant, to determine it during the whole

issued

sticks).

Winner

determined

counting

overall, and he is awarded "Honorary Certificate."

Attachment 1

What you need to know and be able to go to school

His name, patronymic and surname.

2. Your age (preferably a date of birth).

Your home address.

4 His city (village) and its main attractions.

The country in which lives.

5. Familia, name, patronymic of parents, their profession.

6. Time

(sequence,

maintenance

riddles and poems about the days of the year).

7. Home and wild animals and their young.

8. Transportation ground, water, air.

10. Discerge clothes, shoes and hats; winter and migratory birds; Vegetables, fruits and

11. Know and be able to tell Russian folk tales.

12. To distinguish

right

call

plagne

geometric

rectangle, triangle, oval.

13. Freely navigate in space and on a sheet of paper (right-left side, top

Bottom, etc.).

14. Be able to fully and consistently retell a listened or read story,

make up (invent) story on the picture.

15. Remember and name 6-9 items, pictures, words.

16. Determine the quantity and sequence of sounds in the words type: poppy, house, soup, oaks,

sani, teeth, wasps.

17. Okay

scissors

squares,

rectangles

triangles, ovals, cut over contour item).

18. Own

k a r and n d and sh about m:

pR O V O D I T B

in e r t and to and l

w o n t a l n y

paint

g e o m t p and -

h e with k and e

f and r at r s,

well and in about tn

l and h n s

nOTE

about p about r about

g E O M E -

tric forms neatly painted

put, stroke with a pencil, do not go to the contours of items.

20. Be able to carefully, without distracting, listening (30-35 minutes).

21. Be able to establish social contacts.

22. Have an adequate self-esteem:

23. Control your emotions.

24. Subordinate personal interests with public.

Appendix 2.

Are you ready to give your child to school? *

1. It seems to me that my child will learn worse than other children.

2. I fear that my child will often hurt other children.

3. In my opinion, four lessons are an exorbitant load for a small child.

4. It's hard to be sure that the younger teachers understand the children well.

5. The child can safely learn only if the teacher is his own

6. It is difficult to imagine that the first grader can quickly learn from Chi Tatt, count and write.

7. It seems to me that the children are in it! age is not yet friends.

8. I'm afraid to even think about, kg my child will do a day sleep.

9. My child often cries,

an unfamiliar rode is drawn to it.

10. My child does not go to de Sky garden and never breaks the mother.

11. Elementary school, in my opinion, is able to teach edges

I am afraid that children bu £

tease my child.

13. My baby, in my opinion, is much weaker than its peers.

14 I am afraid that the teacher does not have the opportunity to accurately appreciate the successes of every child.

15. My child often says: "Mom, we will go to school together!"

Enter your answers to the sign: If you agree with the statement, put the cross after

skit feature, if they agree, leave the cage empty.

Now calculate how many crosses turned out to be in each column and<з<ова общая сумма.

If the overall indicator takes the value:

up to 4 points - this means that Youthere is every reason optimistic ■ to give first of September

At least leastYou yourself are quite ready for school noahyour child's life;

5-10 points - it is better to prepare for possible difficulties in advance;

10 points and more - it would be non-■ Yuho to consult with a children's psychologist.

And now pay attention to 1 what columns received 2 or 3 crosses:

It is necessary to borrow more games and tasks, developing memory, attention, thin

motility;

Need to pay attention to about.whether your child is able to communicate with the ruga children;

foresee

difficulties,

health

to do

hardening and secreting exercises;

There are concerns that the child is not

2t contact with the teacher, it is necessary

attention to plot games;

the child is too tied to

goow maybe worth give it

crawed class or at all live school for a year.

Download:

Preview:

Complex support of the process of preparing children of preschool age with OVD School learning.

It is well known from the experience of different countries, that in the education system there is a principle of equal rights and opportunities in obtaining education to children with deviation in development.

Pupils with disabilities are needed by special methodical and didactic assistance, which is carried out by defectologists, teachers of institutions.

Assessing the intellectual readiness of children experiencing persistent learning difficulties, researchers note the main feature - low cognitive activity, which manifests itself unevenly, but in all kinds of mental activities. This is due to peculiaritiesperceptions, attention, memory, thinking of children with impaired intelligence.

It is also known that children withOVD (limited health capabilities) They are distinguished by immaturity and violation of the emotional and volitional regulation of behavior and activity, which is a serious factor in unaware of school learning upon reaching the age of 7-8 years.

