Basic conditions for studying at school. The school’s ability to create more favorable learning conditions for the child Duration of continuous use of various technical teaching aids in lessons

A child with autism needs basically everything at school that normal children need.

It will be easier for him to adapt, especially at the beginning of his studies, when he does not yet feel the protection of his teacher and community with his classmates, in the general benevolent and calm atmosphere of the school. Most “breakdowns” in behavior arise against the background of general tension and conflicts between adults and other students.

Goodwill and sympathy are important to him, which allow him to trust and become attached to his teacher. When such a child enters school, as a rule, he already wants to be a schoolchild, strives for children and is ready to love his teacher. He really needs emotional contact; the opinion that he has no need for communication is not confirmed by any practical psychologist who actually works with such a child. It is known that the established relationship with the teacher is a powerful stimulus for such children not only in learning, but also in emotional and social development.

Just like other children, he needs a clear and detailed organization of life at school, in class, at recess, allowing him to understand the order of what is happening and use established rituals to organize his behavior. Unlike other children, sudden disruption always causes discomfort for a child with autism, even if it is an interesting excursion or the cancellation of a difficult test. Caring for already established forms of interaction does not mean that we want to rigidly fix them. It has been proven that an autistic child can be helped to become more flexible, not by destroying, but by gradually complicating and developing the order of interaction he has learned, introducing more and more possible variations into it.

Special work is needed to timely organize additional individual assistance from a teacher and psychologist, to create a regime suitable for the child for mastering educational skills. Difficulties may not appear, since some children already have the skills of reading, writing, and counting when entering school. If they do appear, they vary individually and are often associated precisely with past unsuccessful attempts at learning, excessive pressure, and impatience of parents or teachers. The first prerequisite for overcoming them is the experience of achieving success, which we must give the child.

You should be prepared for the fact that most children with autism will need the help of a psychologist in developing ideas about themselves and the environment, in understanding other people; in mastering communication skills, overcoming everyday inadequacy and social naivety. In teaching such children, the hierarchy of difficulties often seems to change: they can grasp quite difficult information on the fly (the whole class, for example, can copy foreign language exercises from a child), but need additional help in order to understand everyday things, then, that ordinary children learn on their own at a fairly early age. It is typical that in this case, the support of a consultant “from the outside” may be less effective for such children than the help of a school psychologist. Children may find it difficult to transfer knowledge and skills from special education situations to the natural environment. Therefore, assistance in mastering social skills, provided “along the way,” during normal school life, precisely when it is relevant for the child, is most useful to him.

Full psychological assistance to a child is effective in an environment of trust between specialists and the child’s loved ones and their close interaction. Reaching contact with the family of an autistic child is not always easy. His parents, who have already gone through a certain path of relationship with specialists, often rightly suspect that the work of a psychologist is connected primarily with making a diagnosis of autism, and this threatens to transfer the child to individual education or the school’s complete refusal to work with him.

Let us first consider the possible difficulties of a child with autism, characteristic of different periods of his school life. It is important for us to pass on experience that will allow us to cope with them or even prevent them. To more fully cover different aspects of school life, we will try to consider the processes of organizing education, mastering educational material, social adaptation and emotional development of children, although, of course, in many cases we will have to repeat ourselves, addressing different aspects of the same problem.

Organization of training

As already mentioned, by school age, many children with autism want to be students and go to school. As a rule, they even have some school skills: they know letters and numbers, ordinal counting, they can read, and less often, write, and are proficient in some counting operations. Many have a good vocabulary and extensive knowledge in the field of their hobbies, so upon preliminary acquaintance they often make a completely favorable impression. Almost all of them have experience in individual training and are already well organized in individual lessons. However, their learning at school or in a group of children may not work out at first. Almost all of the difficulties described below are significantly smoothed out within the first half of their stay at school. However, they can only be overcome by giving the child real experience of learning together with other children.

We will try to list the first school difficulties. Such a child, for example, may behave “like a little one”: have difficulty sitting at a desk, standing up, walking around the classroom during a lesson, and minding his own business. In this situation, the teacher usually relies on his experience of working with infantile, “immature” children. Children with autism are generally characterized by significant mental immaturity, fatigue, satiety, extreme excitability, dependence on even mild physical illness or seasonal weather fluctuations and require careful treatment, although they become more and more resilient with age.

Other difficulties are more specific. A child with autism may at first not follow instructions: not respond to verbal communication, not complete tasks even if the teacher shows the method of action. It is as if he “does not see” and “does not hear” the teacher. However, this is not entirely true: an autistic child perceives what is happening, but cannot always immediately concentrate and react. Although he is late, he still correctly fulfills the requirement and answers the question asked. Sometimes, given how difficult it is for such a child to “get himself together” and respond to a direct address, the teacher can specifically, in order to stimulate him, turn to another child and thus still draw the child with autism into interaction.

At first, an autistic child may perform tasks slowly and awkwardly, as if reluctantly, sitting slumped and looking absentmindedly to the side. In our opinion, this is not the most important thing, the main thing is that he gradually begins to work more and more consistently in the lesson. You should not strive to “put things in order” for such a child as soon as possible. Our haste in this case may have the opposite result: in a tense situation, he may become frightened, fall silent, withdraw into himself and completely stop thinking, or, conversely, actively protest, make noise and refuse to work. In response to excessive demands, a child with autism may also switch to habitual stereotypical activity.

At the beginning of education, all of the listed difficulties are greatly aggravated by the novelty of the school situation; everything unusual, as is known, is a very strong stress factor for these children.

The most acute experiences are associated with the need to communicate with other children. Therefore, even if his behavior is quite adequate at home and in individual lessons, in the classroom he can easily get excited, be delighted by the pranks of his classmates, laugh when everyone has already calmed down, and try to repeat other people’s “jokes.” While all this certainly makes life difficult for the class, it is important to remember that the autistic child is just beginning to imitate children, these are his first attempts to be “like everyone else”, which in the future will ensure that he follows the correct patterns of behavior.

