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Meeting of the school psychological, medical and pedagogical council Kurgan, 2012 Kovaleva S.V., deputy. Director for OIA NSh Department social policy Kurgan city Municipal budgetary educational institution "Average comprehensive school No. 10 "

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The council is a constantly acting, coordinated, united by common goals, a team of specialists that implements one or another strategy for accompanying a child.

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PMPconsilium is a single complex of clinical, psychological, speech therapy and pedagogical sections. In each of them, certain tasks are put forward, the solution of which makes it possible to generalize a variety of data, in an integrated form to make a diagnosis and determine the most important individual psychological characteristics of a child.

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The goal of psychological, medical and pedagogical support is to create an integral system that provides optimal pedagogical conditions for children with learning difficulties, in accordance with their age and individual typological characteristics, the state of somatic and neuropsychic health.

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The main tasks of the PMPconsilium are to determine the ways and means of correctional and developmental work and the possibilities of teaching a child based on the identification of unformedness or impairments in the cognitive, motor, somatic, emotional and personal spheres and in behavior.

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Each specialist, focusing on solving issues in his area of ​​competence, brings his own understanding and, at the same time, one of the integral parts of a holistic picture of the child's development qualifications and forecasting his capabilities in terms of further education and training.

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The principles of the school PMPK work: the complexity of the study of the child (close interaction of different specialists in the course of studying the child: teachers, speech therapist, psychologist and doctor); stereogaosis - assessment of the child's condition from different points of view (by different specialists); individually - collegial examination (individual examination of the child by specialists and a collegial decision on the structure of deviating development and the resulting features of correctional and developmental measures).

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Consultations are planned and unscheduled. The planned consultation solves the following tasks: determining the ways of psychological, medical and pedagogical support of the child; development of agreed decisions on the definition of an educational and correctional and developmental route; dynamic assessment of the child's condition and correction of the previously planned program; solving the issue of changing the educational route, correctional and developmental work at the end of training (academic year). As a rule, scheduled consultations are held once every six months.

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Unscheduled consultations are collected at the request of a specialist, teacher or educator. The tasks of the unscheduled consultation include: the adoption of any emergency measures on the revealed circumstances; changing the direction of correctional and developmental work in a changed situation or in case of its inefficiency; changing the educational route (within the framework of a given educational institution or selecting another type of educational institution).

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The consultation has several stages: Preparatory stage; The main stage; The final stage. The preparatory stage includes: psychological and pedagogical study of a pedagogically neglected, problem child; conversation with the teacher (s); preparation of preliminary characteristics and recommendations of a psychologist, teacher, physician, social teacher.

The development of a modern school requires knowledge of the characteristics of each student, the ways of professional support of the child, the ability to determine the individual route of the student, taking into account his psychophysical and individual characteristics.

Based on an analysis of the real situation of psychological, medical and pedagogical support and in order to provide comprehensive specialized assistance to children and adolescents with developmental disabilities and / or states of decompensation in an educational institution, the Ministry of Education of the Russian Federation recommends the creation of psychological, medical and pedagogical councils in educational institutions.

First of all, it is necessary to separate the functions, directions of activity of the psychological, medical and pedagogical commission (PMPK) and the psychological, medical and pedagogical council (PMPk).

For PMPK specialists, the most important task is to answer the question, under what conditions will a child with identified developmental features be able to realize his potential, being integrated into society.

Based on the Regulations on the Service of Practical Psychology in the system of the Moscow Department of Education:

« Psychological, medical and pedagogical commissions carry out a differentiated selection of children with developmental disabilities in special (correctional) educational institutions, establish the psychological and pedagogical status of the child, determine the type of educational institution and educational route child, act on the basis of the provisions. The city psychological, medical and pedagogical commission is approved by the order of the Department of Education of the city of Moscow and carries out work on recruiting special (correctional) educational institutions on an inter-territorial basis, resolves conflicts between parents (legal representatives) and educational institutions or district (district) psychological, medical and pedagogical commissions ...

The district psychological, medical and pedagogical commission is approved by the order of the district education department and serves to recruit special (correctional) educational institutions of district subordination. "

The district psychological, medical and pedagogical commission, in contrast to the council, has the official legal authority to issue a medical diagnosis. Based on this diagnosis, she carries out a differentiated selection of children with special needs and, on the basis of the established psychological, pedagogical and medical status of the child, determines a special educational route for him or gives a referral to a specialized educational institution.

Psychological-medical-pedagogical council is designed to consider the personality of the child, taking into account all its parameters: psychological and mental development, social situation, health status, the nature of the requirements, the optimality of pedagogical influences.

PMPk is an association of specialists from a specific educational institution, which forms the core of the psychological, medical and pedagogical service of an educational institution, organized, if necessary, comprehensive, comprehensive, dynamic diagnostic and correctional support for children who have difficulties in adapting to the conditions of this educational institution of various etiologies due to deviations in development, the ending narrows the spectrum of problems.

Psychological-medical-pedagogical council is an organizational form, within which the efforts of teachers, psychologists and other subjects of the educational process are united to solve the problems of learning and the full development of children and adolescents.

PMPK is not an independent institution and does not have the status of a legal entity. The specialists of the PMPK perform the relevant work within the framework of the main working time, their functional duties, remuneration, adjusting the individual work plan in accordance with the real request of the educational institution in the work of the council.

The council of an educational institution operates on the basis of the relevant Regulations of the Ministry of Education of the Russian Federation (order No. 27 / 901-6 of March 27, 2000). This regulatory document defines all the parameters, the mode of activity, the necessary documentation.

The purpose PMPk is to provide diagnostic and correctional psychological, medical and pedagogical support of students, pupils with developmental disabilities and / or states of decompensation, based on the real capabilities of the educational institution and in accordance with special educational needs, age and individual characteristics, the state of somatic and neuropsychic health of students, pupils.

V tasks PMPK educational institutions includes:

• identification and early diagnosis of deviations in the development of children;
• identification of the actual and reserve capabilities of the child;
• preparation of the necessary documents for children in need of a special correctional institution;
• identification of children in need of additional help from a psychologist and other specialists;
• analysis of the development and learning of those children who, despite a request for a consultation from teachers or parents, do not need additional specialized assistance,
• formation of recommendations for parents, teachers and teachers' council on the organization of assistance to children by methods and methods available to the teaching staff to ensure an individual approach in the process of correctional and developmental support;
• tracking the dynamics of development and the effectiveness of individualized correctional and developmental programs;
• determination of readiness for school education of senior preschool children entering school in order to identify the "risk group";
• solving the issue of creating conditions within the framework of this educational institution that are adequate to the individual characteristics of the child's development. If necessary - transfer to a special (correctional and developmental, compensatory, etc.) class, the choice of the appropriate form of education (individual, at home; mixed; external studies; home, etc.);
• with positive dynamics and compensation for developmental deviations - determining the ways of integrating the child into classes working according to basic educational programs;
• prevention of physical, intellectual and emotional overload and breakdowns, organization of medical and recreational activities and a psychologically adequate educational environment;
• preparation and maintenance of documentation reflecting the actual development of the child, the dynamics of his condition, mastering school skills, abilities and knowledge, long-term planning of correctional and developmental work, assessment of its effectiveness;
• organization of interaction between the teaching staff of the educational institution and specialists participating in the work of the psychological, medical and pedagogical council, in the event of conflict situations, difficulties in diagnosis, as well as in the absence of positive dynamics in the process of implementing the recommendations of the PMPK.

Organization of a psychological, medical and pedagogical council

PMPK is organized on the basis of an educational institution, regardless of the type and type, approved by order of the head of the educational institution. The general management of the PMPK is entrusted to the head of the educational institution. PMPk works in cooperation with superiors structural divisions and with the psychological, medical and pedagogical commission.