In order for the start of school education of children with deviation in development, it became the starting point of the next stage of development, so that this process is painless, the child must be ready for an existing education system.Figure the psychological readiness of the child to school curriculum can be compared with the foundation - the guarantee of the reliability and quality of the future building. And the unpretentiousness of the child to school entails the impossibility, the disorder of the neuropsychiatric sphere and in general, in general affects the health of the child.

One of the current problems is to prepare a child for school.

Currently, the model of activity of a teacher-defectologist in MDOU, by supporting the process of preparing children with disabilities to systematic learning, is as follows:

I block

Work with children.

1. Diagnostics.

At the beginning of the school year, special time is allocated to examine children. Individual features of children with intelligence disruption are revealed, the level of their development, the assimilation of correctional learning and education programs. Analysis of the results allows you to determine and implement correctional work (both individual and subgroups).

To give parents and teachers the necessary consultations and recommendations, new landmarks are selected, the work of the child preparation is being optimized.

In January, the dynamic diagnosis of the readiness of children with disabilities to school is carried out, which allows you to trace the success of the correctional and developing work, and also serves as the basis for developing recommendations for the introduction of a child in school life. For the organization of surveys of children in programs, special time is allocated. So the most important principle of defectological science is being implemented - the principle of dynamic study of the development of the child in the process of educational work.

2. Developing work with children.

With children who have deviations in development, classes are held to develop cognitive mental processes using the game complex. Claims on the development of emotional-volitional and communicative spheres are also held.

3. Correction and development(group and individual) with kids.

After analyzing the quantitative and qualitative results of diagnostics, correctional subgroups of children are formed. Classes in the correctional groups are aimed at developing mental functions that create a basis for successful learning, correction of existing deviations, the formation of cognitive motivation and the development of the foundations of children as a whole; Correction and development of cognitive processes

perception
attention
memory
elements of sociological thinking
mastering methods and receptions of cognitive activity
institution of academic work
development of perceptual motor functions
as well as arbitrariness of behavior and activity.

Work is based on educational games. Tasks in one lesson are associated with the common theme, heroes or plot. To activate a positive result in cognitive activity (for example help a fabulous hero or a motive of winning). The use of competitions and games according to the rules with effective winnings contributes to the development of the motive of the teachings in the form of a desire to get a good mark.

To develop the ability of a child and corrected problems in its development applies:

kinesiology ( development of mental abilities through motor exercises)Also each occupation includes various exercises, communicative, educational and educational games.(Expanding horizons and vocabulary, connected speech, elements of logical thinking);
games, developing attention and memory;
exercises, developing and strengthening common movements, and small motorcy;
psychogymannastic, relaxation exercises; Work in notebooks.
correctional speech therapy work on the correction of speech disorders includes breathing exercises, articulation and finger gymnastics, it also allows you to compensate for the lag in the speech development of children with a violation of intelligence and prepare them for admission to school.

In practice, there are no cases when children with a deviation in health development experience serious difficulties in school and adapt to school due to various violations in the emotional-volitional sphere(fears, anxiety, closure, indecision, impulsiveness, weak development of arbitrariness, demonstration and other).

Therefore, special activities aimed at development should be included in the correctional work on the preparation of children for schoolemotional-volitional sphere.

In addition to frontal classes(subgroups Individual correction classes are held.

The duties of the teacher-defectologist includes:

dynamic study of the child;
fulfillment of the requirements of correctional learning and education programs;
implementation of continuity in working with educators, speakers, psychologist, etc.;
contact with a doctor;
relationship with parents;
implementation of continuity in working with school.

II block

Work with parents.

This block contains three directions.

Psychological education of parents on the preparation of a child to school.

In accordance with the Law of the Russian Federation "On Education" and the Model Regulations on the pre-school educational institution of one of the main tasks facing the kindergarten is"Interaction with family to ensure full-fledged child development."

Today, all experts recognize the importanceattracting parents to participate in the work of a kindergarten.

Parents of our future first graders are worried about dozens of issues related to the preparation of a child with a deviation in development for school education.

They have an increased level of anxiety, uncertainty in the correctness of their educational methods, a shortage of specific knowledge on this issue, about means to help increase the desire of a child to go to school.

One of the main tasks is:

family involvement in an educational process in order to improve the emotional well-being of children, enriching the educational experience of parents, increasing their parent-pedagogical competence in the preparation of children to school.

Parents of our childrenimportant , Interested in work in kindergarten, show that it will be able to make a kindergarten for their children, to explain the need for close cooperation.