As already noted, only developing the habit of being with others can calm a child. It is clear that at the same time it is necessary to maintain normal conditions for the education of ordinary children. A school psychologist can help here by organizing the process of gradually connecting the child to general classes: first, in those lessons for which he has already been prepared by individual classes, where he can demonstrate himself successfully. Ideally, of course, the introduction of such a child into the classroom can go more smoothly with the help of a teaching assistant to help the child organize himself in the lesson. The presence of parents in the classroom as teaching assistants should be used very carefully, because they often try too hard to “put things in order,” and their tension is transferred to the child. Sometimes the role of an assistant begins to be played with pleasure by the child’s closest neighbor (usually a neighbor) in the class, and this situation, it seems to us, can be successfully used.

Habituation is not the only reason why the behavior of such children is becoming increasingly normal. The most important thing is that they gradually learn the order, the stereotype of the lesson, which begins to protect them from behavioral breakdowns. It is known how such children value the acquired order. Therefore, a clear functional organization of the classroom space, a certain ritual of communication between the teacher and students, and a reproducible lesson order are so important for them. Such a cozy, predictable organization of life will be convenient for other children. In essence, nothing specific is required other than a very clear organization of class life and teaching, when even the introduction of new material is prepared and expected.

A well-thought-out order, which, if possible, excludes involuntary provocations, will protect even an immature child from impulsive actions. If we know that a child may be too focused on turning pages or folding construction toys, we will not leave books and toys in an accessible place; If we know that a child might be attracted to playing with water, then we won’t sit him next to the sink. Such organization “at the level of common sense” is often not done by adults, and in breakdowns we blame the child, who cannot resist impulsive action simply due to the level of his affective development.

As already mentioned, at the beginning of training, it may seem to the teacher that the child, who from time to time “falls out” of the situation, does not perceive what is happening well. However, oddly enough, it often turns out that, despite being distracted or excited, he masters the material given in the lesson. Subsequently, he can reproduce at home everything that he did in class, even what he seemingly did not pay attention to at all. A child can happily complete tasks at home that he did not respond to in class, and at the same time works amazingly “assiduously.” More than once we have learned that at home children not only regularly and accurately reproduce the course of the lesson, but also have notebooks for all the students in the class and do their homework “for everyone.”

Thus, from the very beginning, school can become the main meaning of life for a child with autism, but, paradoxically, this only manifests itself at home. At school, due to the child’s disorganization and inability to control himself, the teacher often cannot assess the degree of his interest. If the teacher knows what is happening with the child at home, he will understand that his patience and efforts are not in vain. Establishing a close relationship between the teacher and the child’s loved ones is one of the most important tasks of a psychologist.

When organizing a convenient order, we must remember about the increased sensitivity, vulnerability, and disgust of such a child. Children may refuse to work with paints and glue in labor class, eat with everyone else in the cafeteria, or be afraid to go to the toilet. If we take this into account and “insure” the child by dosing out impressions that are unpleasant for him, finding an adequate replacement for the unacceptable, then we will avoid possible breakdowns, manifestations of fear, and the emergence and fixation of negativism. We must find out in advance from the parents what exactly may be unpleasant for the child, what may traumatize him. At the same time, experience shows that you should not perceive possible difficulties as inevitable. Often a child is ready to do something at school, together with all the children, that he would never dare to do at home. For example, in a children's institution, the selectivity of an autistic child in food is usually overcome.

Often, a child’s fears and negativism are associated with previous failures and too much pressure from adults in learning. He may, for example, categorically refuse to pick up a pen or “immediately become dumb”, stop hearing and seeing the teacher when he says: “Let’s count.” In this case, the child’s tension gradually goes away if we ourselves remain calm and offer him adequate help, allowing him to feel successful. For example, at first you can support his hand when writing, and then gradually reduce the help. Sometimes it is important to initially give the child the impression that he has completed the task, and then, against the backdrop of this “success,” begin to actually practice the skill: “Let’s do it even better now.”

When organizing a lesson, it is also important to remember that the child’s inhibition and uncertainty make it extremely difficult to make an independent choice or decision. The need to answer simple questions: “what do you want? what will you do? this or that?” – makes autistic children feel uncomfortable. They often react at random to simply get out of an unpleasant, tense situation. This is one of the important reasons for maintaining consistency and predictability in the organization of our interaction with such a child. To develop a child’s ability to choose and make decisions, special psychological work is necessary, which first follows the path of developing the ritual of interaction, and then it includes more and more diverse, but predictable and lived by the child alternatives.

Difficulties in making independent choices can persist for a long time in such children, so even at an older age, the possibility of using tests in the classroom should be specifically discussed with a psychologist. Without individual psychological preparation, the presented options for possible answers do not make it easier for such a child to find a solution, and do not become a hint for him, as is the case with ordinary children. On the contrary, this situation often disorients him.

Due to the child’s enormous self-doubt, it is risky, at least at the beginning of learning, to try to stimulate him by offering a new, “very difficult” task. What causes excitement and a desire to test oneself in an ordinary child often provokes a panicky refusal in an autistic child. In order for him to learn to take risks, accept difficulties, and perceive failures constructively, special psychological work is necessary, in which the child must first of all accumulate significant experience of success.

In the process of this work, a moment inevitably comes when he begins to strive to overcome, but at first he does this extremely inflexibly, like a small child, demonstrating both an inadequately high level of aspirations and catastrophic reactions to failures. Children with autism have difficulty withstanding their “failures” and, in order not to multiply the negative experiences that disorganize them, it is necessary to smooth out these unpleasant impressions. In this case, it is more correct not to console or reassure the child, since this can only concentrate him on the experience of failure, but to positively characterize the learning process itself, finding new signs of progress in the child’s actions. This is what can stimulate him to make efforts, build a perspective in increasing the complexity of tasks, and constructively perceive the difficulty that has arisen - not as a complete defeat, but as a working moment in successful progress towards a result.

