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According to Part 10 of Article 12 of the Federal Law of December 29, 2012 No. 273-FZ “On Education in the Russian Federation,” Sample basic educational programs are included in the register of sample basic educational programs.

At the moment, the registry contains an approximate adapted basic general education program for the education of students with mental retardation (intellectual impairment). Download full text: [PDF], [Word].

Approximate adapted basic general education program for the education of students with mental retardation (intellectual impairment)

APPROVED

by decision of the federal educational and methodological association for general education (minutes of December 22, 2015 No. 4/15)

1. GENERAL PROVISIONS
2. SAMPLE ADAPTED BASIC GENERAL EDUCATION PROGRAM FOR STUDENTS WITH MILD MENTAL RETARDATION (INTELLECTUAL DISABILITY) (OPTION 1)
2.1. Target section
2.1.1. Explanatory note
2.1.2. Planned results of students with mild mental retardation (intellectual impairment) mastering the adapted basic general educational program
2.1.3. A system for assessing the achievement of students with mild mental retardation (intellectual impairment) of the planned results of mastering the adapted basic general education program
2.2.1. Program for the formation of basic educational activities
2.2.2. Programs of educational subjects, courses in the correctional and developmental field
2.2.3. Spiritual and moral development program
2.2.4. Program for the formation of environmental culture, healthy and safe lifestyle
2.2.5. Corrective work program
2.2.6. Program extracurricular activities
2.3. Organizational section
2.3.1. Syllabus
2.3.2. System of conditions for the implementation of an adapted basic general education program for the education of students with mild mental retardation

3. SAMPLE ADAPTED BASIC GENERAL EDUCATION PROGRAM FOR STUDENTS WITH MODERATE, SEVERE AND PROPER MENTAL RETARDATION (INTELLECTUAL DISABILITY), SEVERE AND MULTIPLE DEVELOPMENTAL DISABILITIES (OPTION 2)
3.1. Target section
3.1.1. Explanatory note
3.1.2. Planned results of students with moderate, severe and profound mental retardation (intellectual impairment), severe and multiple developmental disorders mastering the adapted basic general education program
3.1.3. System for assessing the achievement of planned results of mastering the adapted basic general education program by students with moderate, severe and profound mental retardation (intellectual impairment), severe and multiple developmental disorders
3.2.1. Program for the formation of basic educational activities
3.2.2. Programs of educational subjects, courses in the correctional and developmental field
3.2.3. Moral Development Program
3.2.4. Program for the formation of environmental culture, healthy and safe lifestyle
3.2.5. Extracurricular activities program
3.2.6. Program of cooperation with the student’s family
3.3. Organizational section
3.3.1. Syllabus
3.3.2. System of conditions for the implementation of an adapted basic general educational program for the education of students with moderate, severe and profound mental retardation (intellectual impairment), severe and multiple developmental disorders

Alexey Alekseevich Tokarev
Approximate adapted basic educational program for children with disabilities part 1

1. Target section.

1.1. Explanatory note.

Currently, the system of social institutions associated with support and assistance to children with disabilities is undergoing a radical restructuring. The changes affected all aspects of the child’s life. There is a revision of conceptual basics financial, economic, socio-cultural relations between society and preschool institutions, between society and family in the direction of creating conditions that ensure an increase in the quality of life of the pupil, their social inclusion in the life of the community, acceptance by society children with disabilities as equal life partners.

Program includes developments on the following educational regions in accordance with Federal State Educational Standards preschool educational institution: social and communicative development, cognitive development, speech development.

Group children with mental retardation consists of preschool children referred by the central medical-psychological-pedagogical commission. Mental retardation is a general mental immaturity, low cognitive activity, which manifests itself, although not evenly, in all types of mental activity. This determines the peculiarities of perception, memory, attention, thinking and the emotional-volitional sphere children ZPR. There is an insufficiency in the process of processing sensory information. Often Children cannot perceive observed objects holistically; they perceive them fragmentarily, highlighting only individual features. They have a poor and narrow range of ideas about surrounding objects and phenomena. Representations are often not only schematic and not dissected, but even erroneous, which is the most negative way affects the content and results of all types of their activities. The speech of children is peculiar. Severe underdevelopment of speech can manifest itself in violations of sound pronunciation, poverty and insufficient differentiation of the dictionary, and difficulties in mastering logical and grammatical structures. A significant parts of children There is a lack of phonetic-phonemic perception and a decrease in auditory-verbal memory. The lexical, semantic, and phonetic aspects of speech lag significantly behind in development.