At parental meetings, seminars work with parents on issues such as:

psychological features of children with deviation in the development of senior school age;

development of certain psychological functions that create a basis for further education;
the readiness of children with impaired intelligence for school training;
the readiness of the child to school as a condition for its successful adaptation, etc.,
also to carry out thematic advice,
update information in the parent corner
answers to parents are placed in the folder"Tips Teacher-Defectologist", Develop memo for parents.

Considering that adults in modern society there is no extra time, work began to organize compact, but effective, recommendations to parents should be specific, fulfilled, easily laid in the family interaction with the child.

Individual consulting.

Customized meetings with parents of our future first-graders to appoint and spend after preliminary diagnosis of child readiness for school.

in the course of such consultations to highlight the results of the diagnosis of a particular child;
to give parents recommendations on relevant assistance in its development, if there are reasons for advice to refer to other specialists.
prepare parents to the possible problems of the adaptation period and jointly with them strategies the strategy of escorting a child with pronounced development features.

Practice has shown that it makes no sense to impose consultation by the volitional decision of a defectologist and teacher.

After the preliminary diagnosis of the readiness of the children is a violation of intelligence to school, parents are offered assistance and consultation of the teacher-defectologist, as well as a flexible time schedule (at the request of parents).

In the parent corner The following content is placed: "Dear parents. A teacher defectologist was diagnosed with the readiness of your children for school training. Those who want to familiarize themselves with the results and discuss the prospects for the development of your child can make an appointment with a defectologist. " First, it should be noted positive moments in the development of the child, and then voice what you need to work and how to do it.

Unconventional form of organization of work with parents.

In order to help parents and children with disabilities, the training period for parents, future first-graders "from the preschooler to a schoolboy" was developed to take care of the preparation and the beginning of school education, the goals of parents to the upcoming school of children in school were developed to prepare parents for the competence of parents Questions of the child's readiness for school learning, learning effective ways to communicate;

methods and receptions of training and development are also carried out such forms of communication with parents:

joint leisure, holidays
participation of parents in exhibitions
release of newspapers
oral pedagogical journals
pedagogical Games

Another unconventional form of work is joint classes in parent groups.

It is also a very promising form of work, which is effective for establishing family relations, mutual understanding, processing effective ways to interact and solve other emotional and personal problems of adults and children.

Forms and content of working with parents of children with disabilities

One of the important directions in the activities of the psychological and pedagogical service is to work with families (parents) of children with HSA.

Working with parents of children with ABS is no longer accurate enough attention. For such children, the contact of which with the outside world is narrowed, the role of the family increases immeasurably. The family belongs to significant opportunities in solving certain issues: raising children, the inclusion of them in social and labor spheres, the formation of children with ABS as active members of society.

What do you mean to work with your parents? Cooperation, inclusion, participation, training, partnership - These concepts are commonly used to determine the nature of interactions. Let us dwell on the last concept - the "partnership" because it most accurately reflects the ideal type of collaborative activities of parents and specialists. Partnership implies full trust, sharing knowledge, skills and experience in helping children who have special needs in individual and social development. Partnership is a style of a relationship that allows you to determine common goals and achieve them with greater efficiency than if the participants acted isolated from each other. Establishing partnerships requires time and certain efforts, experience, knowledge.

The process of implementing psychological support of parents is long and requires the mandatory integrated participation of all specialists who observe the child (teacher-psychologist, teacher-defectologist, music leader, doctor, etc., but the main role in this process belongs to a psychologist because it develops specific activities aimed at on psychological support of parents.

Based on the foregoing, given the problems arising in families where children with ABS are brought up, we have identified a common goal of psychological and pedagogical work with parents of such children: increasing the pedagogical competence of parents and help families to adapt and integrate children with APV to society.

To solve this purpose, a number of tasks were delivered in the work:

1. Teach parents to effective ways to interact with the child;

2. Arm the necessary knowledge and skills in the field of pedagogy and developmental psychology;

3. To form an adequate self-esteem.

Numerous studies indicate that the appearance of a child in the family with ABS violates the established life of the family: the psychological climate of the family, marital relations change. The parents of the child, faced in their lives with a similar situation, are experiencing many difficulties. The deformation of a positive life stereotype, due to the birth of a child with development deviations, entails violations that can manifest themselves on social, somatic, psychological levels. Among the reasons for the low performance of the correctional work with the family, the personal settings of parents can also be called, which in the psychotrauming situation prevent the establishment of harmonious contact with the child and the world around. Similar unconscious installations can be assigned:

1. The rejection of the identity of the child;

2. Unconstructive forms of relationships with it;

3. Fear of responsibility;

4. Refusal to understand the existence of problems in the development of the child, their partial or complete denial;

5. hyperbolization of the child's problems;

6. Vera in a miracle;

7. Consideration of the birth of a sick child as a punishment for anything;

8. Violation of relationships in the family after his birth.

The problems that are worried about parents may include learning and educating children, the formation of regulatory rules of conduct, as well as many personal problems in which the parent of the child is immersed with OVD.