A lesson stereotype can help cope with the egocentricity that appears in such children at a certain point in their development, which is normally characteristic of an earlier age. They may strive to keep the teacher's attention, want to constantly answer, go to the board and be bitterly offended if their wishes are ignored. There is a heightened desire to be singled out as the most successful, the most intelligent; Jealousy, anger, even aggression and self-injury are possible if another student is praised. In this case, the established order of interaction, the habitual order of answers, which the child recognizes and appreciates, will also help everyone get out of the difficulty.

At first, praise is not a very reliable regulator of such a child’s behavior in the classroom. Typically, children with autism who enter school already react correctly to a positive assessment from an adult, which “works” adequately in an individual lesson. However, in a classroom lesson, praise may initially disorganize such a child. Of course, he should feel successful, but a good grade should not be given by the teacher too emotionally, this can agitate the child. Rather, it should also be calmly expected: of course, everyone knows that he is a good student.

At the beginning of such a child’s education in the classroom, the method of organizing a competition between children (“Who will complete the task the fastest?”) may also be ineffective. More precisely, competition itself is possible, but everyone should receive awards: one for speed, another for beauty, a third for accuracy, etc. This will allow the child to avoid a behavioral breakdown, which is possible not only when he himself offended, but also when it seemed to him that someone else was offended. For example, he may become frightened if a sharp remark is made to another child. In general, such a child’s decent well-being in the classroom is a sign of a good “moral ecology” and the spiritual sensitivity of the teacher.

And, finally, a clear lesson ritual and well-established ways of organizing the task help to overcome the characteristic difficulties of concentrating attention and voluntary organization, which manifest themselves as absent-mindedness, slowness, difficulty getting involved in work, and moving from one stage to another. At the same time, within this stereotype, it is important for the teacher himself to maintain flexibility. Often, especially at the beginning of training, it is necessary to take into account the need for additional encouragement for a child who may not respond to general instructions. However, such assistance must be dosed and gradually reduced so as not to make the child completely dependent on it. So, if an autistic child does not perceive frontal instructions, the teacher can specifically address him: “And you too.” Later, a glance, a smile from the teacher, or a touch on the child’s shoulder may be sufficient additional encouragement. We also have to take into account that often a child with autism reacts and answers correctly, but at the wrong time: late or when they ask not him, but another student. At the same time, it is still necessary to find a way to “reinforce” this child’s learning activity, try to find its rightful place and, if possible, introduce it into the course of the lesson.

And finally, for such a child, the organization of recess must be more thought out than usual. It is known that organizing free spontaneous communication with peers is more difficult for him than a structured learning situation. Therefore, it is during recess that one of his loved ones may first be present. Contact with them will give him the opportunity to rest and relax, and talk through his impressions of the lesson. Later, when the school situation becomes more familiar for parents and the child, they will be able to help the child organize the first informal contacts with peers. At first, they can simply comment on what is happening around them to help understand how their classmates play, what is the meaning of their fuss and jokes; later organize a similar game nearby, and subsequently a common game. At home, they can together organize these new and important impressions for the child, and together remember “your school friends.” Without such work, autistic children sometimes cannot even identify and remember the faces and names of their classmates for a long time.

Without the help of adults, they will not be able to enter into role-playing play or a game with rules, but pretty soon they begin to get involved in the general fuss and running around of children. This gives them great joy, but adult control is necessary, because such children easily lose their “sense of edge,” become overexcited and disinhibited. The best way to “calm” them down is to offer a calming activity: leaf through a book, assemble a construction set and a mosaic, or do something else pleasant and familiar, for example, chew an apple. Of course, a set of such means of calm and distraction should always be at the ready.

Creating a stereotype of school life should include the development of habitual ways of moving from one type of activity to another. This will help the autistic child to get involved in classes, move from lesson to recess and from recess to lesson, breakfast, and getting ready to go home. The ritual should thoughtfully include moments of communication with teachers, parents and children. The development of such a holistic ritual is also, of course, the most important part of psychological work.

One of the necessary components of such a holistic ritual of school life, as we know, are holidays. There is an opinion that children with autism do not like holidays in which they see no meaning, and it is better to protect them from crowds, noise and fuss. Many years of experience have allowed us to be convinced of the opposite: a holiday can bring them, like all other children, joy and become an important semantic mechanism for organizing their behavior. This is possible if their involvement in common holidays occurs gradually, in doses and meaningfully.

The child must be carefully prepared for each holiday, explaining why and why everyone will gather, what will happen and in what order, how it will end, whether there will be gifts or performances from other children, who will come to visit, etc. At the child’s holiday itself there must be an individual accompanying person to help you navigate and understand what is happening, where everyone is going, who they are listening to, where they are looking, what they are laughing at. He needs to be told on the go what is happening and what needs to be done and, if necessary, even help him perform the necessary actions. The child usually doses out the impressions himself, and if for the first time he just drops in and watches how everyone is having fun, that will be quite enough. The rest can be discussed with the child individually, and he gets the full impression of participating in the holiday. This experience next time will allow him to stay longer, perceive more and be calmer and more active.

Seasonal holidays, birthdays of classmates and memorable dates set various emotional meanings of communication, allow you to try out different forms of contact, place bright semantic points in the cycle of events, accumulate common emotional experience with the child, topics for memories, discussions, and building life plans. It is clear that all this provides the necessary material for individual psychological sessions with the child, aimed at organizing his emotional experience and developing his ideas about the future.

Adherence to learned forms of behavior is both the strength and weakness of such a child. When developing a general stereotype of school life and mastering the rules of behavior in the classroom, in most cases he strives to follow them punctually, so that the teacher can later reliably rely on the already formed order.