Group children with intellectual disabilities consists of preschool children referred by the central psychological, medical and pedagogical commission. Mentally retarded children are children who, as a result of organic brain lesions, experience a disruption in the normal development of mental, especially higher cognitive, processes (active perception, voluntary memory, verbal-logical thinking, speech, etc.). Mentally retarded people are characterized by the presence of pathological traits in emotional sphere: increased excitability or, conversely, inertia, difficulties in the formation of interests and social motivation for activity. Many mentally retarded children physical disturbances are observed development: dysplasia, deformation of the shape of the skull and size of the limbs, violation of general, fine and articulatory motor skills, difficulties in the formation of motor automatisms (see Appendix 2). Speech children with intellectual disability ranges from complete absence of speech to phrasal speech.

Lately in our educational the complex has increased the number children with a complex structure of the defect (intellectual disability in combination with ASD, mental retardation in combination with ASD, intellectual disability in combination with cerebral palsy). For children This group is characterized by limited cognitive capabilities, inertia of nervous processes, manifested in the motor, speech and intellectual spheres, difficulties in switching, "stuckness", absorption in one’s own stereotypical interests and inability to build dialogical interaction. Such children are capable of an extended monologue, but their speech "phonographic". They have limited and fragmented ideas about the world around them.

Group children with autism spectrum disorders consists of preschool children referred by the central psychological, medical and pedagogical commission. Childhood autism is considered a special type of mental development disorder. Everyone has children with ASD, the development of communication and social skills is impaired. What they have in common are affective problems and difficulties in establishing active relationships with a dynamically changing environment, which determine their attitudes towards maintaining constancy in the environment and the stereotyping of their own behavior. This category children may not use speech at all, use simple speech cliches or an extended phrase.

Program compiled in accordance with the Law of the Russian Federation "About education» (dated December 29, 2012 No. 273-FZ, Federal State Standard for Preschool education(order of the Ministry of Education and Science of the Russian Federation dated October 17, 2013 No. 1155, Sanitary and epidemiological requirements for the design, maintenance and organization of work of preschool educational organizations(approved by Resolution of the Chief State Sanitary Doctor of the Russian Federation dated May 15, 2013 No. 26).

The goal is to ensure the preschool standard education as a system of requirements for content and level of development children each psychological age, taking into account continuity during the transition to the next age period.

To achieve the goal, it is necessary to solve the following tasks:

1) create an atmosphere of emotional comfort, conditions for self-expression and self-development;

2) use traditional and non-traditional technologies aimed at educational educational process: mental education, development of cognitive abilities children, children's creativity, moral, patriotic and labor education, development of communicative and social communication skills (speech, play, self-service, norms of social behavior, accessible types of work);

3) carry out the necessary correction in the speech development of a preschooler;

4) develop higher mental functions;

5) correct behavior problems;

6) correct violations of the emotional and personal sphere.

Methodological basis of the program.

Program is a modern integrative program, implementing an activity-based approach to child development and a correctional and developmental approach to content selection education.

Systematic - activity approach - methodological basis of the Federal State Educational Standard.

Priority direction of initial general education the formation of general educational skills and abilities has been determined, the level of mastery of which largely determines the success of further education. The main result of education is considered based on activity approach as students achieving new levels of development at basis their mastery of both universal methods of action and methods specific to the subjects being studied. Currently educational the process requires its new organization on basis planning joint activities of students and teachers.

Activity-based approach to learning assumes:

Forming in students the ability to control their actions - both after their completion and during their course;

Formation children cognitive motive (desire to know, discover, learn) and specific learning goal (understanding what exactly needs to be found out, mastered);

Students perform certain actions to acquire missing knowledge;

Students’ mastery of a method of action that allows them to consciously apply acquired knowledge;

Incorporating learning content into the context of solving significant life problems.

Program designed to work with children up to school age with disabilities (children with intellectual disabilities of varying degrees, children with mental retardation, children with severe speech impairments, children with a complex structure of the defect, children with autism spectrum disorders).

This the program is developed on the basis of the basic educational program of preschool education"From birth to school" edited by N. E. Veraksy, T. S. Komarova, M. A. Vasilyeva.

In order to provide comprehensive support for this category children, except basic educational program of preschool education the following partials are used programs:

1. L. A. Baryaeva, O. P. Gavrilushkina, etc. “ Program education and training of preschool children with intellectual disabilities";

2. E. A. Ekzhanova, E. A. Strebeleva ;

3. " Program children with mental retardation", under. ed. S. G. Shevchenko;

4. L. B. Baryaeva, T. V. Volosovets, O P. Gavrilushkina, G. G. Golubeva “for preschool children with severe speech impairments”, etc. ed. prof. L. V. Lopatina;

5. “System of correctional work for children with general underdevelopment of speech”, under. ed. N. V. Nishchevoy;

6. " Adapted sample basic educational program for preschool children with severe speech impairments" under. ed. L. V. Lopatina;

7. Filicheva T. B., Tumanova T. V., Chirkina G. V. “ children with speech disorders. Correction of speech disorders."

Program designed for one academic year (2016 -2017) . During the academic year content programs may change depending on needs children depending on their psychophysiological characteristics.

The program is developed based on general didactic principles: systematicity, development, complexity, accessibility, consistency and concentricity of knowledge acquisition.