Psychological-medical-pedagogical council is an organizational form, within which it is possible:

Psychological familiarization of the subjects of the educational process with the peculiarities of the child's development;

More observational and objective observation and assessment by teachers of various aspects of children's learning and behavior,

Production common language discussion of certain problems;

Combining the efforts of teachers, psychologists and other subjects of the educational process interested in successful learning and full development of children and adolescents;

Determination of the program for the individual development of the child;

Distribution of duties and responsibilities of subjects of the educational process;

Coordination of the actions of the subjects of the educational process in the development of a joint strategy for helping a problem student. PMPk performs the following functions:

Normative function

The activities of the PMPK are guided by the UN Convention on the Rights of the Child, the Law of the Russian Federation "On Education", Federal law on the basic guarantees of the rights of the child in the Russian Federation, the Family Code of the Russian Federation and is based on the Instruction letter No. 27 / 901-6 of 03/27/2000 of the Ministry of Education of the Russian Federation:

• The PMPk of an educational institution in its activities is guided by the charter of the educational institution, the agreement between the educational institution and the parents (legal representatives) of the student, pupil, the agreement between the PMPk and PMPK.
• The examination of the child by PMPK specialists is carried out at the initiative of the parents (legal representatives) or employees of the educational institution with the consent of the parents (legal representatives) on the basis of an agreement between the educational institution and the parents (legal representatives) of students, pupils.
• The chairman of the PMPC informs the parents (legal representatives) and specialists of the PMPC about the need to discuss the problem of the child and organizes the preparation and holding of the PMPC meeting.
• A medical worker representing the interests of the child in an educational institution, if indicated and with the consent of the parents (legal representatives), sends the child to the children's clinic.
• In the absence in this educational institution of conditions adequate to the individual characteristics of the child, as well as in the need for in-depth diagnostics and / or resolution of conflict and controversial issues, the PMPK specialists recommend that parents (legal representatives) contact the Psychological, Medical and Pedagogical Commission (PMPK).
• Changes in the conditions for obtaining education (within the framework of the possibilities available in this educational institution) is carried out at the conclusion of the PMPK and the application of the parents (legal representatives).
• The conclusions of specialists, the collegial opinion of the PMPK are brought to the attention of the parents (legal representatives) in an understandable form, the proposed recommendations are implemented only with their consent.
• When a child is sent to the PMPK, a copy of the collegial opinion of the PMPk is handed out to the parents (legal representatives) or sent by mail, copies of the experts' opinions are sent only by mail or accompanied by a representative of the PMPk. The opinions of specialists or the collegiate opinion of the PMPK can be sent to other institutions and organizations only upon an official request.

Predictive function

The predictive function includes regular analysis and assessment of the concept of the PMPK activity of a particular educational institution, diagnostic techniques used in the work, correctional programs for accompanying a particular child, etc. This direction involves an assessment of the relevance, validity of the goals and objectives, as well as the conditions for their achievement using the proposed techniques, means, methods.

Organizational function

This function assumes the following:

• PMPK can be created on the basis of an educational institution of any type and type, regardless of the organizational and legal form, by order of the head of the educational institution in the presence of appropriate specialists.
• The general management of the PMPK is entrusted to the head of the educational institution.
• The examination is carried out by each PMPK specialist individually, taking into account the real age-related psychophysical load on the child.
• The approximate composition of the PMPk: the deputy head of the educational institution for teaching and educational work (chairman of the council), the teacher or educator of the preschool educational institution (PEM), representing the child at the PMPK, teachers (preschool educators) with extensive work experience, teachers (educators) of special (correctional ) classes / groups, teacher-psychologist, teacher-defectologist and / or teacher-speech therapist, pediatrician (neuropathologist, psychiatrist), nurse.
• The specialists included in the PMPK perform work within the framework of the main working hours, drawing up an individual work plan in accordance with a real request for examining children with developmental disabilities and / or states of decompensation. Specialists may be provided with an additional payment for an increase in the volume of work, the amount of which, in accordance with Art. Art. 32 and 54 of the Law of the Russian Federation "On Education" is determined by the educational institution independently. To this end, the necessary allocations for remuneration of specialists for work in the PMPK should be planned in advance.
• PMPK meetings are subdivided into scheduled and unscheduled ones and are held under the leadership of the chairman.
• The frequency of the PMPC is determined by the real request of the educational institution for a comprehensive, comprehensive discussion of the problems of children with developmental disabilities and / or states of decompensation; scheduled PMPK are carried out at least once a quarter.
• For the period of preparation for the PMPK and the subsequent implementation of the recommendations, the child is assigned a leading specialist: a teacher and / or class teacher, preschool teacher or another specialist conducting correctional and developmental training or extracurricular special (correctional) work. The leading specialist monitors the dynamics of the child's development and the effectiveness of the assistance provided to him and comes out with the initiative of repeated discussions at the PMPK.
• At the meeting of the PMPK, the leading specialist, as well as all specialists who participated in the examination and / or correctional work with the child, present conclusions on the child and recommendations. The collegial opinion of the PMPK contains a generalized description of the structure of the child's psychophysical development (without specifying the diagnosis) and a program of special (corrective) assistance, summarizing the recommendations of specialists; signed by the chairman and all members of the PMPK.

Expert diagnostic function

All diagnostic and expert activity consultation with children is carried out only with the voluntary consent of the parents (legal representatives) and, if desired, in their presence.

PMPK carries out diagnostics of the child's development, the educational process (the formation of knowledge, skills and abilities of the general social and academic plan and the holistic development of the personality), capable of self-realization, adaptation and integration into society at every age stage (from 0 to 18 years old).

The expert aspects of this function presuppose a highly professional level of diagnostics of the development of a child, whose education and upbringing in a family or educational institution requires special psychological, pedagogical and concomitant medical, social and legal assistance.

In the implementation of the expert diagnostic function, it is necessary to pay attention to the following components of the reliability of the diagnosis, provided by the multifacetedness of the diagnostic picture in combination with observations of its dynamic changes:

• timely diagnosis(early diagnosis) ( as early as possible identification of developmental abnormalities or raising the question of the presence of deviations in the development of the child, followed by an adequate diagnostic procedure );
• comprehensiveness of diagnostics ( accounting for medical, psychological, pedagogical, social aspects of developmental diagnostics, identified by specialists of the relevant profiles );
• comprehensive diagnostics(carried out by specialists of different profiles within the framework of their professional tasks and competence). The comprehensiveness of any type of examination (medical, psychological, pedagogical) means a wide systemic the view of each specialist on the problems of child development through the prism of a specific subject of research. For example, a psychologist who presupposes deviations in the state of the child's thinking necessarily evaluates the role and place of these deviations in the structure of his mental development. In particular, we are talking about the ratio of primary and secondary developmental deviations.
  (For example, thinking may suffer due to violations of the actual mental operations, and maybe due to violations of motivation, emotional-volitional and personal spheres, mental performance, specific mental functions, etc.)
• dynamic aspects of diagnosis(analysis of anamnestic and follow-up data, "cross-sectional" or longitudinal studies and observation of the development of a child at different age stages. The dynamics of a child's development is assessed from the point of view of both general ontogenetic patterns and individual characteristics of development);
• holistic approach(it is implemented on the basis of all the above aspects of developmental diagnostics and consists in understanding the ontogenetic patterns of development, in creating the necessary conditions for adaptation and maximum self-realization of the child's personality in society).

Thus, diagnosis must be considered developmentally. The focus of any specialist is on the developing child, not on the diagnosis. The PMPk specialist must understand in what conditions the child's development will be as close as possible to the realization of his potential or reserve capabilities.

Follow-up function

Based on the data of the diagnostic study, PMPK specialists determine the special educational needs of children with developmental disabilities. Having determined the educational needs of the child, the experts of the council develop a specific individual route for the problem child; give recommendations to teachers, parents, children; directly affect the personality of the student during the interview. This work accompanies the child and his problem until a stable positive dynamic is achieved.

Rehabilitation function

This function assumes the protection of the interests of the child and his family. Rehabilitation can be:

• family, in the process of which the teacher seeks to raise the child's status as a family member in the eyes of the parents;
• school, in the process of which the PMPk contributes to the destruction of the negative stereotype of the child that has developed among teachers, as well as to increase his status in the class team.

Preparation and implementation of PMPK

As already noted, meetings of the PMPK are divided into scheduled and unscheduled.