However, such “correctness” of a child should not only please, but also be alarming, since it may hide his passivity in mastering the environment, which interferes with his further learning and general social development. In addition, a child who is very responsible for order and rules becomes too vulnerable and dependent on their observance. Therefore, as mentioned above, after mastering the stereotype of correct educational behavior, the task of constantly developing and enriching this stereotype becomes urgent. The result of such work can be greater flexibility in the behavior of an autistic child.

Training assistance

The need to help an autistic child master educational material becomes obvious when his behavior is regulated. The difficulties that appear cannot be associated with the insufficiency of any one mental function, since there is a whole complex of problems.

Motor and speech difficulties may appear most clearly first. Teachers are usually concerned that, even after mastering the program, the child has difficulty transferring the acquired skills to another situation. The tendency to reproduce what has been learned stereotypically, in the form given by the teacher, is alarming - this gives rise to fears that the child is memorizing educational material mechanically, without comprehension. Also alarming is the fragmentation that later emerges in the perception of the environment, difficulty in understanding the subtext, and possible literalness or straightforwardness.

All these difficulties are revealed gradually when the child gets used to the new environment and really begins to learn in class (not to apply what he has learned earlier in the process of individual lessons, but to master new school skills). Often this happens unexpectedly for the teacher, who may not know that behind the child’s negativism and lack of composure there may be other, no less serious, problems. It is at this time that an assumption usually arises about the child’s mental decline and doubt about his ability to master the school curriculum. At the same time, here too the patience and adequate approach of the psychologist and teacher bear fruit.

The strengths of such a child gradually become his commitment to the established order, diligence, focus on learning, great responsibility, excellent memory, possible selective intellectual interests. Absolute literacy is typical for autistic children, they are characterized by abilities in languages, sometimes in exact sciences, mathematical and musical talent is possible. They are able to absorb large amounts of information; The skills they master are usually strong and therefore become a basis for further training. They usually tend to answer concisely, but use brief and succinct formulations, the content of which can be deep and subtle. Correctional work with such children is aimed at developing communication skills and the ability to ambiguously perceive the meaning of what is happening.

Organization of attention. Difficulties in concentration have already been discussed above as the causes of difficulties in organizing adequate educational behavior in autistic children. It should be noted, however, that even with developed educational behavior, the child may remain prone to satiation, absent-mindedness and distractibility. In this case, support can be provided by a thoughtful organization of visual material that helps to retain and switch the child’s attention; Additional teacher control and dosing of the child’s workload is also necessary.

Motor clumsiness manifests itself, firstly, as a lack of fine motor skills when learning to write. Children may have difficulty navigating the notebook paper, hold the pen incorrectly, or grip it too loosely or too tightly. It is often difficult for them to reproduce an element of a letter according to a model, or to put together elements that have already been worked out. Against this background, there is a danger of negativism in relation to learning to write, a child’s refusal to pick up a pen. Supporting a child's hand usually helps to gradually consolidate the desired pattern of movement and practice a sequence of actions, but this can lead to dependence on the help of an adult. At the same time, it is known that all autistic children with whom special work is carried out eventually master the skill of writing.

Thus, when organizing training, it is advisable to plan a longer period than usual for mastering the skill of writing. In addition, it is necessary to dose help to an autistic child so as not to suppress his own activity.

Secondly, motor clumsiness can manifest itself as a general lack of coordination, inconsistency in movements, aggravated by absent-mindedness and excitability. Children can run without looking, bump into objects, and drop things, which also requires constant additional adult supervision. It seems to us that when developing an individual training program for such children, special attention should be paid to rhythmic classes, physical education, and the inclusion of elements of such classes in other lessons. This is not only an opportunity to develop coordination of movements and motor skills, but also to train the ability to focus attention on the teacher, to act by imitation, according to instructions. Habitual musical and rhythmic speech accompaniment helps organize and maintain the child’s attention during such activities.

Speech problems. In expressive speech, these problems can manifest themselves in difficulties in organizing a detailed statement, even with a large vocabulary. The child speaks in monosyllables and uses mostly collapsed stereotypical clichés. Without special work, these difficulties cannot be overcome, so an autistic child may find himself helpless in middle and high school, where detailed answers are required. At the same time, it is known that with targeted correctional work, the child’s ability to speak clearly increases significantly. At first, he can be helped by mastering ready-made clichés, which he usually readily accepts: what and in what order he needs to talk about in order to describe the season, an animal, a person, his room, the yard, the road to school, etc.

It is known, however, that even with good phrasal speech and mastery of an extended monologue, children may experience difficulties in organizing dialogue: they strive to speak on their own and do not listen, do not take into account what is said to them. Without special work, this problem increasingly interferes with the child's learning and the development of his interaction with people. Individual assistance is also needed here. A child masters the skill of conducting a dialogue, for example, by inventing a fairy tale or detective story together with a psychologist. In this case, a topic that is interesting for the child is chosen, the adult and the child take turns fantasizing. In this case, the child has to “make his own move,” always taking into account what the partner said.

Difficulties in speech development appear in the context of more general communication problems. Often, the smartest children with autism don't know how to structure responses in class because they don't understand how or why to share information with others. They do not realize that other people do not automatically understand them, that they need to explain their thoughts and intentions, share their feelings, and justify their rightness. Overcoming these difficulties is also one of the tasks of psychological work. We can help our child prepare to respond in class by discussing the following: “How can we talk about this in a way that everyone can understand, even those who don’t know anything about it?” or “Where do you think we should start?”

Autistic children who talk a lot and actively, who are already entering into dialogical communication, often demonstrate disturbances in tempo, rhythm, and intonation; They are characterized by both slow, “blurred” speech and too fast, “choking” speech. All this creates additional difficulties in an autistic child’s communication with other people. However, only the child’s growing focus on communication and direct practice of communication can really help here. Under these conditions, he gradually frees himself from tension, overcomes shyness, and acquires adequate expressiveness in the speech of other people. And, of course, additional singing lessons, poetry reading, role-based reading of excerpts from plays, etc. are useful.