Parameters of the level of readiness of parents to cooperation

1. The adequacy of the assessment by parents and other adult family members of the child's development state in this period;

2. The degree of parental initiative in terms of cooperation;

3. Recognition of the leading role of specialists and productive use of both psychological - pedagogical and medical recommendations.

Principles of working with parents of children with OVD

1. Personal-oriented approach to children, to parents, where in the center it is worth accounting for personal characteristics of a child, family; Providing comfortable, secure conditions.

2. Humanno-personal-suitable respect and love for the child, to each family member, faith in them.

3. The principle of complexity - psychological assistance can be considered only in the complex, in close contact of the teacher-psychologist with a teacher-defectologist, an educator, music. leader, parents.

4. Principle of accessibility

Dow and Family Interaction Concept

1. Family - child life center.

2. The family keeps in their hands the most important levers of the child's well-being and its development.

3. Family is a permanent value, while teachers, educators and children's institutions come and go.

4. Each parent is an expert on his child, his first educator and teacher.

5. Pedagogues - professional consultants, assistants and proxies of parents in the creation and education, which, with the return of the child, does not cease to be their own business.

Forms of the organization of psychological and pedagogical assistance to the family.

1. Collective forms of interaction.

1.1. General parent meetings. We are held by the administration to DOU 3 times a year, at the beginning, in the middle and at the end of the school year.

Tasks:

Informing and discussing with parents of the problem and the content of correctional and educational work;

Decision of organizational issues;

Informing Parents on Dow interaction with other organizations, including social services.

1.2. Group parent meetings. They are carried out by specialists and educators of groups at least 3 times a year and as needed.

Tasks:

Discussion with parents of tasks, content and forms of work;

Message about the forms and content of working with children in the family;

Solving current organizational issues.

1.3. "Open Day". Conducted to administration DOU.

A task:

Acquaintance with DOU, the directions and conditions of his work.

1.4. Thematic reports, planned consultations, seminars.

Tasks:

Acquaintance and parenting education forms for the provision of psychological and pedagogical assistance from the family to children with problems in development;

Acquaintance with the tasks and forms of preparing children to school.

1.5. Conducting children's holidays and entertainment. Training and holidays are engaged in specialists of the Dow with the attraction of parents.

Task: - Maintaining a favorable psychological microclimate in groups and distribute it to the family.

2. Individual forms of work.

2.1. Conversations and consultations of specialists. They are held at the request of parents and according to the plan of individual work with parents.

A task:

Providing individual assistance to parents on the issues of correction, education and upbringing.

2.2. Parent hour. Conducted by teachers-defectologists once a week in the afternoon.

A task: - Informing parents for the course of educational work with the child.

2.3. Questioning and polls. We are held according to the plans of administration, defectologists, psychologists, educators and as needed.

Tasks:

Collecting the necessary information about the child and his family;

Identifying parents' requests for additional education of children;

Determining the evaluation by parents of the effectiveness of specialists and educators.

Definition of assessment by parents of work

2.4. . "Confidence Service". The service is provided by the administration and psychologist. The service works with personal and anonymous appeals and wishes of parents.

Task: - Operational response to the Dow administration to various situations and suggestions.

3. Forms of visual information support.

3.1. Information stands and thematic exhibitions. Stationary and mobile stands and exhibitions are placed in places convenient for parents (for example, "Preparing for School", we develop your hand, and therefore speech, "" game in the development of the child "," how to choose a toy ")

Task: - Informing parents about the organization of correctional and educational work in DOU.

3.2. Exhibitions of children's work. Are carried out according to the plan of educational and educational work.

Tasks:

Familiarization of parents with the forms of the productive activities of children;

Attracting and enhancing the interest of parents to productive activities of their child.

3. 3. Open classes of specialists and educators. Tasks and methods of work are selected in the form available for understanding by the parents. Two - three times a year are held.