Activity scheduled consultations aimed at:

• analysis of the process of identifying children of the "risk group", as well as its quantitative and qualitative composition (students in the classes of correctional and developmental (compensatory) education, children with signs of school maladjustment, unsuccessful and poorly performing children);
• determination of the ways of psychological, medical and pedagogical support of children with adaptation difficulties in the given educational conditions;
• professional qualification of the dynamics of the child's development in the process of implementing an individualized correctional and developmental program, making the necessary changes to this program.

Unscheduled consultations are collected at the request of specialists (primarily teachers, educators) who work directly with the child.

The reason for conducting an unscheduled PMP is the identification or emergence of new circumstances that negatively affect the development of the child in these educational conditions.

Tasks an unscheduled consultation are as follows:

• resolving the issue of the need to take adequate emergency measures on the revealed circumstances concerning a particular child;
• making changes to individual correctional and developmental support programs in cases of their ineffectiveness.

The frequency of PMPK is determined by the real request of the educational institution for a comprehensive examination of children with developmental disabilities. At least once a quarter, planned PMCs are carried out, which analyze the composition, number and dynamics of development of children in need of psychological, medical, pedagogical, diagnostic and correctional assistance.

PMPK activities can be divided into the following stages:

I.Preparatory stage.

The PMPK is a small collection of people responsible for the successful learning and development of a child in an educational institution.

The meeting of the psychological, medical and pedagogical council is held: - according to the results of the examination of all specialists;

At the request of the teacher (educator);

At the request of a psychologist;

At the request of a speech therapist;

At the request of the parents;

At the request of a social worker;

At the request of a healthcare professional;

At the request of the student.

When preparing the PMPK meeting, it is necessary to examine the child by all specialists of the council:

• Medical examination.

Medical worker educational institution provides information about the health and physical characteristics of schoolchildren. The somatic state of schoolchildren should be assessed according to three main indicators:

1. The physical state the child at the time of the consultation:

Compliance of physical development with age norms;

The state of the organs of vision, hearing, musculoskeletal system;

Tolerance to physical activity (based on the data of the physical education teacher).

2. Risk factors for developmental disorders:

The presence of diseases and injuries in the past that can affect the development of the child;

Risk factors for the main functional systems, the presence of chronic diseases.

3. Characteristics of the incidence over the last year.

Information about the child is presented on those points of the characteristic, which contain important data for accompaniment.

In addition, the following data may be submitted to the meeting by the decision of the PMPK:

• pediatric examination (identification of developmental features, deviations in the state of somatic health, planning health-improving and treatment-and-prophylactic measures for each specific child; development of appropriate recommendations);
• psychopathological examination conducted by a psychiatrist or neuropsychiatrist (identification, analysis and systematization of individual psychopathological and somatoneurological symptoms, recognition of psychopathological syndromes with the establishment of the leading syndrome; formulation of a nosological diagnosis, establishment of the clinical form and type of course of the disease, recommendations and preparation of a plan for corrective measures)

If necessary, provide data:

Otolaryngologist examinations: hearing test. Conclusion on hearing correction;

Examination by an ophthalmologist. Conclusion on vision correction.

Given that educational institutions do not provide for such specialists as a neuropathologist, neuropsychiatrist, otolaryngologist, ophthalmologist, etc., there is a problem of providing PMPK with research data of the listed specialists. Analyzing the experience of different district education departments, we can suggest the following:

An educational institution to conclude an agreement on cooperation with a district polyclinic to attract the above specialists to the work of the PMPK;

An educational institution shall conclude an agreement on cooperation with the district PMS center (if these specialists are present there) for the involvement of the above specialists in the work of the PMSC.

Psychological and pedagogical support is a way of solving issues related to the interaction of the child and the school system in each specific case. Psychological and pedagogical support is a way of solving issues related to the interaction of the child and the school system in each specific case. Psychological and pedagogical support for the development of a child can be considered as an accompaniment of relationships: their development, correction, restoration. Psychological and pedagogical support for the development of a child can be considered as an accompaniment of relationships: their development, correction, restoration. The purpose of the psychological and pedagogical support of the child in the educational process is to ensure the normal development of the child (in accordance with the norm of development at the appropriate age). The purpose of the psychological and pedagogical support of the child in the educational process is to ensure the normal development of the child (in accordance with the norm of development at the appropriate age). Tasks of psychological and pedagogical support: Tasks of psychological and pedagogical support: prevention of problems of child development; prevention of developmental problems of the child; assistance (assistance) to a child in solving urgent problems of development, learning, socialization: learning difficulties, problems with choosing an educational and professional route, violations of the emotional-volitional sphere, problems of relationships with peers, teachers, parents; assistance (assistance) to a child in solving urgent problems of development, learning, socialization: learning difficulties, problems with choosing an educational and professional route, violations of the emotional-volitional sphere, problems of relationships with peers, teachers, parents; psychological support of educational programs; psychological support of educational programs; development of psychological and pedagogical competence (psychological culture) of students, parents, teachers. development of psychological and pedagogical competence (psychological culture) of students, parents, teachers. Types (directions) of work on psychological and pedagogical support: Types (directions) of work on psychological and pedagogical support: prevention; prevention; diagnostics (individual and group (screening); diagnostics (individual and group (screening); counseling (individual and group); counseling (individual and group); developmental work (individual and group); developmental work (individual and group); correctional work (individual and group); correctional work (individual and group); psychological education and education: the formation of psychological culture, development psychological and pedagogical competence of students, administration of educational institutions, teachers, parents; psychological enlightenment and education: the formation of psychological culture, the development of psychological and pedagogical competence of students, administration of educational institutions, teachers, parents; expertise (educational and training programs, projects, manuals, educational environment, professional activities of specialists of educational institutions). expertise (educational and training programs, projects, manuals, educational environment, professional activities of specialists of educational institutions).

The tasks of psychological and pedagogical support at different levels of education are different. Preschool education- early diagnosis and correction of developmental disorders, ensuring readiness for school. Primary school - determining the readiness to learn at school and taking into account the characteristics of children in learning, ensuring adaptation to school, increasing the interest of schoolchildren in learning activities, developing cognitive and learning motivation, developing independence and self-organization, developing desire and "ability to learn", developing creative abilities , ensuring readiness for learning in basic school. Basic school - accompaniment of the transition to basic school, adaptation to new learning conditions, support in solving problems of personal and value-semantic self-determination and self-development, assistance in solving personal problems and socialization problems, the formation of life skills, prevention of neuroses, assistance in building constructive relationships with parents and peers, prevention deviant behavior, drug addiction. High school - assistance in profile orientation and professional self-determination, support in solving existential problems (self-knowledge, search for the meaning of life, achievement of personal identity), development of time perspective, ability to set goals, development of psychosocial competence, prevention of deviant behavior, drug addiction.

At the same time, special attention should be paid to the transitional stages in the development and education of children, which implies the allocation of levels of support. Class (group) level. At this level, the leading role is played by the teachers and the class teacher, who provide the necessary pedagogical support to the child in solving the problems of learning, upbringing and development. The main goal of their activity is the development of independence in solving problem situations, prevention of maladjustment of the child, the emergence of acute problem situations. Class (group) level. At this level, the leading role is played by the teachers and the class teacher, who provide the necessary pedagogical support to the child in solving the problems of learning, upbringing and development. The main goal of their activity is the development of independence in solving problem situations, preventing the maladjustment of the child, the emergence of acute problem situations. Institutional level. At this level, work is carried out by pedagogues-psychologists, speech therapists, social educators, united in a service, consultation, etc., who identify problems in the development of children and provide primary care in overcoming difficulties in learning, interaction with teachers, parents, peers. At this level, preventive programs are also implemented, covering large groups of students, expert, advisory educational work with the administration and teachers is carried out. Institutional level. At this level, work is carried out by pedagogues-psychologists, speech therapists, social educators, united in a service, consultation, etc., who identify problems in the development of children and provide primary assistance in overcoming learning difficulties, interacting with teachers, parents, peers. At this level, preventive programs are also implemented, covering large groups of students, expert, advisory educational work with the administration and teachers is carried out. The content of the program is determined by the individual characteristics of the child's development and is aimed at correcting the existing disorders in development, upbringing or learning, identified during an in-depth diagnostic examination. The content of the program is determined by the individual characteristics of the child's development and is aimed at correcting the existing disorders in development, upbringing or learning, identified during an in-depth diagnostic examination.