The question often arises about how fully a child with autism understands speech. We are faced, for example, with the fact that it is difficult for an autistic child to follow detailed, multi-step instructions and understand a lengthy explanation of a task. Details and clarifications often do not help, but, on the contrary, disorganize such a child. This is noted in the situation of addressing a child, which involves voluntary organization of his attention and execution of instructions.

At the same time, when speech is addressed not directly to the child, but, for example, to another student, i.e. in a situation of involuntary concentration, he can perceive much more complex messages, and the child’s further behavior shows that he takes into account the information received.

It should be remembered that his ability to understand addressed speech is different in a situation of involuntary and voluntary attention. Therefore, on the one hand, clear and concise explanations of new material, clear and simple instructions addressed to the child himself are necessary. On the other hand, such a child needs to hear the teacher’s detailed, unsimplified speech addressed to his classmates, which can significantly complement the content of the topic being studied. And this is another evidence of the need to educate such a child in a team that brings together different children. Only then does he not find himself in an impoverished speech environment and gets the opportunity to be present during a conversation with others, to hear the teacher’s detailed instructions addressed to a child who has no problems in voluntary speech perception.

Features of thinking. Sometimes it seems that children with autism learn learning material mechanically. This is due to the fact that, as discussed above, they perceive and process information in a special way. It is very difficult for them to be flexible and respond to changing circumstances, to “look at things” from different angles. In their surroundings, they value, first of all, certainty; they try to highlight constant conditions and methods of action and not destroy them. Such children also strive to “grab the educational material in one piece” in the form and context in which it is given by the teacher. The skills being developed are strictly tied to the learning situation. Therefore, autistic children reproduce educational material exactly as they have learned it and have difficulty using it in another situation.

It is difficult for them to independently compare the acquired knowledge and connect it with their life experience. This applies not only to educational material, but also to the perception of the world as a whole, which in such children is fragmented, consisting of individual pictures, images, situations. This fragmentation often gives the impression of mechanicalness, but at the same time, teachers and loved ones notice that they understand much more than they can reproduce.

It is known that many children with autism show a greater ability for visual-effective and visual-figurative thinking compared to verbal thinking. The question of the ability of such children for symbolic thinking is often discussed, since they are characterized by a literal understanding of what is said and difficulty in isolating subtext.

At the same time, experience shows that the very ability of symbolization and generalization is preserved in such children - they can use quite complex symbols in play and learning. The problem is that these symbols are rigidly fixed and cannot be transferred to another situation. Thus, once a child’s play image is born, it does not change and blocks the creation of others, because for such a child, what is important above all is certainty. Therefore, in the future it is difficult for him to admit that the connections between ongoing events may be ambiguous, that the same result can be caused by different reasons, and in some cases there may not be one single correct answer to a question.

An individual rehabilitation program for children with disabilities provides for secondary education. Based on the child’s intellectual capabilities, the program may include education at a higher school. Sick children have the right to education. This is enshrined in the Constitution of the Russian Federation (Article 43). Education of disabled children is carried out in general education schools, special correctional educational institutions, at home: by distance learning or through family education. Children with childhood disabilities are also given the right to study in music and art schools free of charge.

To obtain special education, people with disabilities are provided with benefits when entering vocational schools, technical schools, and higher educational institutions. The only significant limitation for the education of disabled children is their health status. According to the conclusion of a medical psychiatric and pedagogical examination, children with disabilities are assigned to specialized educational institutions to educate children with the following disabilities:

• Vision;
• Hearing;
• Speeches;
• Motor activity.

If there are existing intellectual development disorders, it is planned to teach disabled children in a special boarding school using a special methodology by specially trained teachers.

One way or another, not a single disabled person from childhood can be left without education, regardless of the nature of the disease.

Education of disabled children at school

Secondary educational institutions do not have the right to refuse admission to children with disabilities, however, schools are not obliged to create special conditions for students with disabilities. Teachers do not develop special educational programs and do not involve specialists in the process of teaching disabled children at school: speech pathologists, speech therapists, massage therapists, etc. Private schools have the right to admit disabled children, but are not obliged to do so.

Disabled children who do not suffer from mental retardation, as a rule, do not have problems mastering school material. The problem of communication with peers comes to the fore for such students. Child psychology differs significantly from adult psychology; students can “organize” unbearable conditions for a disabled person not only in terms of learning, but also in life. Meanwhile, the management of a secondary general education institution does not have the opportunity to create favorable conditions for children with disabilities. The staff of the secondary school does not provide for the work of a psychologist, whose direct responsibility is to create the necessary microclimate in the team.

Similar conditions have been created in correctional schools, to which a child is sent only with the consent of the parents.

Homeschooling for disabled children

In cases where parents do not want their child to study in a correctional or comprehensive school, the possibility of receiving secondary education at home is provided.

There are two forms of teaching for teaching disabled children at home:

• Family;
• Home-based.

Family education does not involve the participation of teachers from the general school in the educational process. The child’s education is carried out by his parents: independently or with the assistance of teachers. In this case, the family is paid monetary compensation, including the costs of training and education. If, by decision of the commission, the child needs to study in a special school, the amount of compensation increases in accordance with existing standards. An agreement is concluded between parents and the school, which provides for an intermediate assessment of knowledge. In case of negative results, the contract is terminated and compensation must be returned.

The home-based form of education for disabled children provides payments for two hot lunches a day; the work of assigned school teachers is paid by the state. Teachers also conduct classes with the child at home and conduct certification, which includes final exams in certain subjects.

A child studying at home receives a complete education, the level of which does not differ from the general one.

Distance learning for disabled children

There are several distance learning models for teaching disabled people from childhood:

• At the distance learning center. Classes are taught by full-time teachers;
• Methodological support for teaching at the place of residence;
• Development of a training program for children with disabilities by several educational institutions.