Tasks:

Creating conditions for objective assessment by parents success of their children;

Visual training of parents methods and forms of additional work with children at home.

Participation in such classes, stimulates parents, inspires them. Here they learn not only to the informative interaction with their child, but also master new methods and forms of communication with him. In addition, in the classroom, parents learn to bring the ability of the child and their requirements for it.

As a result of this work: Parents see that there are families around them, close to them in spirit and having similar problems; convinced by the example of other families that the active participation of parents in the development of the child leads to success; Active parental position and adequate self-esteem is formed.

Such cooperation with DOW specialists helps parents to apply the knowledge and skills in working with their children at home and take the child as it is - in all its manifestations.

Expected Result

The appearance of parents' interest in Dow.

Increasing the competence of parents in psychological and pedagogical and legal issues.

Increasing the number of questions with questions for teachers, on individual consultations to those skilled in the art, in the "confidence service".

Increasing interest in events held in Dow.

The growth of parental satisfaction with the work of teachers and DW as a whole.

It is known that for each child, the period of transition to school is crisis. The child faces not only with a new activity - with training activities, but must also get used to the new team of children and adults, and to the new regime, and to the new setting.

For children with special needs experiencing difficulties in learning, communication, social adaptation, the experience of such a crisis is especially serious. These children do especially need a gentle approach when moving from kindergarten to school

Therefore, the educational institution "Primary School - kindergarten" can be considered as the most comfortable organizational form for training and education of children with development deviations. The child has the ability to start school life in a familiar, familiar atmosphere, along with most of those children who visited one pre-school group. In addition, teachers of primary classes are usually familiar with the students of the group preparatory for the school and have the opportunity to carry out an individual-differentiated approach to each "problem" first grader with almost the first days of schooling.

Children with ABS should be prepared for school training.

Special education of a person with ABS is a deeply individual and specific process, volume, quality and final results of which are determined by the nature of deviation (deviations) in the development, preservation of analyzers, functions and systems of the body: time of occurrence and severity of violations; sociocultural and ethnocultural conditions of the life of the child and his family; the desire and opportunity of the family to participate in the process of special education; the possibilities and willingness of the surrounding society, the education system to fulfill all the requirements and the creation of all conditions for special education; The level of professional competence of teachers and psychologists working as a child and his family.

Therefore, the preparation of children to school is carried out taking into account the nature of the deviation and severity of violations.

Consider training for learning in school children with violations.

Modern scientific research is proved that the decrease in the functions of view, inevitably leading to a decrease in the speed and accuracy of perception, causes fragmentation, distortion of perception of single objects and group compositions, makes it difficult to establish causal relationships between objects and phenomena, the slowness and fuzziness of their identification, violates simultaneity, Distance perception. In addition, children experiencing visual deprivation, there is a weakening of some properties of perception. Thus, the selectivity of perception is expressed in a narrowing of the circle of interests, reducing the activity of reflective activities, which in turn leads to a decrease in the number and quality of ideas about the phenomena and the subjects of the world. For children with violations of violations, the level of emotional perception of objects of the outside world, etc., is also characteristic of children, compared to normally victims of children, etc.

Analysis of scientific data and results of observations of the practical activities of children of this category suggest that children experience serious difficulties in determining the color, shapes, values \u200b\u200band spatial location of objects, in mastering practical skills, in the performance of practical actions, in orientation in their body, work surface , in space.

In addition, the disadvantages of visual perception, determining the formation of fuzzy, undifferentiated form-representations, adversely affect the development of mental operations (analysis, synthesis, comparison, generalization, etc.), which makes it much difficult to develop cognitive activity.

Children with violations of violations are subject to difficulties associated with the tempo of training activities and with the quality of tasks. For children of this category, characteristic are:

The low level of skill is holistic, in detail and consistently perceive the content of the plot pattern, compositions comprising a large number of heroes, details; allocate the first, second plans;

Low level of ability to recognize objects depicted in various versions (contour, silhouette, model);

Low level of development of visual and motor coordination underlying the mastering of letters and reading skills;

Bad memorization of letters;

The impossibility of distinguishing the configuration of similar to writing letters, numbers and their elements;

The formation of fuzzy, incomplete or inadequate visual images;

Skip or appearance of new (extra) elements in a series of homogeneous objects;

Low level of mastering letters and reading skills;

The presence of serious difficulties in copying letters;

The appearance of the mirror writing of the letters weighing a persistent character.

