Summer health plan for the teacher of the defectologist dow. General information

№ p/p

Direction of work

Class

The purpose of the event

Dates

Diagnostic direction

1. Studying the level of mental development

Selection of diagnostics to determine the level of intellectual development of children with intellectual disabilities.

Diagnosis of the mental development of children. Filling in defectological cards, documentation of the defectological room. Determination of the compliance of the chosen program, as well as the techniques and methods of work used in the learning process, with the real possibilities of the child.

2. Determination of the features of cognitive and educational activities

4 V, 8 B cells. (UO), 1 A, 1 B, 2 V class. children of ZPR

Determining the causes of learning difficulties; determination of individual ways of development of the child, correction and compensation of violations; planning of corrective actions. Individual lessons with children.

3.Dynamic monitoring of student development

4 V, 8 B cells. (UO), 1 A, 1 B, 2 V class. children of ZPR

Tracking the dynamics of the development of students, adjusting correctional programs, techniques and methods of work of a specialist.

november; February; May

4. Observation of students in the process of learning activities

4 V, 8 B cells. (UO), 1 A, 1 B, 2 V class. children of ZPR

Determining the characteristic features of learning activities and student behavior

During a year

5.Studying the assimilation of program knowledge, skills and abilities (in the main subjects)

4 V, 8 B cells. (UO), 1 A, 1 B, 2 V class. children of ZPR

Final diagnosis of the mental development of children. Filling out documentation.

Drawing up individual maps of the student's dynamic development based on the results of the analysis of the received data, planning of corrective measures

4 V, 8 B cells. (UO), 1 A, 1 B, 2 V class. children of ZPR

Implementation of systematic monitoring of the development of the child in the context of remedial education

November; May

Corrective direction

1. Sensory and sensorimotor development

With students enrolled

Construction of correctional programs in accordance with the structure of violations in the development of students.

Correction of existing shortcomings in the development of educational and cognitive activity of children with mental retardation

During a year

2. Mental development

During a year

3. Normalization of the student's activity

During a year

4. Formation of versatile ideas about objects and phenomena of the surrounding reality, enrichment of the dictionary, development of coherent speech

During a year

5. Formation of methods of mental activity and methods of educational work

During a year

Consultative and educational direction

1.Individual consultations for teachers

During a year

2. Speeches at parent meetings

To promote knowledge about the age and individual characteristics of children, about the techniques and methods of family education of children with developmental disabilities. To help parents understand their child's characteristics and problems.

According to the work plans of class teachers

3. Individual consultations for parents

Consideration of particular cases of family education, determination of conditions of education and development adequate to the characteristics of a particular child. Inclusion of parents in the correctional and developmental process.

During a year

Organizational and methodological direction

1. Participation in the meetings of the school PMPK

Analysis of observations and diagnostic results, tracking the dynamics of student development. Determination of the conformity of the forms of education with the level of development of the child.

During a year

2.Documentation

In anticipation of the summer, I would like to give parents a few recommendations on how to spend time with children for the benefit of their development. A full-fledged summer can provide children with a supply of energy for the whole next year. This means that in the summer there must be new experiences, communication with peers, and proper nutrition.

At the same time, one should not forget about fixing the knowledge and skills acquired during the school year in the child's memory. The most productive method of repeating the material covered is to include the knowledge and skills gained over the year in the framework of entertaining games. It is not necessary to force the child to study specially in the summer. The main thing to remember is that the main activity of the child is the game, it is during the game that the child can learn something new or consolidate the knowledge already gained. Here are some tips and a selection of games that will help you understand the principles of summer "learning".

Ball games “Edible - inedible”, “Living - inanimate”, “Names”, “On the contrary” (for words with the opposite meaning: high - low, light - heavy), “What around us looks like a circle, square, triangle, rectangle?" Such games captivate children and carry a lot of positive emotions, which is essential for the successful development of the child. Children are happy to take part in the game.

Word games. They can brighten up a long journey in transport, a boring trip "on business" or country chores, and at the same time develop vocabulary and auditory memory very well. These games include:

What words, colors can describe the season;

Name the word-object, word-action, words-associations, word-color, only funny words;

Tell us about the subject: what is it (name as many adjectives as possible): what apple? - green, large, firm, juicy, fragrant;

What can it do (name as many verbs as possible): what does the flower do? - grows, blooms, blooms, fades, etc.

Play words where only one sound changes: kidney - daughter - dot - bump ...

"Find the mistake in the sentence." (Mushrooms grow in the forest. Cones grow ... on a Christmas tree.)

Teach your child to write a story from a picture. Explain that a story has a beginning (short like morning), a middle (long like afternoon), and an end (short like evening).

Talk to your child during all activities such as cooking, cleaning, dressing, undressing, playing, walking, etc. Talk about what you are doing, see what the child is doing, what other people are doing, and what your child is seeing.