The educational and methodological complex of distance technologies is compiled taking into account the school plan and subject programs in individual disciplines. All information is publicly available for both students and parents, as well as teachers. For this purpose, sets of electronic resources have been developed.

Distance learning for children with disabilities provides for constant communication between the teacher and the student, regardless of the distance between them. Using multiple means of communication enhances academic performance. A disabled child has the opportunity to ask a question to the teacher at any time and receive a comprehensive answer.

An important achievement of distance learning is the ability to connect several disabled children to conduct lessons online. A child with disabilities does not feel lonely and learns to work in a team. Knowledge certification, according to individual educational programs for children with disabilities, is carried out using electronic knowledge control, which practically eliminates the subjectivity of assessments. At the same time, disabled children gain skills in working with a personal computer and master new information technologies.

Certification of knowledge when teaching disabled children

The test is carried out according to the schedule approved by the head of the training center. Face-to-face interaction is provided using special computer programs. The student installs the camera so that the teacher can see the workplace. This mode completely eliminates the use of hints, both oral and written.

Students with a slow pace of work complete the test in several stages. Teachers do not have the right to escalate the situation by exaggerating the importance of passing the certification.

Entrance exams to secondary technical and higher educational institutions for people with disabilities are held under special conditions. Applicants are given additional time to prepare for one and a half hours, regardless of the form of the exam: written or oral. Education of disabled children in higher and secondary technical educational institutions is also carried out according to individual programs, taking into account the recommendations of doctors, psychologists and social workers.

Disability is determined not by health status, but by the degree of restriction on work activity. Modern technologies allow disabled children to receive the necessary education and become full-fledged members of society.

Which are now typical for students. In solving this problem, which relates to improving the conditions for a child’s learning at school, the administration and teachers of an educational institution play a major role. Today, many technologies have been developed that make it possible significantly in school.

Double lessons as a way to improve a child’s learning conditions at school

One of the most effective pedagogical techniques is changing the class schedule. For example, the use of double lessons, which were previously prohibited. Double lessons consist of three modules, that is, two 45-minute lessons are divided into three 30-minute lessons. Between 30-minute modules there are short 5-minute breaks plus a traditional break.

This modular methodology for creating a schedule makes it possible to improve the child’s learning conditions at school, in particular, to reduce multi-subjects: instead of six, get three lessons during the day. A more comfortable working mode is provided for the teacher, and it becomes possible to implement a person-oriented approach to the student. Children do not waste time moving from class to class, and homework preparation time is reduced because the material is covered in more detail in class. In addition, the weight of the backpacks is reduced. The most important effect of such organization of studies is reducing the tediousness of the educational process.

Double lessons can only be used for middle and high school students. This pace is not suitable for elementary school.

Additional opportunities to improve the child’s learning conditions at school

Modular learning is associated with the organization of work in the lesson itself. It does not involve changing the schedule, but a new approach to teaching the lesson. This technique allows the child to work at his own level of difficulty, at a comfortable pace. In addition, it is possible to implement a health-saving approach to organizing training.

Speaking about today's school, one cannot ignore the issues of organizing specialized training. Statistics show that slightly more than half of children in secondary school choose a major. Of these, a little more than half are studying in the class whose profile corresponds to their future professional choice.

Here it is worth considering the conditions for the child’s specialized education at school. There are single-disciplinary classes, “school-university” classes and multidisciplinary classes that organize the education of children according to individual educational trajectories.

The most expensive way to organize children's education is through specialized classes, but from the point of view of maintaining health, it is the most favorable. It should be taken into account that training in specialized classes often involves additional workloads. This also needs to be taken into account so that the child’s learning conditions at school do not have negative consequences for health.

An effective way to improve a child’s learning conditions at school is to eliminate another risk factor - the irrational organization of the school year, that is, the irrational alternation of study and vacation. In search of the most optimal option, two main forms are considered: traditional vacations and 5-1 vacations, when 5 weeks of study alternate with a week-long vacation.

Research shows that the stability of children's performance is much higher in conditions that allow them to evenly alternate between studies and vacations, that is, with the 5-1 scheme. The same scheme helps to improve the child’s learning conditions at school, to avoid the longest quarter, when academic performance falls, including against the backdrop of short daylight hours, cold weather, vitamin deficiency and heavy workload.

Schedule 5-1 allows you to achieve not only more stable performance in children, but also helps reduce acute morbidity, fatigue, and neuroticism in children.

In today's school, as in life, there is a wide expansion of gadgets and electronic resources. This changes the life activity of children, reduces the duration of night sleep, which leads to an epidemiological situation with visual impairment in children. From the beginning to the end of training, the severity of visual impairment increases. Therefore, the school must develop in children the skills to properly use the electronic educational resources that they use.

Correct interaction between the teacher and the child is important in improving the child’s learning conditions at school, when the latter does not feel humiliated or squeezed, is not afraid of making mistakes, and is confident in a friendly attitude towards himself. In such conditions, children are exposed to less stress, which is reflected in educational results and in the psycho-emotional health of children.

One of the most significant factors is the light and air environment, as well as the furniture at which the child sits. Temperature and humidity conditions, ventilation, optimal lighting levels, comfortable furniture - all this affects the child’s performance and the formation of his health, and also determines the level of the child’s learning conditions at school.

Today, little is known about how a new factor—electromagnetic radiation—affects children. There are no specific regulations on electromagnetic radiation for children and little research has been conducted in this area. However, some experts note that electromagnetic pollution in schools is comparable to similar indicators in industries where adults work.

Optimizing the level of sanitary and epidemiological well-being of an educational institution makes it possible to improve the conditions for a child’s learning at school, as well as indicators of children’s health. Adjusting the organization of the educational process at school also helps reduce various health problems in children. High-quality medical care at school and timely monitoring can significantly improve the situation. It is also important to work towards adjustment, individualization and differentiation of educational loads.