The presence of listed difficulties in children with violations inevitably leads to a decrease in cognitive activity and academic performance. The constant situation of failure becomes a source of negative emotions, often develops into negative emotional states, which reduces the formation of a positive motivation of educational activities and may cause the formation of the negative qualities of the identity of such children.

All this requires the teacher of special support for children. Supporting will not only allow to largely level emerging difficulties in cognitive activity, but also will help to have a positive effect on the bark of the brain and thereby weakened the dependence of the formation of visual functions from visual disorders.

In pedagogical work on the development of visual perception, several directions are allocated.

To the first direction can be attributed to the functional mechanisms of the visual perception, which is carried out in two ways:

The use of pedagogical measures (sensory exercises, various types of productive activities, didactic games) that have a direct impact on the increase in visual functionality and characterized by the focusing of the impact on individual visual functions. The effectiveness of these events is determined by the systemality and the continuity of this work;

Indirect influence on the development and stabilization of visual functions through the teaching of the child to see and through the creation of conditions that require the need to perceive the surrounding.

The second direction of special work on the development of visual perception is targeted formation or development of existing operating mechanisms of visual perception.

In the ways of implementing this direction are:

Development of the objective and practical activity of children as the basis for the qualitative formation of perceptual action;

Development and correction of submissions on sensory standards as a means of carrying out perceptual processes, taking into account the peculiarities of mastering children with violations of violations;

Development and correction of subject representations as a means of improving substantive perception, the development of its completeness and differentiation;

The formation of skills of using visual skills to establish logical causal relations when reflecting the surrounding reality;

Development of visual measuring actions, development and correction of spatial representations as the basis for qualitative reflection of objects in space.

The third direction of special pedagogical activities for the development of visual perception is to create conditions for a motivated, meaningful visual activity, creating a success situation.

With the variety of forms, techniques and methods of work on the development of visual perception, the teacher must focus on the implementation of six groups of tasks, each of which is determined by private tasks.

The first group is aimed at expanding and correction of subject representations and methods of surveying subjects through the expansion and deepening of knowledge about the subjects of the surrounding world; formation of methods of examination of objects; Formation of a system of basic mental actions and operations (analysis, synthesis, comparisons, generalizations, classification); The formation of generalizing concepts.

The second group of tasks is aimed at raising the level of sensory readiness for school learning by forming visual sensory standards through the expansion and deepening of knowledge about the properties and qualities of objects; Formation of a system of sensory standards; training skills to use these standards when analyzing the qualities and properties of the surrounding items; Development of sensory actions of the survey.

In the process of work, the teacher should strive to develop such sensory operations as recognition, localization of set, correlation, comparison, etc.

When working on sensory standards, color and shades, characteristic of children with violations of violation of violation of distinctive ability to perceive the colors of nearby colors in the color scheme (red-yellow-orange, blue-purple) are taken into account. Characteristic of children in this category is to attribute objects of light orange to the objects of yellow, purple - to blue, brown - to black.

Initially, the child learns to recognize the colors well distinguishable even with a significant decrease in visual acuity - red, yellow (on a dark background), green.

For children who did not attend a specialized pre-school institution, the didactic task may consist of a series of consecutive actions:

Learning to compare and distinguish each other red - yellow, blue - green, yellow - green colors;

Localled the red color of blue-green, blue red-yellow, angry from red-blue, yellow from blue-red colors;

Teaching children with visual ways to learn, allocate in the surrounding (with an increase in distance to the subject) light and dark tones of red, yellow, green, blue;

Locate yellow from a variety of yellow-orange colors, red of orange-red and purple-red, etc.

It must be remembered that touch readiness for learning involves the development of the ability of children to distinguish between 8 to 12 shades of red, green, blue and up to 5 shades of brown, orange, purple, yellow, blue colors with an increase in the field of perception and distances between color objects.

The solution of the tasks of the Third Group involves the formation of the need to use visual skills and skills to establish causal relationships in perceiving a plurality of objects of surrounding reality, which has a positive effect on all analytic synthetic activities.

Pedagogue It is necessary to conduct consistent work on learning children's ability to perceive the plot image through

Formation of ways to perceive the plot image (holistic circulation of gaze, allocation of the main, perception according to plan, detailed viewing of objects);

The formation of knowledge about informative features and subjects revealing the plot;

Child learning to allocate objects in a plot image with the establishment of logical connections;

The development of oral speech (the ability to determine and tell about the place and time of the plot events, about the actors).