Psychological and pedagogical consultation is the most common and effective form of work for specialists in student support. The composition of the psychological and pedagogical council includes: The composition of the psychological and pedagogical council includes: 1. Deputy director - chairman of the council Members of the council: Members of the council: 1. Educator-psychologist 2. Teacher-defectologist 3. Teacher-subject 4. Classroom teacher 5. Medical worker

Information necessary for the design of a program of psychological and pedagogical support 1. The class teacher, relying on the results of his own observations and conversations with subject teachers, gives pedagogical characteristics learning activities and behavior of specific students and the class as a whole. The information provided should relate, firstly, to the difficulties that the student experiences in various pedagogical situations, and, secondly, to the characteristics, individual traits of his learning, communication and well-being. Consists of the following indicators: Qualitative characteristics of educational activities: difficulties and peculiarities manifested in the preparation of homework; difficulties and peculiarities manifested in oral and written answers in the lesson, at the blackboard; difficulties and features that arise when performing creative tasks and routine laborious work; difficulties arising in the process of assimilating new material or repeating what has been passed; types of tasks or teaching material causing the greatest difficulties; the alleged reasons for the difficulties and characteristics described. Quantitative indicators of educational activity: academic performance in basic subjects; alleged reasons for low or uneven academic performance. Indicators of behavior and communication in learning situations: description and assessment of behavior in terms of learning activity and interest; description and assessment of behavior in terms of compliance with generally accepted rules; individual characteristics and difficulties arising in the process of communicating with teachers and peers. Indicators emotional state in educational situations: description of the "typical" for the student emotional state in the classroom; description of situations that cause various emotional difficulties in the student (crying, irritation, aggression, fear, etc.).

2. Teacher-psychologist 2.1. Information by grade is a summary table of indicators that were obtained in the analysis of data from psychological and pedagogical monitoring, observations, expert interviews of teachers and parents. At a meeting of the working group, the psychologist talks about the general trends in the condition of schoolchildren, which he discovered when analyzing these data. 2.2. Information about the child or his family, firstly, is clothed by the psychologist in forms that do not violate their rights to confidentiality, and secondly, it is formulated in an accessible and understandable language for teachers and doctors. This information may include: 1. Description of the psychological characteristics of learning, behavior and well-being of the student during the period of information collection. The description is given in free form, but based on the content of those components of the psychological and pedagogical status of the student that were studied by the psychologist. 2. Named those spheres of the mental life of a child or adolescent, in which certain violations or deviations from age, mental or social norms were found, and specific manifestations of these disorders were described: mental decline in relation to the age norm, mental disorders, manifested in deviations in behavior, antisocial manifestations, etc. If possible, the reasons for the existing violations are indicated. 3. The spheres of the schoolchild's mental life are named, the development of which is characterized by pronounced individual characteristics and their real manifestations are described. 4. Forms of support that are adequate from the point of view of a psychologist are listed.

The members of the council must have certain information about the health status and physical characteristics of schoolchildren according to the following indicators: Physical condition of the child at the time of the consultation: compliance of physical development with age standards; the state of the organs of vision, hearing, musculoskeletal system; exercise tolerance, (based on data from a physical education teacher). Risk factors for developmental disabilities: the presence of a history of diseases and injuries that can affect the development of the child; risk factors for the main functional systems, the presence of chronic diseases. Morbidity characteristics for the last year.

Participants in the design and implementation of the program of psychological and pedagogical support. The working group is engaged in the design of programs of psychological and pedagogical support: The necessary information from subject teachers comes through the class teacher and partially the teacher-psychologist, recommendations on the level of support and the degree of involvement of specialists - from the PMPk. Members of the working group: Deputy director Educator-psychologist Teacher-defectologist Class teachers (in primary school - the main teachers). The working group may include: medical worker(medical documents can be prepared) social educator. The project of the developed program is discussed and agreed by the head teacher with all participants in its implementation. The program of psychological and pedagogical support is approved by the director of the educational institution.

At the working group, the content of the support program is negotiated: What kind of help is required for the student, what specific content it is desirable to fill the developmental work with him, what its features must be taken into account in the process of learning and communication. What accompanying work can the members of the working group undertake, what needs to be done by the teaching staff of this parallel, and what can be done only with the help of the family or specialists of various profiles outside the school. In what forms and in what time frame will a psychologist, a school physician, a class teacher, subject teachers, and a social teacher participate in the accompaniment of a student (class)? What content and forms will provide for work with the teaching staff or individual teachers, the parents of the student (class) and the school administration? What kind of social dispatching activity is planned? The implementation of the program of psychological and pedagogical support is carried out by everyone who in any way can contribute to the solution of the tasks set in the program: class teacher, educational psychologist, subject teacher, social teacher, speech therapist, teacher-defectologist, etc.

The main provisions of the psychological support of schoolchildren, their teachers and parents 1. Psychological support of children and adults reflects the content of requests, tasks set by the participants in school life. 2) Psychological guidance is ineffective if it duplicates studying proccess in all its manifestations, does not meet the interests of schoolchildren. 2. Psychological support is ineffective if it duplicates the educational process in all its manifestations, does not meet the interests of schoolchildren. 3. The program of psychological studies is a practical embodiment of the idea of ​​the continuity of psychological support for children and adults in a school situation of development. 3. The program of psychological studies is a practical embodiment of the idea of ​​the continuity of psychological support for children and adults in a school situation of development. 4. In principle, psychological studies are not called lessons, thereby emphasizing significant differences between school lessons and meetings with a psychologist. 4. In principle, psychological studies are not called lessons, thereby emphasizing significant differences between school lessons and meetings with a psychologist. 5. In fact, this is a program of meetings, communication between a psychologist and children, aimed at creating conditions for the manifestation and development of personal aspirations. 5. In fact, this is a program of meetings, communication between a psychologist and children, aimed at creating conditions for the manifestation and development of personal aspirations. 6. Psychological support is carried out in the aspect of prevention, development, diagnostics, socio-psychological education, counseling for children and adults. 6. Psychological support is carried out in the aspect of prevention, development, diagnostics, socio-psychological education, counseling for children and adults. 7. The types of activities that make up the program of psychological support have a pronounced practice-oriented nature (the development of skills and abilities in the field of communication, relationships, cognition, self-control, etc.). 7. The types of activities that make up the program of psychological support have a pronounced practice-oriented nature (the development of skills and abilities in the field of communication, relationships, cognition, self-control, etc.). 8. Psychological support creates conditions for children and adults to feel and believe in their versatile abilities. 8. Psychological support creates conditions for children and adults to feel and believe in their versatile abilities. 9. The axiom of psychological support: a person's individual life is valuable in itself, unique, and should be free from violence. Experience and activity in its accumulation contribute to personal development. 9. The axiom of psychological support: a person's individual life is valuable in itself, unique, and should be free from violence. Experience and activity in its accumulation contribute to personal development. 10. Adults and children understand and develop each other better when they jointly solve significant problems. 10. Adults and children understand and develop each other better when they jointly solve significant problems. 11. Children, teachers, parents come to mutual understanding from confrontation if they respect each other, take a responsible approach to solving life problems, have the right and skills of independent choice. 11. Children, teachers, parents come to mutual understanding from confrontation if they respect each other, take a responsible approach to solving life problems, have the right and skills of independent choice.

Areas of activity The administration of the educational institution: 1. Determines the necessary specialists involved in solving the problem, and the degree of participation of each of them. 2. Approves the composition of the working group for the preparation of the support program 3. Considers at the meetings of the pedagogical council the implementation of the support programs 3. Based on the results of the work of the working group: approves the student (group) support program 4. Summarizes the implementation of the support program The class teacher: 1. Prepares the presentation with description of the student's problem to the administration of the educational institution Involved specialists: 1. Conduct an in-depth diagnostic examination, prepare a presentation describing the student's problem with the attachment of diagnostic results, present recommendations for the content of the program to solve this problem. OU council: 1. A scheduled meeting of the council is held (recommendations are developed) 2. Conducts meetings of the council on the interim results of the program implementation 3. Conducts a final meeting of the council: summarizes the results of the program implementation Working group: 1. Develops the support program 2. If necessary, makes adjustments to the program support Pedagogical council: 1. Considers the program of psychological and pedagogical support, makes a decision on approval. 2. Can consider thematic issues on the organization of psychological and pedagogical support.

