Презентация на тему "Модель социальной адаптации детей дошкольного возраста с ОВЗ"

Содержание

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  South Federal UniversityThe model of social adaptation totally blind preschooler in the inclusive environment

  Made by the first year magistracy student of Inclusive education Ekaterina Bukovskaya Science adviser Krestyaninova O.M. Rostov – on – Don 2017

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  CONTENT

  Introduction Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 Unit 7 Conclusion

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  Introduction Unit 1 : legal Unit 2: psychological and diagnostic Unit 3: educational Unit 4: methodological Unit 5: subject-educational Unit 6: organizational Unit 7: socio-communicative Conclusion Literature PLAN

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  Introduction:The model of social adaptation totally blind preschooler in the inclusive environment

  Social adaptation of the child Unit 1 : legal Unit 2: psychological and diagnostic Unit 3: educational Unit 4: methodological Unit 5: subject-educational Unit 6: organizational Unit 7: socio-communicative

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  International level: The Convention on the rights of the child; the Convention on the rights of persons with disabilities. Federal level: The Constitution of the Russian Federation; the RF Law "On education"; the Law "On social protection of persons with disabilities"; the Law "On basic guarantees of children's rights in the Russian Federation"; the order "On approval of GEF TO"; SanPiN. Regional level: "The law on education in the RO". Municipal level: the orders, decrees, ordinances Local acts of the OED: Charter, Contract with parents, orders, regulations, OOP, OOP, Ypres, working program. Regulatory unit

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  The examination of caregiver Examination of the psychologist Conversation and questioning of parents Conclusion pmpk Examinationof a music Director Examination of a teacher-pathologist Examination of the instructorphysical education Psycho-diagnostic unit: CHILD

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  Individual program of child development: Explanatory note The conditions of implementation of the program Individual educational plan The content of the programmed Planned results of work Conclusion and recommendations Educational unit

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  Methodological unit: Methods of organization of training and education Conventional methods Specific methods observation; games; the work; etc. tiflografica

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  Subject development unit: Educational subject-spatial environment Architectural accessibility The office of a teacher-pathologist Special equipment The room of psychological unloading

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  Organizational unit: CHILD parents educators narrow specialists The administration of DOO

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  Socio-communicative unit: CHILD The joint parties and entertainment The inclusion of the subgroup in front of the class Walking Theatrical performances Tours Sporting events The involvement of the social partners on public associations Participation in competitions and festivals

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  Conclusion Тhe inclusion in the activities of blind children has beneficial effects on compensatory adaptations.

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  LITERATURE

  The education of blind children of preschool age in the family / Scientific editor Assoc. V. A. Feoktistov. - M.: Logos, 1993. - 78 S. DeniskinaV. Z. Learn to smile.– M., 2008. – 89 S. Druzhininand L. A. Correctional work in kindergarten for children with visual impairment: a Methodological guide. - Moscow: Exam, 2006. – 124с. Psychology – textbook for gum. high schools/ under the ed itorshipof V. N. Druzhinina. – SPb.: Peter, 2003. – 656 p. www.2mm.ru/malysh/zdorove-rebenka/340/slepoy-rebenok-razvite-adaptivnyh-vozmozhnostey-i-puti-socializacii

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  Thank you for your attention!