For example, you can select the following tasks:

Intently consider the three composite plan;

Consider a person with the definition of poses, gestures, facial expansion and others;

Purposefully determine informative features,

characterizing the phenomena of nature and place of action;

Define social affiliation for clothing, household items.

The fourth task group consists of two interrelated subgroups.

The first subgroup of tasks for the development of visual perception is aimed at:

Development of perception of the depth of space;

Teaching children to apply the knowledge gained in practical activity;

The formation of measuring skills (in small and large spaces);

Development of perception accuracy; The development of the ability to assess the depth of space on a polycept basis. Example: Show children on a large space that an object overlapping the contour of the other is closer, and the overlapping is further; Exercise in recognition of items at a high distance, etc.

The second subgroup of tasks is aimed at developing in children the ability to navigate in space by mastering spatial representations; Expansion of social skills experiences.

The fifth group of tasks involves the active use of the means of pedagogical impact on the development of visual functions.

First of all, this includes the need to teach a child with the perception of the surrounding maximum to use their potential visual capabilities. This is carried out by complicating a visual material and didactic exercises. So, familiarity with the color begins with learning a child to differentiate one color from the other (coarse differentiation) and ends with the formation of the ability to distinguish the shades of one color (thin differentiation). The development of this function is also ensured by learning a child to the perception of silhouette and contour images on direct and inverse contrast. The development of the traceful function of the eye is promoted by the game and exercises "circle on the contour", "Pattern", "add outline", etc.

The sixth group of tasks is aimed at ensuring the close relationship of the manual and visual actions of the child and the improvement of visual and engine coordination.

These typhalopsychology and typhalplopogs indicate that violation of vision complicates the child in the early period of life the formation of manual survey activities (the control function is violated), which in turn negatively affects the further course of the development of visual perception.

Therefore, it is necessary to purposefully form a survey actions: to develop comparative practical actions (trial attaching objects to each other, overlaying one object to another), to teach adapt to the manual movements to the features of the subject, to learn to carry out surveillance actions in the perception of objects of round and coal forms, develop visual differentiation of objects in magnitude, learning to choose from two objects less, more (with the connection of practical actions) in small and large spaces; Teach choose from three two identical in the magnitude of the subject, etc.

The development of visual and motor coordination involves the training activities of children in conducting continuous straight lines, lines of curved at different angles from the specified beginning to a given end, lines of curves, between the boundaries or for a given sample.

Methodical techniques for the development of visual perception

The main means of managing the development of the visual perception of a child with violations of vision is to train its vision methods. In the learning process, the teacher uses all the prolonged methods: visual, practical, verbal.

In a visual method, a number of techniques aimed at the formation of a holistic image and learning to operate them are distinguished:

Demonstration of the object of perception in order to familiarize themselves with the subject;

Consistent conclusion of the contour of the object of perception in order to train both the holistic perception of the object and the allocation of its characteristic parts;

Allocation of the object of perception from the set or its part with the help of a pointer, graphics, contrast of the demonstration background to maximize the focus on the child's attention on the object and hold this object in the field of view for a long time.

Receptions of a visual method aimed at the formation of a method of perception of objects of one generic group, their specific properties and qualities:

Display of the sequence of viewing the object according to the scheme: Holistic perception, details of the object, their spatial location, repeated holistic perception;

Display of external actions and operations when comparing objects (an application of one-way to another, overlaying one to another and their comparison, smooth sequential allocation of comparison objects);

Selection (by a pointer, graphics, verbal clarification) in the object of perception of informative features, for which it is most recognizable;

Familiarization of children with the algorithm of perception.