In relation to the activities of specialists as a team in the design of the program, two models can be distinguished: In relation to the activities of specialists as a team in the design of the program, two models can be distinguished: 1. The model of team interaction. 2. Modeling of comprehensive assistance programs 1. Model of team interaction 1. Model of team interaction Administrative level Administrative level The purpose of the administrative level: to determine the necessary specialists involved in solving the problem, and the degree of participation of each of them. The purpose of the administrative level: to determine the necessary specialists to be involved in solving the problem, and the degree of participation of each of them. The tasks of this level are: The tasks of this level are: Assessment of the existing internal resources of specialists; Assessment of existing internal resources of specialists; Consideration of the need to attract additional resources; Consideration of the need to attract additional resources; Formation of a team of specialists to solve a particular problem of the child; Formation of a team of specialists to solve a particular problem of the child; Organization of the work of a team of specialists; Organization of the work of a team of specialists; Attraction of specialists and organizations of a different profile in order to increase the resource base of the educational institution; Attraction of specialists and organizations of a different profile in order to increase the resource base of the educational institution; Ensuring the implementation of the comprehensive child care program. Ensuring the implementation of the comprehensive child care program.

At the administrative level, the degree of involvement of a specialist in the implementation of a comprehensive assistance program for a subject of an educational institution is determined: support - supervision; implementation of a program of correctional and developmental classes with accompaniment - supervision; supervision of a specialist, participating in the implementation of a comprehensive assistance program, carries out dynamic observation of a child, develops recommendations for a teacher, parents and other participants in the correctional process, the specialist advises them, conducts classes and ensures the organization of the entire range of measures necessary for effective corrective action (tracking the dynamics of development, consulting parents, interacting with participants in the correctional process), the specialist consolidates the efforts of the participants around the child's problem, observes the dynamics of his development. His responsibilities include conducting HRH with supervision and supervision, as well as tracking the implementation of complex diagnostic examinations and corrective measures by other specialists.

The administrative level includes internal and external sublevels: The internal sublevel ensures the work of the team of specialists of the educational institution and its complexity. The internal sublevel ensures the work of the team of specialists of the educational institution and its complexity. solving his problems The external sublevel ensures going beyond the institution and attracting additional resources to provide additional specialized assistance to the child in solving his problems

Content level Content level The purpose of the content level is to identify ways to help a child and his family in solving a problem, to draw up and implement an individual comprehensive training program for specialists. The purpose of the content level is to determine ways to help the child and his family in solving the problem, to draw up and implement an individual comprehensive program of training for specialists. The tasks of the content level are: The tasks of the content level are: Planning of specific actions of specialists aimed at identifying and solving the child's problems within the framework of a team approach; Planning of specific actions of specialists aimed at identifying and solving the child's problems within the framework of a team approach; Predicting the results of the team's work; Predicting the results of the team's work; Compilation of individual comprehensive training programs with accompaniment (a list of specific activities, directions and content correctional work); Drawing up individual comprehensive training programs with accompaniment (a list of specific activities, directions and content of correctional work); Implementation and adjustment of programs; Implementation and adjustment of programs; Determination of the boundaries of the professional activity field of specialists in correctional work with a child. Determination of the boundaries of the professional activity field of specialists in correctional work with a child. The content level includes predictive and performance sublevels. The content level includes predictive and performance sublevels. The administrative and content levels are interconnected. The administrative level organizationally ensures the work of specialists at a meaningful level. From the substantive level, requests to the administrative one may come in, which form the necessary administrative forms for solving the problem that has arisen. The administrative and content levels are interconnected. The administrative level organizationally ensures the work of specialists at a meaningful level. From the substantive level, requests to the administrative one may come in, which form the necessary administrative forms for solving the problem that has arisen.

Forms of interaction between specialists at the administrative level Meetings of the Psychological-Medical-Pedagogical Council (PMPk) Meetings of the Psychological-Medical-Pedagogical Council (PMPk) Scheduled meetings Scheduled meetings Unscheduled meetings Unscheduled meetings Extended Extended Small meetings are held when a collegial decision is not required when considering a child's issue all specialists of the council. Mutual counseling is carried out between specialists for a deeper understanding of the child's problems at the stage of planning and implementation of complex programs. Supervision is used when there is a need for professional support to analyze complex cases and determine the strategy of work of one of the specialists.

Forms of interaction of specialists at the content level Forms of interaction of specialists at the content level Diagnostic direction: complex collection of data about the child; multilevel diagnostics with results consolidation; joint diagnostics; stage complex diagnostics: tracking the dynamics of the child's development and results remedial classes; comparative analysis of the dynamics Correctional direction: drawing up individual comprehensive training programs (programs for the development of children and correction of disorders); implementation of complex programs; adjustment of programs Advisory direction: development of joint recommendations for teachers and parents; individual counseling for teachers and parents; individual counseling of parents by a group of specialists (based on the results of the council meeting); individual consultations with a supervising specialist; consultations of participants in the educational process by a team of specialists Educational and preventive direction: speeches at teachers' councils, methodological associations(interdisciplinary approach - common topic disclosed by different specialists); speeches at parents' meetings (on the forms of work of specialists with classes, thematic speeches with recommendations); creation of printed works. Organizational and methodological direction: system analysis of PMPK activities; joint generalization of practical experience; registration of uniform documentation; participation in meetings of the PMPK.

2. SIMULATION OF COMPLEX ASSISTANCE PROGRAMS 2. SIMULATION OF COMPLEX ASSISTANCE PROGRAMS Modeling of comprehensive assistance programs is the process of determining the child's difficulties and ways of solving them, it involves identifying the range of problems and the specific content of all work with the child, and also establishes the degree of involvement and interaction of those specialists, the help the child needs. Modeling of comprehensive assistance programs presupposes adherence to a certain structure of building programs, which reflects the work of the administrative and substantive levels of interaction. There are 2 blocks in the program: The program is divided into 2 blocks: Organizational block: describes the joint activities of specialists, the degree of involvement and participation of a specialist in the program, reflects the need to attract external resources; Organizational block: describes the joint activities of specialists, the degree of involvement and participation of a specialist in the program, reflects the need to attract external resources; The substantive (main) block consists of four parts: The substantive (main) block consists of four parts: 1. Description of the range of the child's problems: contains the analysis of the data of complex diagnostics, the general conclusion of the PMPK. 2. General recommendations for participants implementing a comprehensive training program: a description of generalized methods of individual correctional work, determination of organizational and psychological and pedagogical conditions for conducting classes, specific recommendations to parents or a teacher on choosing a strategy for education and training. 3. The content of correctional work, determination of the hierarchy of tasks to be solved and the direction of correction and development in accordance with the structure and nature of violations. 4. Stages in the construction of work.

WORK STAGES OF A TEAM OF SPECIALISTS STAGES OF WORK OF A TEAM OF SPECIALISTS Diagnostic stage: at this stage, the tasks of multilevel diagnostics, problem statement and clarification, and development of a comprehensive conclusion are solved. Diagnostic stage: at this stage, the tasks of multi-level diagnostics are solved, the formulation and clarification of the problem and the development of a comprehensive conclusion. In terms of the form of work, this can be diagnostics and examination of a child, questionnaires, conversations with parents, observations in the classroom (lessons), conversations with parents and teachers, the study of anamnestic data. Based on the results, a meeting of the PMPK is held (may be extended). At the meeting, a conclusion is formulated and a variant of complex assistance is modeled (team support; team support with correctional sessions by one specialist, etc.), a decision is made on the type of correctional work, joint recommendations are developed. Organizational and preparatory stage: planning work with specialists, completing groups, scheduling classes, planning joint support activities. Organizational and preparatory stage: planning work with specialists, completing groups, scheduling classes, planning joint support activities. As part of the interaction, the following are carried out: mutual counseling, appointment of a supervising specialist, planning the total load on the student, etc. As part of the interaction, the following are carried out: mutual counseling, appointment of a supervising specialist, planning the total load on the student, etc. Performing (correctional and developmental) stage: organization of correctional and developmental work with a child in need of help. Performing (correctional and developmental) stage: organization of correctional and developmental work with a child in need of help. As part of the interaction, the following are carried out: supervision, joint work of support specialists, tracking the dynamics of development as a result of the correction process and the general status of the child's development, various options for counseling. A scheduled meeting of the council is held, at which the dynamics of the child's development is analyzed, programs are corrected, a decision is made to change the form of work (individual - group).

