Children with a diagnosis of cerebral palsy eyes
I recall how now – September 1, 2007 for the first time sounded a call for children of the preparatory class. At that time there were 6 children in the classroom.
In the course of the presentation of educational material in most cases, each child needed to apply an individual approach. After all, children had their own characteristics of development and different age.
The physical condition of students of the preparatory class was quite complicated. Children moved only with extraneous help. The lessons also needed the help of a teacher or teacher.
Maria was the youngest student. She was 5 years old. However, already at that time she was a rather independent child: she consciously referred to training; was a comprehensively informed child, well performed only oral tasks. Had problems with writing letters and numbers. Since Masha could not physically hold the pen and she needed, she needed exercises for the development of fine motor skills: the fingers of both hands to meet the “bow”, then rhythmically connected to each composition with the same fingers, etc. D.
Dmitry to complete the tasks required additional time and support for visual material. So in the lessons of mathematics to solve the problems of Dima it was more convenient to use chips, counting sticks and abacus.
George had a very low level of development. Attitude to study – unconscious. Karim was diagnosed with mental retardation, so he had problems with the assimilation of educational material. However, the student had a very well developed mechanical memory. Well remembered advertising and flags of states.
I will not describe all years of training. Time flies unnoticed.
Children studied with the features of development, attended exercises in exercise therapy, took place rehabilitation courses in sanatoriums, underwent a course of hippotherapy (horses), treatment “Dysport”.
All this contributed to the fact that the general condition of the children improved, their well -being. This allowed children to devote more time to study, which contributed to the improvement of children’s performance.
Working in this school for 5 years, I gained experience with children with developmental features: children with a diagnosis of cerebral palsy, ZPR, F0, 79. In working with such children, I realized: first of all, one should not pay attention to their physical characteristics, but find an individual approach to each child. It is necessary to respect each child, believe in the success of each student, appreciate the personal efforts of children. Many children can observe violations of fine motor skills, speech disorders, which complicates the learning process somewhat complicates. Therefore, in lessons and other classes, I used such tasks that help the child improve pronunciation and motility. These are finger games, language games, articulatory gymnastics.. Since children with developmental features get tired quite quickly, sometimes physical education should be carried out more often in the lesson than planned. Then exercises come to the rescue for the development of coordination of movements, facial and articulation exercises, exercises for the development of memory and attention. Speech with movements is the best means of rhythmic ordering, intonation enrichment, working out speech breathing and improving articulation.
Conducting ordinary physical education, I just changed words if the exercises are not suitable for all children. So in Physoundhvilinzi about Pinocchio, some children stand on tiptoe (healthy), and the rest stretch upward.
In order for children to be interested and they are not getting tired soon, applied didactic games. In mathematics lessons, this is:
chamomile;
magic squares;
Interesting framework..
Children better cope with tasks if they are combined into groups. Younger students are always ready to work together and enjoy such interaction in the lesson. The work of schoolchildren in a lesson in groups or in pairs will contribute to communication between children, attentive attitude towards each other, help. Since children with different levels of assimilation of educational material learn in the class, it is advisable to use various methods and techniques for successful mastery of all students. To test knowledge, skills (zun) used individual cards. Such cards help to timely identify gaps in the knowledge of individual students, to introduce differentiated tasks. In addition, students can perform most tasks directly on cards (pencil), which helps to rationally use time, avoid excessive mechanical work, this is especially important for children with developmental disabilities. So Masha and Dima, I often gave punchcards. Performing tasks on such cards, students write whole words (Ukrainian) in notebooks only once – in the upper, horizontal, openings. I used such cards in the study of topics: parts of speech, definition of a genus of nouns, writing “e” “and” in words, etc. D. … Such work can be checked very quickly, and most importantly – the training using punching attracts attention to the spelling being studied, develops the vigilance of children, and saves time.
And in mathematics lessons, it is advisable to test the knowledge of the multiplication and division of children with the help of punch.
The children are all different, some absorb the material quickly, others slowly. For those children who need more time to solve problems, I propose to use support schemes and instructions (step -by -step performance). In the lessons of mathematics, which use the support schemes, the solutions of problems are interesting, clearly, diverse, promptly. Supports can be used not only in mathematics lessons, but also in the lessons of the language, turning boring rules into interesting, attractive schemes.
I like the fact that healthy children tremble about sick children. They have no ridicule, dismissive attitude – we have one family. Even if an elementary lesson, children help to open a textbook, then a notebook on the desired page.
As for breaks, students play well together, select such games so that everyone is involved. Children are very fond of the game “Day – Night”, “The sea is worried”.
Observing children in the classroom, I concluded that joint education of children with developmental features and healthy ones is useful for both sides.
The integration of children with special needs for a collection of peers contributes to the development of independence, confidence, courage. They become full members of society, adapt to it. Healthy children become able to sympathize with human troubles and misfortunes. And not only sympathize, but also extend your hand.