Source - website of the Support Service for Participants in the Educational Process, https://usperm.ru

How long can classes last at school and what are the requirements for the school schedule?

In accordance with Article 30 of the Federal Law “On Education in the Russian Federation”, the regime of students’ studies is determined by local regulations (as a rule, these are the charter and internal rules of the school, as well as the curriculum). The opportunity to familiarize yourself with these documents must be provided by the educational organization for students and their parents (legal representatives) (Article 28 of this law). Compliance with the school day regime is mandatory both for the educational organization and for parents (Articles 41 and 44 of this law).

However, when determining the schedule of the school day for students, the educational organization must ensure compliance with the following rules established by SanPiN 2.4.2.2821-10 “Sanitary and epidemiological requirements for the conditions and organization of training in educational institutions” (Resolution of the Chief State Sanitary Doctor of the Russian Federation dated December 29, 2010 No. 189):

Classes should begin no earlier than 8 o'clock. Conducting zero lessons is not allowed.

In institutions with in-depth study of individual subjects, lyceums and gymnasiums, training is carried out only in the first shift.

In institutions operating in two shifts, training of 1st, 5th, final 9th ​​and 11th grades and compensatory education classes should be organized in the first shift.

Studying in 3 shifts in general education institutions is not allowed.

The number of hours allocated for students to master the curriculum of a general education institution, consisting of a compulsory part and a part formed by participants in the educational process, should not in total exceed the value of the weekly educational load.

The amount of weekly educational load (number of training sessions), implemented through classroom and extracurricular activities, is determined in accordance with the table.

The educational weekly load must be evenly distributed during the school week, while the volume of the maximum permissible load during the day should be for students in grades 2-4 - no more than 5 lessons, and once a week - 6 lessons due to a physical education lesson with 6-day school week.

The amount of homework (in all subjects) should be such that the time required to complete it does not exceed (in astronomical hours): in grades 2-3 - 1.5 hours, in grades 4-5 - 2 hours ., in grades 6-8 - 2.5 hours, in grades 9-11 - up to 3.5 hours.

The school canteen sells sweets (caramel, lollipops, etc.). How to deal with this?

2. Hamburgers, cheeseburgers.

3. Sucking and chewing candies with high sugar content.

4. Highly carbonated drinks.

5. Flour-fried culinary products.

6. Kumis and other fermented milk products containing ethanol (more than 0.5%).

7. Non-alcoholic tonic drinks.

8. Natural coffee.

If any of the products listed are on sale (such as suckable candy), parents can take the following steps.

Since in this case the recommendations of Rospotrebnadzor are violated, it is this body that can issue a motion to eliminate the violations and force the supplier and the school administration to stop selling goods. However, immediately contacting Rospotrebnadzor seems inappropriate for many reasons, mainly because such an application may cause the school itself additional costs and troubles. Therefore, first you need to have a conversation with the supplier, point out the specific standards that are being violated, perhaps this will be enough.

The direct customer of the work and the person authorized to formally file claims against the service provider is the school director. Accordingly, the director or an authorized representative of the administration can conduct a conversation with the supplier. Also, the conversation can be conducted by authorized representatives of the governing council or an initiative group of parents, even from the same class.

If the supplier ignores a verbal request, a written complaint must be submitted. If the school has a governing council, it can appoint a special commission from among its members to solve this problem. If there is no governing council, an initiative group (preferably at least 3 people) of parents can be created. The commission/initiative group can record the fact of the sale of sucking candies, draw up a corresponding act signed by several people, and send this act to the director and supplier with a requirement to take action.

An act drawn up even by an initiative group of parents is a document and the basis for proceedings and inspections by Rospotrebnadzor. Most likely, the supplier himself will not want to bring the matter to the intervention of supervisory authorities and will take into account the requirements of the customer or parents.

A child's new shoes were stolen from his school wardrobe. Is the school obliged to compensate for material damage?

According to Articles 891, 901 of the Civil Code of the Russian Federation, responsibility for the safety of things lies with the head of the organization that is the custodian, and therefore the school director.

According to Article 41 of the Federal Law “On Education in the Russian Federation,” the responsibilities of an educational organization include creating conditions that guarantee the protection and promotion of the health of students and pupils. One of these conditions is ensuring industrial sanitation, which involves students wearing removable shoes at school. Accordingly, the institution is obliged to create such conditions so that the child does not worry about the safety of his things. Therefore, the administration is obliged to bear responsibility for the safety of children’s belongings, for which specially organized places are provided at school.

If the school administration refuses to consider a request for compensation due to the fact of missing items, parents may request that they receive a written response indicating the reasons for the refusal. The issue of compensation for damage to a child’s property may be considered in court. In this case, a claim is filed against the educational organization for compensation for damage caused to property. The school's refusal to consider the complaint is attached to the lawsuit.

The school's governing council adopted a Regulation on limiting the presence of parents at school, according to which parents can be in the school during school hours only with the permission of the administration, the class teacher, or, in emergency cases, with the permission of security.

According to Article 28 of the Federal Law “On Education in the Russian Federation”, the competence of an educational organization includes actions to create the necessary conditions for protecting and promoting health, organizing meals for students and employees of an educational organization, which may include restrictions on the stay of persons who are not direct participants educational process, on school grounds. The possibility of adopting such a Regulation by the school’s governing council depends on the competence of the governing council as enshrined in the school’s charter.

What to do if a teacher deliberately ignores a request from a child, a 2nd grade student, to go to the toilet during class?

In accordance with Article 45 of the Federal Law “On Education in the Russian Federation,” parents have the right to appeal to the school’s governing bodies (director, pedagogical council, governing council) or the dispute resolution commission. In this case, the consideration of the issue must be carried out in the presence of the parent.