Control stage: involves making the necessary changes in the support process and the content of correctional classes. Control stage: involves making the necessary changes in the support process and the content of correctional classes. As part of the interaction, the following are carried out: mutual counseling, planning joint events taking into account the information received, individual counseling by the supervising specialist of the participants in the educational process. The transition point to the next stage is the assessment of the effectiveness of comprehensive assistance at the end of the academic year. Final stage: a final consultation is held, at which the implementation of the tasks of the academic year is discussed, further work is planned. At this stage, diagnostic and informational information about the development of the child is collected by each specialist with a summary of the results. Final stage: a final consultation is held, at which the implementation of the tasks of the academic year is discussed, further work is planned. At this stage, diagnostic and informational information about the development of the child is collected by each specialist with a summary of the results. An important point in the interaction process is filling out a single documentation: 1. Minutes of the meetings of the council. 2. Protocols of primary examinations of children (can be kept with a specialist). 3. Performances for children. 4. Maps of the dynamic development of children (client card). The card contains the PMPK conclusion, the PMPK comprehensive conclusion on the child, the presentation of specialists, an extract from the consultation protocol with recommendations, the milestone conclusions of specialists, the planning of correctional classes, the child's work. 5. Forms of comprehensive student assistance programs. PMPk acts as the most effective form of assistance to children with problems if its activity organizes an integral system of work of a team of specialists based on the principle of interdisciplinary interaction and is a continuous process of accompanying children and adolescents. PMPk acts as the most effective form of assistance to children with problems if its activity organizes an integral system of work of a team of specialists based on the principle of interdisciplinary interaction and is a continuous process of accompanying children and adolescents.

Literature: Guidelines for psychological and pedagogical support of students in the educational process in the context of modernization of education (2003) Guidelines for psychological and pedagogical support of students in the educational process in the context of modernization of education (2003) Materials of the seminar of the regional PPMS center (March 26, 2009) Materials of the seminar of the regional PPMS center (March 26, 2009) Vilshanskaya A.D., candidate of pedagogical sciences, teacher-defectologist. The interaction of specialists from the PMPC of an educational institution in the process of accompanying children with disabilities health. // Education and training of children with developmental disabilities -2010-6 –s Vilshanskaya A.D., candidate of pedagogical sciences, teacher-defectologist. Interaction of specialists from the PMPC of an educational institution in the process of accompanying children with disabilities. // Education and training of children with developmental disabilities -2010-6 –s Vilshanskaya A.D. Ways of building and implementing complex individual programs for the development and correction of students in the conditions of interdisciplinary interaction of specialists. Vilshanskaya A.D. Ways of building and implementing complex individual programs for the development and correction of students in the conditions of interdisciplinary interaction of specialists. Vilshanskaya A.D. Interaction of specialists of the school psychological, medical and pedagogical council in the system of correctional developmental education. Vilshanskaya A.D. Interaction of specialists of the school psychological, medical and pedagogical council in the system of correctional developmental education. Dunaeva Z.M., Korobeynikova I.A. The main tasks and content of diagnostics in the operating conditions of the PMPK. // Education and training of children with developmental disabilities -2007-4-s Dunaeva Z.M., Korobeynikova I.A. The main tasks and content of diagnostics in the operating conditions of the PMPK. // Education and training of children with developmental disabilities -2007-4-s Site: Site:

"Pedagogical work" - Scientific organization pedagogical work. NOT in the social work of a student. Scientific organization of labor. The teacher is called to direct learning. The purpose of pedagogical work. The essence of science. Stages of work on NOPT. Interpretation. Principle implementation criteria. Fundamental laws of NOT. Things to do. Organizational lesson.

"Tutor support" - Teacher. Active teaching methods. About education in the Russian Federation. Methods. Development and education. Pilot MBOU. The main difficulties of teachers. Mastering new pedagogical technologies. Levels of psychological readiness. Formation of positive learning motivation. Psychological aspect tutor support.

"My pedagogical philosophy" - Public lesson in algebra. NIPKiPRO. Goals and objectives of their teaching activities: System of work. 7b class. With this learning system, the student: Preparing for class hour... Three-tiered homework: I'm proud of my kids! And the reapers bless the jubilant army, O God! My pedagogical philosophy.

"Teaching staff" - Questionnaire 5. The level of innovative teachers in the school team. Questionnaire 5. The level of innovation of teachers in the school team. Questionnaire 2. Information readiness of the teaching staff. Deputy director for health and safety management I.A. The system of indicators of the innovative potential of the pedagogical team (Ippk).

"History of Pedagogy" - The subject of museum pedagogy. Principles. Tour of the museum. Formation of design and research skills and abilities. Fostering a culture of behavior. Formation of the idea of ​​the museum among preschoolers. Practical: -independent work; -parsing, analysis, systematization of the material, -environmental activity.

"Pedagogy" - Bodies of the activity of a higher educational institution. Correctional pedagogy. Higher education... Pedagogy as a science. Higher education pedagogy. Age pedagogy. Principles of activity of higher educational institutions... Professional pedagogy. Study of the laws of development. The object of the study of pedagogy.

"Psychological support of students in correctional process on the example of the work of PMPK in KGK OU SCHOOL 3 " Prepared by G.N. Bakhareva, educational psychologist

Purpose of the report: to reveal the stages of psychological support of a student using the example of the work of the PMP To.

• to reveal the main directions of the work of a teacher-psychologist in the correctional process;
• to determine the goals and objectives of the PMPk in a correctional school of the VIII type;
• show a fragment of the work of the PMPK on the example of one student.

The purpose of psychological activity: Timely and targeted elimination of violations.

TASKS:

• Form, develop cognitive processes.
• To form, develop the emotional and volitional sphere.
• Fill learning gaps.

The main areas of psychological work:

• organizational
• diagnostic
• correctional and developmental
• methodical

Organizational direction

• preparation of the office for the academic year;
• drawing up a long-term plan;
• the design of psychological cards;
• drawing up, approval of the schedule of classes;
• recruiting groups;
• registration of interconnection notebooks;
• drawing up a report on the work for the year;
• drawing up a work plan for the next academic year.

Methodical direction

Target:

• development of professional skills;
• disclosure of creativity;
• introduction of innovative technologies into psychological activity.