Speak calmly, at a normal pace, with intonation.

Speak using CORRECTLY constructed phrases, sentences. Your sentence should be 1-2 words longer than the child's. If your child is still speaking only in one-word sentences, then your phrase should consist of 2 words.

Ask OPEN questions. This will encourage your child to use multiple words to answer. For example, ask "What is he doing?" instead of "Is he playing?". If the child finds it difficult to answer when asking a question, use the word "or". For example: "The boy is jumping or running."

Keep a temporary pause so that the child has the opportunity to speak and answer questions.

Listen to the sounds and noises that surround us. Tell the child: "Listen to the dog barking, but the wind is making noise," etc. And then ask: "What is it?" It can be a barking dog, the sound of the wind, an airplane engine, the rustling of leaves, the murmur of a stream, etc.

Tell a short story, a story. Then help the child tell the same story to you or someone else. When in doubt, ask your child probing questions.

If the child uses only a few words in speech, help him enrich his speech with new words. Choose 5-6 words (body parts, toys, products) and name them to the child. Give him the opportunity to repeat these words. Don't expect your child to pronounce them perfectly. Encourage your child and keep memorizing them. After the child has said these words, enter 5-6 new words. Continue adding words until the child recognizes most of the objects in life. Get busy every day.

If the child says only one word, start teaching him short phrases. Use words your child knows. Add color, size, action. For example, if a child says "ball", teach him to say in sequence: "Big ball", "Tannin ball", "round ball", etc.

Motor development

* Collect, sort out berries;

* Weed beds;

* Lay out drawings from stones, cones, matches, cereals);

* Play with clay, wet sand;

* Look for a "treasure" buried in the groats;

* Play with balls and balls (throw, catch, hit the target);

* Throw and catch flying saucers;

* Collect mosaics, constructors, puzzles;

* sort out cereals;

* Play with fingers (folk games like "Magpie");

* Coloring coloring pages with colored pencils;

* Fold simple paper toys (origami);

* Screw nuts (toy and real);

* Weaving from beads;

* Sculpt from plasticine, plastic, dough.

Read aloud to your child often. This brings the child and the adult together and is developing. Discuss what you read, look at illustrations - let the child train his memory and tell you what he remembered, what he liked best in a fairy tale or story. Ask him to describe his favorite character. Try to draw, color, shade the heroes of a fairy tale, story.

Parents should remember:

1. Do not force the child to study, interest him. The interest of the child is the key to success.

2. Classes should take place in the form of a game, proceed to the next exercise only after mastering the previous one.

3. Do not scold the child for mistakes. Criticism can destroy a child's interest. Help your child correct mistakes, do everything fun, together, without coercion and censure.

4. Encourage the child's speech activity, stimulate to speech.

5. Don't show that you expected more from him if he couldn't do something. The main thing is to be patient and not turn fun games into boring activities with many requirements. If your child is interested and makes attempts, then you are on the right track.

6. Remember that you have a wonderful child and together you are capable of much!

The material was prepared by: Rybakova A.V. - teacher-defectologist

Topic

Tasks

Week 1

On the paths to visit the summer

"Red summer has come!"

Learning tasks:

Expand children's knowledge about the season - summer

Specify the characteristic signs of summer.

Educational tasks:

Cultivate respect for the environment.

Build the ability to work together

2 weeks

Where does the Motherland begin?

"My home is my family!"

Learning tasks:

To consolidate the idea of ​​​​what a family is; about family relationships: each of them is simultaneously a son (daughter), grandson (granddaughter), brother (sister), etc.

To form the ability to know and name their closest relatives, the place of work of parents, and their professions, favorite activities of parents and other family members.

Correction-developing tasks:

Develop mental operations: comparisons, analysis, synthesis, grouping

Develop spatial representations, orientation in space,

Develop inter-analyzer communications,

Develop visual, auditory perception of size,

Develop fine and gross motor skills.

Educational tasks:

Cultivate respect for parents.

Develop the ability to listen carefully to the teacher.

To form the ability not to interrupt other children during the answer.

3 week

Journey to the country of ecology

"How good - our site"

Learning tasks:

To form children's ideas that everything that surrounds us requires careful attitude and care from people.

To consolidate the knowledge of children about the plants that grow on our site.

To consolidate the knowledge of children that the site is not only a place to play, but also a home for insects.

Correction-developing tasks:

Develop mental operations: comparisons, analysis, synthesis, grouping

Develop spatial representations, orientation in space,

Develop inter-analyzer communications,

Develop visual, auditory perception of size,

Develop fine and gross motor skills.

Educational tasks:

Cultivate respect for the environment.

To form the ability to take care of flowers on the site.

To form the ability to listen to the teacher and other children to the end.

Develop the ability to help other children