To resolve the issue, the parent should talk with the teacher; if this does not help, then file a complaint with the specified authorities and demand the director to conduct a disciplinary hearing regarding such behavior of the teacher. If the complaint is not resolved at the school level, the parent can file a complaint with the local education authority or the Rosobrnadzor inspectorate.

Can a teacher prohibit first-graders from leaving the classroom during breaks, explaining that elementary school students are running around in the hallways and could cause harm? What can a parent do?

In this case, the teacher’s concerns (responsibility for the health of students) and reluctance to look after them during breaks are understandable. In this situation, interested parents can unite into a group and collectively contact the director of the educational organization or the governing board (if any) with a demand to ensure compliance with the requirements of SanPiN 2.4.2.2821-10 during breaks in the classroom where children are studying.

Namely: in addition to physical education lessons, it is possible to ensure the physical activity of students in the educational process through:

• physical education minutes in accordance with the recommended set of exercises;
• organized outdoor games during breaks.

My child is exempt from physical education classes for health reasons, but the school administration requires him to attend classes, what should I do?

The school is responsible for the life and health of children during the educational process. If a student is exempted from physical activity by a doctor and there is a certificate about this, then the physical education teacher must understand that it is he who will have to bear responsibility for the consequences of coercion if the classes harm the student’s health. In this case, the parents can file a lawsuit against the teacher for damages. If the physical education teacher ignores the arguments, you can turn to the class teacher, head teacher or director for help.

If a person exempted from physical education receives a bad grade for missing classes, they must be cancelled. Parents can write a statement to the school principal demanding a disciplinary investigation into this fact.

If the director refuses to accept the certificate and correct the failures in physical education, you can file a complaint with the education authorities.

Davidenko Galina Alekseevna

Primary school teacher

MKOU secondary school No. 2 named after

F.I. Anisichkina

Novosibirsk region,

R. village Krasnozerskoe

Introduction of Federal State Educational Standards - new conditions for learning in primary school

“God forbid you live in times of change,” says Chinese wisdom.

The modern world is changing at incredible speed. But maybe you shouldn't

agree with Chinese wisdom? Difficult times are the times of the greatest

possibilities! It is important to see these changes, to enter into them, and this means to be

modern, to be with the times, “to be in time.”

The Federal

state educational standard and previously unknown abbreviation

“Federal State Educational Standards”, which is based on the formation of a competency-based approach and the development of universal educational activities.

Primary school is an integral part of the entire system of continuous education. One of its main tasks is to lay the potential for enriched development of the child’s personality. Elementary school teachers are called upon to teach children creativity, to educate each child as an independent person who has the tools for self-development and self-improvement, who can find effective ways to solve a problem, search for the necessary information, think critically, engage in discussion, and communicate.

New things in a teacher’s work in connection with the introduction of the Federal State Educational Standard are:

1) new goals (focus primarily on personal and meta-subject results);

2) new content of education (UCD);

3) the use of innovative technologies (developmental, problem-based, research training, information technology, etc.);

4) transition to active methods with students (solving problematic problems of various types, research, project, etc.);

5) a new system for evaluating results (portfolio, monitoring).

The planned results of mastering the main educational programs are used as a content and criterial basis for assessment: personal, metasubject, subject.

Active forms of learning were: organizing work in groups and pairs, organizing work in groups of rolling stock, organizing project activities, designing learning situations.

What are the advantages of the Federal State Educational Standard for primary education?
The first advantage of the new Federal State Educational Standard is the preservation of the scientific core, which has always distinguished Russian education. The second, no less important plus is the turn away from the school transferring knowledge to school, projecting the creative abilities of the individual. That is why the implementation of the education standard is based on a system-activity approach, which involves the widespread introduction of project and research activities into teaching practice. The third advantage of the Federal State Educational Standard is an attempt to return the educational function to the school, which was almost completely lost over the past 20 years. The fourth is the continuity of approaches and principles in the construction of standards for primary, secondary and high schools.

But for now there is one drawback - the requirements for the conditions for implementing the standard. The state must significantly change the financing of the education system, and this process must be associated with the development of the material and technical base of the Russian school, since the new standard can only be fully implemented in a new educational environment.

With the introduction of the Federal State Educational Standard, the goals and objectives of training have changed. Now in a modern primary school a child must be taught how to learn. The teacher must instill two groups of new skills. To the first refers to a group of universal learning actions that form the basis of learning skills. To the second This includes developing children’s motivation to learn, helping them with self-organization and self-development. The teacher becomes not a leader, but a guide, organizing educational activities.

The main principle in modernizing textbook assignments is the orientation of educational material, methods of its presentation, and teaching methods to maximize the inclusion of students in educational activities; setting a learning task at each lesson (topic-question, problem situation); increasing tasks for working in pairs and groups; an increase in tasks and questions that initiate children's action; increase in information search tasks; an increase in the number of tasks that reveal the connections between the educational material and reality and other school subjects based on the formation of educational learning. The content of the structure of textbooks and all components of teaching materials is focused on the main stages of the lesson: motivational, problem-based, working with information, analytical, reflective.

For almost every subject we haveelectronic resourcein the form of disks that are used in lessons. The material on these discs makes the lesson interesting and broadens students' horizons on the topic being studied.

I think it’s a plus in the educational curriculum that each section of the textbook begins with the planned achievements of students (“We will get to know each other... we will learn... we will learn...”), each lesson - with tasks specific to this lesson (for example, we will learn how a rainbow appears, we will learn to list the colors of the rainbow in the correct sequence). Also, in textbooks and notebooks, pages have been added: “Let’s test ourselves and evaluate our achievements. Children love to evaluate themselves with emojis.

In general, the educational complex “School of Russia” allows you to achieve high results that correspond to the tasks of modern education, combines the best traditions of Russian education and proven practices of the educational process. The main thing we must remember is that no matter what standards a child is studying at, he needs our love and attention to be happy and successful in his studies.