• UN Convention on the Rights of the Child;
• Law of the Russian Federation "On Education";
• Letter from the Ministry of Education of the Russian Federation
• "On the Psychological-Medical-Pedagogical Council of an educational institution", 03/27/2000, No. 27 \ 901-6, deputy. Minister E.E. Chepurnykh;
• "Regulations on the Psychological-Medical-Pedagogical Council of an educational institution." February 19, 2001, Ministry Khabarovsk Territory;
• Model regulations on the Psychological-Medical-Pedagogical Council in educational institutions of the Khabarovsk Territory, 03/27/2001, the expert-methodological council on the issues of correctional pedagogy of the general education committee of the regional administration;
• Charter of KGKSCO SKOSH # 3;
• Regulations on the Psychological-Medico-Pedagogical Council of the municipal special (correctional) educational institution of the special (correctional) educational school of the VIII type No. 3, 20.08.2003, No. 70, director of the KGKSKOU SKOSH No. 3;
• Order "On the establishment of a school PMPk", 01.08.2008. No. 98 \ 1, director of KGKSCOU SKOSH No. 3;
• Work plan of the Psychological-Medical-Pedagogical Council for the year;
• Agreement between educational institution and parents;

PMPK maintains the following documentation:

• journal of registration of students at the PMPk;
• journal of registration of opinions and recommendations of specialists and collegial opinions and recommendations of the PMPK;
• minutes of the meeting of the council;
• pedagogical representation to the student; representation of the school teacher-psychologist to the student;
• speech therapy presentation for the school council;
• conclusion of the PMPk;

PEDAGOGICAL PRESENTATION TO THE STUDENT

Surname, name, patronymic of the student ________________________________________________________

Date of birth _____________ School _______________________________ Class _______________

Features of family education (from conversations with parents) ______________________________

Features of development, adaptation of the child _____________________________________________

The nature and reasons of the difficulties that the child is experiencing _____________________________

Individual positive features that are the basis for correctional and developmental work __________________________________________________________

General development of the child:

Awareness of yourself and your family, knowledge and ideas about the environment ____________

Motor development __________________________________________________________________

Speech development ______________________________________________________________________

Features of behavior, attitude to school and learning activities ______________________

Formation of educational skills:

mathematics ______________________________________________________________________

by letter __________________________________________________________________________

on reading _________________________________________________________________________

Formation of school-significant skills:

Ability to plan your activities and work with concentration ________________________

Ability to understand and accept instructions _____________________________________________

Attitude towards failure _______________________________________________________________

Pace of work _______________________________________________________________________

Conclusion ________________________________________________________________________

Date of completion ____________________ Signature of the teacher ____________________________

PRESENTATION OF A SCHOOL TEACHER-PSYCHOLOGIST AT THE PMPK

Surname, name, patronymic of the student __________________________________________________________________________________________________

Age_______________________________________________________________________________________________________________________

School, class __________________________________________________________________________________________________________________

Family information ______________________________________________________________________________________________________________

Features of learning activities and behavior from words:

Parents ______________________________________________________________________________________________________________________

Teachers ______________________________________________________________________________________________________________________

Features of communication:

With classmates______________________________________________________________________________________________________________

With teachers ___________________________________________________________________________________________________________________

With parents___________________________________________________________________________________________________________________

General awareness and social orientation ___________________________________________________________________________

Formation of the concepts of the right and left hand, spatial and temporal representations ___________________________________________________________________________________________________________

Leading: arm ________________________ leg __________________________ ear _______________________________ eye _______________________

Motor agility _____________________________________________________________________________________________________________

Appearance and behavior in the examination situation _________________________________________________________________________________

Pace of activity and efficiency ___________________________________________________________________________________________

Cognitive sphere:

Perception____________________________________________________________________________________________________________________

Features of attention __________________________________________________________________________________________________________

Memory features ____________________________________________________________________________________________________________

Thinking____________________________________________________________________________________________________________________

Formation of educational skills (compliance with the requirements of the program, errors)

Reading_______________________________________________________________________________________________________________________

Letter______________________________________________________________________________________________________________________

Check_________________________________________________________________________________________________________________________

Solving problems _________________________________________________________________________________________________________________

Features of psychoverbal development

(speech activity, vocabulary, mastering generic generalizations, understanding grammatical structures, building utterances) _______

Features of the development of personality and emotional-volitional sphere _____________________________________________________________________

The conclusion of the school psychologist(level of current development, characteristic prompts

Date of examination ___________________________ Surname of the school teacher-psychologist _____________________________________________

Speech therapy presentation for the school council

1. Full name ___________________________________________________________________________

2. Date of birth _________________________________________________________________

3. Where did you study ___________________________________________________________________

4. Brief history _______________________________________________________________

5. Speech sphere and social conditions ______________________________________________

6. General and fine motor skills _______________________________________________________

7. Articulating apparatus _______________________________________________________

8. Oral speech:

General sounding of speech ______________________________________________________________

Speech tempo and fluency _____________________________________________________________

Comprehension of speech __________________________________________________________________

Phonetic perception, sound analysis, synthesis ____________________________________

Sound pronunciation _______________________________________________________________

Syllabic structure of speech ___________________________________________________________

Active Dictionary _________________________________________________________________

Grammatical structure of speech ________________________________________________________

9. Written speech:

Reading__________________________________________________________________________

Letter__________________________________________________________________________

10. Conclusion ___________________________________________________________________

Date of examination _____________ (____________)

• Signature name

Date of examination ___________

Surname, name of the child _______________________________________________

Date of Birth______________________________________________________

1. Features of development, adaptation of the child ____________________________

2. The nature and reasons of the difficulties that the child is experiencing ___________

3. Individual positive personality traits,

which are the basis for correctional and developmental work ____________

4. Conclusion of the consultation ___________________________________________

___________________________________________________________________

Chairman of the council:

Members of the council:

Individual plan

correctional work with a student

Problem

Goals,

tasks

Term

Answer-

natural

Result

Recording log on PMPk(September, 2013)

№ n \ n

date

FULL NAME.

study

Date of Birth

Ivanova Polina Ivanovna

Initiator

Classroom teacher 1 class

Reason for the appeal

appeal

Initial examination

09/10/13g-teacher-psychologist;

09/12/13g-teacher-speech therapist

PMPK meeting

№ n \ n

date

Full name of the student

Date of Birth

Ivanova Polina Ivanovna

Problem

Conclusion

specialist or collegial opinion

speech is incomprehensible to others,

Total violation of all mental functions.

does not understand enough speech, is selective in communication. Difficulty learning school curriculum in all subjects.

Specialist or composition of PMPK

Violation of the communicative function of speech. Violation of the emotional-volitional sphere. Fine motor skills of the hands are poorly developed. Systemic underdevelopment of language and speech means (severe) with F-70. Erased form of dysarthria

Educator-psychologist,

speech therapist, teacher, educator

Conclusion of the Psychological-Medical-Pedagogical Council

Date of examination 13.10.2013

Surname, name of the child Ivanova Polina Ivanovna

Date of Birth 07/30/2004 ... Class 1 a

1. Features of development, adaptation of the child the adaptation period is going well

2.The nature and reasons of the difficulties that the child is experiencing fragmented perception, attention

unstable, unproductive, has difficulty memorizing educational material, low level

visual forms of thinking, causal relationships are established primitively, poorly oriented in

time and space, all components of speech are grossly violated, verbal contact is difficult, refuses

communicating with strangers, anxious, poorly developed fine motor skills of hands

3. Individual positive personality traits, which are the basis for correctional and developmental work accepts the teacher's help, focuses on the teacher's praise , activates in a situation of success

4. Conclusion of the council

Total violation of all mental functions.

Impaired communication function. Violation of the emotional-volitional sphere. Poor development of small

hand motor skills. Systemic underdevelopment of language and speech means (severe) with F-70. Erased form

dysarthria.

Chairman of the council:

Members of the council:

Recording log on PMPk(January, 2014)

№ n \ n

date

Full name of the student

Date of Birth

Polina Ivanova

Initiator

Homeroom teacher of the 1st grade

appeal

Reason for the appeal

Specialist Consultation Schedule

Intermediate diagnostics in order to track the assimilation of program material

12/19/13 g-teacher-psychologist;

12/20/13g-teacher-speech therapist

Plan of individual correctional work with a 1st grade student I. Polina

Problem

Goals,

Violation of cognitive processes

tasks

Develop

Develop auditory attention and

visual

Term

work

perception

Exercise "What sounds", "Claps", "Who flies", "Memorize words", "Recognize by sound"

Develop

September - December

"Noisy objects", "Superimposed objects", "What is missing" "Know the whole by part"

perception

Develop

attention span

Exercise Unravel the Lines, Find the Hidden Words, Count to 20

Result

Teacher, educator

visual memory

Exercise "Do you know each other well", "What has changed", "Remember 10 words"

for 1 semester

learned to write off letters, syllables, short words

Develop visually effective,

learned to listen to the teacher's instructions,

visual-figurative thinking

Exercise "Where have we been?"