Types of used visual material

Type 1.	Type 2.	Type 3.
- Items (natural, duvi, models, images - natural, contour, silhouette), which are formed subject representations. Their set, the volume is determined by the content of the "familiarization with the surrounding" and the level of subject presentations of children; Perfo rounds focused on the correlation of the subject on external (color, shape, quantity) and internal logical features, on the correlation of the real image of the subject with silhouette, contour images, etc.; Cards, chapels intended for classification of objects; Subject pictures for comparison, descriptions of objects, compiling descriptive mysteries on them; Pictures depicting the same subject in different logical connections, plots	-classification table of sensory standards (by L.A. Vengear); Card-tasks on the localization of the specified sensory standard from the set; Samples showing individual properties (shape, color, value) of items for their recognition and name, comparisons and correlation; Subject pictures with vividly dedicated properties of objects (according to software didactic topics); Perfocards, punch-"watches", oriented to the correlation of sensory standards among themselves; on standard correlation with signs of the subject; Tangram, Cubes "Su"	- Set of plot, landscape paintings; Set of postcards depicting landscapes or plot pictures; A set of masks imitating the emotional expression of the human face (joy, peace, surprise, etc.); Set of pictures depicting people expressing different emotions; - "Photorobot" of the human face; Set of pictures with images of people, animals in various poses; Cards with images of various poses (scheme, contour, silhouette); Set of pictures on one story depicting heroes with various facial expressions, gestures, in different places of action; Personal-oriented pose of man poses and tools, poses, emotions and plot items; pieces of day and plot events; seasons and plot events; A set of silhouette images (color, monophonic) characters, items, plot pictures; A set of plot pictures that reveal the sequence of events; Card with a moving strip to highlight the composite plans of the scene image; Cutting pictures (from 4, 6, 8, 12 parts)
Type 4.	Type 5.	Type 6.
Type 4 A: Individual tables (with a retainer for chin, frame to limit the field of view) with a master's image of perspective; Small models of objects (according to individual didactic topics) to work on individual tables; Chopstick motivator and its options; Card schemes with the image of the same type of objects on various composite plans; Scene pictures with clearly pronounced plot plans; Sets of substantive silhouettes for compiling a composite story image (sample, without sample); Set of color silhouettes of individual items of different sizes to show the degree of remoteness; Set of cards with images of objects overlapping each other's contour; A set of measuring means (paper stripes, cords, etc.). A set of models of objects (according to didactic topics); Cards with images of one group objects in various spatial positions; Set of plot pictures; "Map-path" and "Furnishing Maps" schemes; Maze cards	- Card-tasks on localization of colors and shades; Silhouette and contour images on straight and inverse contrasts; Set of stencils (external and internal) for strokes along the contour; Cards with pairs of objects connected by intersecting lines; Cards with contour (holistic and interrupted) image of objects; Various types of mosaics; Lacing; Labyrinths [	- Set of items to perform correlated actions. Visual tips, allowing the child in the course of solving a perceptual task to clarify and check its activities: Samples of the task for front work; Samples of the task for individual work

Depending on the stage and tasks of training, the teacher selects tasks, focusing not only on their content, but also on the possible nature of the decision of their child. Moreover, the nature of the decision of the task is incorporated in the assignment itself. According to this criterion, the tasks are classified as follows.

1. Tasks in which the solution to the task of visual perception is simultaneously intellectually and practically:

Spread objects (reference samples, cards, pictures, etc.) in a certain order (from large to small, from light to dark, etc.) or direction (in a circle, from left to right, downward from top to bottom);

Addition or dorisuy missing parts, details;

Translate through the cushion, lay out the specified part of the object in another color;

Grouped pictures on a specific feature;

Make a whole of parts;

Make a pattern, lay out it from mosaic;

Run objects in space for verbal dictation;

Make a postcard, comparing it with what the artist drew;

Position objects in space as indicated in the scheme;

Reflect on the location of objects;

Run silhouettes of people and subjects as it is drawn in the picture;

Make a picture on the task, according to the sample;

Make a person's face with an expression of a certain emotion ("Photorobot");

Simulate pose by samples;

Pick up what is missing in the picture.

2. Tasks in which the solution to the task of visual perception is carried out practically, i.e. In the process of solving, the child must fulfill a specific action and get a completely definite result:

Pick up the same object: fallen, put next to, connect the line;

- "hide" object on a color background;

Transfer the drawing through the traction;

Circle drawing on a stencil;

SOTNESS Picture with contour, silhouette (fallen, connect line, put the chips of the same color, etc.);

Collect cut pictures.

3. Tasks in which the solution to the task of visual perception is carried out in the internal plan, and the result of the solution is manifested either in the choice of an object, or verbally:

Hold (find, leave, note, show, close) a given element;

Split elements in the same order as on the sample or on verbal instructions;

Compare with the sample, find, which is superfluous, which has changed, which does not get;

Find a pair of a proposed pattern;

Show what is missing;

We define which objects are closer, and what is further;

Choose the description;

Learn from emotion, Pose of the Hero of the Picture;

Pick a hero to the situation;

Pick up opposite emotions;

Remember, transferred the memory;

Find what is confused in the image;

Describe an object using an algorithm;

Make a descriptive riddle.

It should be noted that the tasks are submitted, as a rule, in a game form, which makes it possible to interest the child in the upcoming activities.