Basic the task of implementing this programs is comprehensive pedagogical support for a child with disabilities (OVZ). This humane principle determines the structure and content of this programs, as well as the organization of the correctional and educational process itself.

The work widely uses technologies aimed at preserving, maintaining and enriching the health of both students, teachers and parents, i.e. health-saving technologies.

In relation to to the child - ensuring a high level of real health of the kindergarten pupil and nurturing valeological culture as the totality of the child’s conscious attitude to the health and life of a person, the idea of ​​health and the ability to protect, support and preserve it; valeological competence, allowing a preschooler to independently and effectively solve healthy problems image life and safe behavior.

In relation to for adults – promoting the establishment of a culture of health, including a culture of professional health for preschool teachers and valeological education of parents.

1.2. Targets.

In order to successfully achieve our goals, we adapted the program"From birth to school" edited by N. E. Veraksa using the following programs:

And for children with intellectual disability - L. A. Baryaeva, O. P. Gavrilushkina “ Program education and training of preschool children with intellectual disabilities"; E. A. Ekzhanova E. A, Strebeleva “Correctional and developmental training and education”; I. M. Bgazhnokova " Special programs(correctional) educational VIII institutions kind: 0-4 grades."

B) for children with mental retardation -« Program correctional and developmental education children with mental retardation" under. ed. S. G. Shevchenko

B) for children with STD -"Correctional work system for children with general underdevelopment of speech”, under. ed. N.V. Nishchevoy, “ Adapted sample basic educational program for preschool children with severe speech impairments" under. ed. L. V. Lopatina, Filicheva T. B., Tumanova T. V., Chirkina G. V., “ Preschool educational programs compensatory institutions for children with speech disorders. Correction of speech disorders."

1.3. Planned results. Results evaluation system.

As a result of correctional work, the child is 3-4 years:

1. Shows interest in various types of games, in joint games;

2. Interested in himself and the objects of his immediate environment, perceives himself as an independent subject;

3. Responds to the emotions of loved ones and peers, to accessible artistic and musical works;

4. Performs available hygiene procedures independently or with the help of an adult;

5. Knows how to use objects in accordance with their purpose;

6. Able to transfer real everyday activities to games with figurative toys;

7. Able to perform a sequential chain of game actions;

8. Uses speech as a means of interaction with adults and peers in everyday life and in play;

9. Possesses dialogic speech;

10. Uses different methods of examining objects, including simple experiments; establishes the simplest connections between objects and phenomena.

Child 4-5 years old:

1. Shows interest in the information that he receives in the process of communication;

2. Emotionally responds, understands and uses in his speech words denoting emotional states, ethical qualities, aesthetic characteristics;

3. Resolves controversial issues through speech;

4. Uses polite words when communicating with adults and knows how to express his request in words;

5. Teams up with children for joint games and distributes roles in the game, planning their action;

6. Counts to 5, compares objects by size, quantity and shape, position in space;

7. Possesses basic self-service skills.

Child 5-6 years old:

1. Uses various sources of information;

2. Shows a strong interest in and is proficient in various types of children’s activities, including research;

3. Shows an emotional attitude towards close adults and peers, expresses his attitude towards the heroes of literary works;

4. Uses speech as the main means of communication, knows how to negotiate;

5. Uses everything parts of speech, is actively engaged in word creation;

6. Complies with generally accepted standards of behavior in kindergarten, at home, on the street;

7. Has self-control and self-esteem;

8. Orients himself in the surrounding space, establishes the sequence of events and plans his activities, can count to 10, compare two groups of sets of objects;

9. Possesses universal educational prerequisites activities: remembers short poems, can coherently recite a short text, retain instructions in memory;

10. Possesses self-care skills and has ideas about healthy lifestyle.

Child 6-7 years old:

1. Shows a steady interest in the new, unknown, asks questions, experiments;

2. Shows an emotional attitude towards close adults and peers, expresses his attitude towards the heroes of literary works;

3. Knows how to communicate and how to interact with adults and peers (verbal and non-verbal);

4. Apply acquired knowledge and methods of activity to solve new problems under the guidance of an adult and independently.

5. Has primary ideas about himself, family, society, state, world and nature;

6. Possesses the universal prerequisites for educational activities, knows how to work according to the rules and sample, listen to the adult, hold and follow instructions;

7. Orients himself in the surrounding space, establishes the sequence of events and plans his activities, can count to 10 and beyond, compare and equalize two groups of sets of objects, correlates numbers and quantities, composes and solves simple problems in one action;

8. Communicates freely with adults, peers, and parents;

9. Has ideas about sounds, syllables, words, ideas, determines the place of a sound in a word (beginning, middle, end).

Results evaluation system.

To successfully achieve the intended targets, it is necessary to monitor competencies twice a training period. year: at the beginning of the school year (first two weeks of September) and at the end of the school year (last two weeks of May).