There is a slight positive dynamics in the productivity and sustainability of attention, but remains at a low level

There is a slight positive dynamics in the development of visual memory, but remains at a low level

There is a positive trend in the development of visual-action thinking

Violation

emotional and volitional sphere

Underdevelopment fine motor skills hands

Correction of mood and individual character traits (withdrawal, anxiety)

Violation

Mimic exercises, sketches and games to express individual qualities of character and emotions

Develop fine motor skills

sound pronunciation

Hatching, cutting, modeling, coloring

September-December

Develop articulatory

Perform a set of exercises for the development of whistling sounds by the articulum.

motor skills.

Teacher, educator

The girl began to smile more often, in children's team friends have appeared, helps the weak

Train in the correct pronunciation of the sound Y in isolation, in syllables, in monosyllabic words (smoke), in two-syllable words with open syllables (mothers, fathers, melons).

Develop speech

Exercise "Blow on the tongue", exercise. to lengthen the exhalation “count from 3 to 10, the phrase The dog barks. An angry dog ​​barks. An angry dog ​​barks in the yard "

S.Ch sounds delivered automation

at the syllable level,

the sound S is delivered, automation at the level of words.

Violation of phonemic perception, hearing

Violation

Develop

Unformed skill

sound-syllabic

Develop sound-syllabic

phonemic

Exercise "Echo", tapping a given rhythm, loto "Pick a picture for the scheme", "Define the sound", "What's wrong"

language analysis and synthesis

Underdevelopment of vocabulary

Tapping off a given rhythm, tapping out the rhythm of a word, getting to know and working with syllabic schemes, exercise. "Engine", "Who lives where" (distribution of words by the number of syllables)

word structures

September-December

a) learn to find the first and last sound in a word

word structure

hearing and perception

Clarify, expand vocabulary

Teacher, educator

b) learn to determine the number of syllables in a word

Game "TV", "Magic Flower", "Syllabic Domino",

There is a slight positive trend, but remains at a low level

work with sound-syllabic word schemes, work with sentence schemes,

Work on the lexical topic: "School", "Family", "Home", "Garden", "Vegetable Garden", "Seasons", telling fairy tales based on pictures

Pronounces simple monosyllabic, two-syllable words with open and closed syllables, the names of classmates with a confluence of consonants, reproduces the rhythmic structure of some three-syllable words

There is a slight positive dynamics in determining the number of words in a sentence, in determining the first and last sound in a word

There is a slight positive trend, but remains at a low level. The child shows familiar vegetables and fruits in the pictures, tries to pronounce the words behind the teacher

Unformed

grammatical structure of speech

Unformed

a) learn to make a sentence of 2.3 words,

visuospatial coordination and temporal representations

and understanding of logical-grammatical relations

match a verb to a noun and a noun to a verb

1.Form visuospatial

Working with sentence schemes, drawing up sentences by pictures, with a given word, by questions.

Exercise to distinguish between the concepts "top-bottom", "right-left", "front-back", exercise. for orientation on oneself and on the interlocutor, on a sheet of paper, in a textbook, graphic dictations (1 level), filling out the nature calendar, working according to the daily routine, the game "When it happens", "Name and pick"

coordination.

September-December

Teach to ask questions and teach to select actions for a noun (picture) on the question "What is he doing?" and vice versa (Who barks? Who grunts?).

b) learn to understand and use prepositions С, ON, UNDER

Teacher, educator

Game "Box", work with prepositions according to schemes and pictures. Learn to solve simple logic problems.

c) learn to understand logical-grammatical relations

2. Form temporary representations.

There is a slight positive trend. With the help of a teacher using pictures and a question, he composes a phrase of 2-3 words without a preposition, with the help of a teacher he asks a question and answers a question using a picture. Shows the location of an item in relation to another item.

I learned to be guided by myself, by the interlocutor with mistakes, I learned the concepts of "top-bottom, front-back"

Raising the need for labor skills

Develop self-service skills, household work skills

September-December

Teacher, educator

Orders, games, exercises, duty

PMPK meeting

Full name of the student

Date of Birth

Ivanova Polina Ivanovna

Problem

Conclusion

Difficulties in mastering the school curriculum in all subjects.

specialist or collegial opinion

Experiencing difficulties in transferring the learned way of action to a new task and to a new situation

There is a positive insignificant dynamics in the development of auditory and visual perception, auditory and visual memory in the stability and productivity of attention, in the development of articulatory motor skills, in the development of sound pronunciation skills, the sound-syllable structure of the word, language analysis skills, fine motor skills of the hands. There is a positive trend in the development of communication skills.

Violation of the emotional-volitional sphere. Thinking operations at a low level, visual-active thinking prevails. Systemic underdevelopment of language and speech means (severe) with F-70. The erased form of dysaria.

Correction of all mental functions, emotional-volitional sphere.

Attending speech therapy classes for speech correction.

Educator-psychologist, speech therapist, teacher, educator

Correction of speech in speech therapy classes and in class conditions.

Conclusion of the Psychological-Medical-Pedagogical Council

Date of examination 28.01.2014

1.Surname, name of the child Ivanova Polina Ivanovna

2.Date of birth 07/30/2004... Class 1 a

3. Features of development, adaptation of the child the adaptation period was successful

4. The nature and reasons of the difficulties experienced by the child Difficulties in mastering the school curriculum in all subjects. Experiencing difficulties in transferring the learned way of action to a new task and a new situation. Perception is fragmented, attention is unstable, unproductive, a low level of visual forms of thinking, causal relationships are established primitively, poorly oriented in time and space, verbal contact is difficult, all speech components are grossly impaired, fine motor skills of hands are poorly developed, low efficiency, fatigue

5. Individual positive personality traits, which are the basis for correctional and developmental work accepts the help of a teacher, becomes more active in a situation of success, work skills are formed, shows interest in educational activities, is interested in success, makes efforts to achieve a positive result

6. Conclusion of knsilium

There is a positive insignificant dynamics in the development of auditory and visual perception, auditory and visual memory, in the stability and productivity of attention, in the development of articulatory motor skills, in the development of sound pronunciation skills, the sound-syllable structure of the word, language analysis skills, fine motor skills of the hands. There is a positive trend in the development of communication skills.

Violation of the emotional-volitional sphere. Thinking operations at a low level, visual-active thinking prevails.

Chairman of the council:

Members of the council:

Recording log on PMPk (as of May 2014)

Date of Birth

Ivanova Polina Ivanovna

Initiator

Reason for the appeal

appeal

Classroom teacher 1 class

Specialist Consultation Schedule

Final diagnostics

in order to track the assimilation of program material

04/20/2014 - teacher-psychologist;

04.22.14g-teacher-speech therapist

Conclusion psychological, medical and pedagogical council Date of examination May 2014 G.

1.Surname, name of the child Ivanova Polina Ivanovna

2.Date of birth 07/30/2004... Class 1 a

3. Features of development, adaptation of the child the adaptation period was successful, I partially mastered the 1st grade program.

4. The nature and reasons of the difficulties experienced by the child Difficulty learning the school curriculum for writing and

reading. Experiencing difficulties in transferring the learned way of action to a new task and a new situation. Perception

fragmented, unstable attention, improved productive, low level of visual forms of thinking but observed

insignificant positive dynamics, it is difficult to establish causal relationships, is guided by

time and space with the help of leading questions, there is an insignificant development of all components of speech,

development of fine motor skills of hands, performance increased.

5. Individual positive personality traits, which are the basis for correctional and developmental work

accepts the help of a teacher, becomes more active in a situation of success, work skills are formed, shows interest in educational

activity, interested in success, makes efforts to achieve a positive result

6. Conclusion of the council

There is a positive dynamics in the development of auditory and visual perception, auditory and visual memory, in

stability and productivity of attention, in the development of articulatory motor skills, in the development of sound pronunciation skills,

the sound-syllable structure of the word, the skills of language analysis, fine motor skills of the hands. There is a positive trend in

developing communication skills.

Violation of the emotional-volitional sphere. Thinking operations at a low level, visual-action prevails

thinking. Systemic underdevelopment of language and speech means (severe) with F-70. The erased form of dysarthria.

Continue training according to the program correctional school VIII type, in grade 2.

Chairman of the council:

Members of the council:

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