Autism is the syndrome of the century: what should a teacher know about inclusive education of children with ASD? Adapted work program in mathematics for children with ASD (8.2) Adapted program 8.2.
Requirements for special conditions for obtaining primary general education are established by the Federal State Educational Standard for primary general education for students with disabilities health (Order of the Ministry of Education and Science of Russia dated December 19, 2014 N 1598):
The structure of the adapted educational program for students with disabilities includes mandatory correctional and developmental courses, which are provided for by federal state educational standards from September 1, 2016 (apply to relationships arising from September 1, 2016, i.e., are valid for first-graders of 2016 and subsequent years). Mandatory remedial courses provided for by the standards can be supplemented by the educational organization independently based on the recommendations of the PMPC and taking into account the IPRA.
Mandatory remedial courses are an integral part of the adapted educational program and are free for the student.
Mandatory remedial and developmental courses for students with autism spectrum disorders.
From SanPiNov to the conditions and organization of training and education in organizations that carry out educational activities according to adapted basic general education programs for students with disabilities (Resolution of the Chief State Sanitary Doctor of the Russian Federation dated July 10, 2015 N 26):
“Rehabilitation and correction measures can be implemented both during extracurricular activities, and during class activities.
The number of hours allocated for students with disabilities to master the basic educational program, consisting of the curriculum of a general education organization, including a compulsory part and a part formed by the participants in the relationship, as well as the hours necessary for carrying out rehabilitation and correctional activities, should not in total exceed the weekly amount educational load of students with disabilities.
Extracurricular activities is formed from the hours necessary to meet the individual needs of students with disabilities and in total amounts to 10 hours per week for each class, of which at least 5 hours are provided for the implementation of compulsory correctional classes, the rest - in the developmental area, taking into account the age characteristics of students and their physiological needs.”
For creating special conditions for receiving education pay in state and municipal educational organizations not charged, it's free for the family. Corrective classes are an integral part of educational programs for teaching a child with disabilities and fees cannot be charged for them either. If the school requires an agreement on paid services to provide correctional services included in the educational program, contact the educational authority to resolve the situation.
Adapted working programm
mathematics
Course “Mathematics. 1-4 grade"
The mathematics work program was developed for ____________________ (a child with autism spectrum disorder), based on an approximate adapted basic general education program for primary general education for students with autism spectrum disorders (option 8.2), the Concept of the second generation standard, requirements for the results of mastering the basic general education program for primary general education , fundamental core the content of general education, an approximate program taking into account interdisciplinary and intrasubject connections, the logic of the educational process, the task of developing the ability to learn in younger schoolchildren, the author's program in mathematics. Author's programs of the Educational System "Primary School of the 21st Century" edited by N. F. Vinogradova.
The program is aimed at achieving the planned results, implementing the program for the formation of universal educational activities.
2 hours a week are allocated for studying mathematics,
1st class - 66 hours,
Grades 2-4 - 68 hours each, a total of 336 hours for the primary school course.
Logistics support educational process in the subject "Mathematics"
Library collection (printed products):
Textbooks: “Mathematics” in 2 parts for grades 1-4 of a four-year primary school (authors Rudnitskaya V.N., Kochurova E.E., Rydze O.A.), M: Ventana-Graf
The main educational program of a general education institution working according to the “Primary School of the 21st Century” textbook system. (http://www.vgf.ru/tabid/186/Default.aspx)
Information and communication tools
Digital information tools and sources (on the main topics of the program): electronic reference and teaching aids www.vgf.ru
Screen and sound aids
Video fragments and other information objects (images, audio and video recordings) reflecting the main topics of the mathematics course
Games and toys
Board educational games
Constructors
general characteristics academic subject
Mathematics course in primary school provides sufficient preparation for continuing education and expands students' understanding of mathematical relationships and patterns of the surrounding world, develops erudition, and fosters a mathematical culture.
In the process of studying a mathematics course, younger schoolchildren develop ideas about numbers as a result of counting and measurement, and about the principle of writing numbers. Students learn to perform orally and in writing arithmetic operations with numbers, find the unknown component of an arithmetic operation, compose a numerical expression and find its value in accordance with the rules for the order of actions; accumulate experience in solving arithmetic problems. In the process of observations and experiments, they become familiar with the simplest geometric shapes, acquire initial skills in depicting geometric figures, and master methods for measuring lengths and areas. In the course of working with tables and diagrams, they develop important skills for practice-oriented mathematical activity related to the presentation, analysis and interpretation of data.
As a result of mastering the subject content of a mathematics course, general educational skills and methods of cognitive activity are formed. Simple memorization of rules and definitions gives way to establishing the distinctive features of a mathematical object, searching for what is common and different, analyzing information, comparing (contrasting) characteristic features mathematical objects (numbers, numerical expressions, geometric figures, dependencies, relationships). Students use the simplest subject, symbolic, graphic models, tables, diagrams, build and transform them in accordance with the content of the assignment (task).
In the process of studying a mathematics course, primary schoolchildren become familiar with mathematical language. They learn to make judgments using mathematical terms and concepts, pose questions as they complete a task, select evidence for the correctness or incorrectness of a completed task, justify the stages of solving a learning problem, and characterize the results of their educational work.
Mathematical content allows you to develop organizational skills: the ability to plan the stages of upcoming work, determine the sequence of educational actions; monitor and evaluate their correctness, search for ways to overcome errors.
In the process of learning mathematics, schoolchildren learn to participate in joint activities: negotiate, discuss, come to a common opinion, distribute responsibilities for searching for information, show initiative and independence.
The study of mathematics in primary school is aimed at achieving the following goals:
mathematical development junior schoolchild development logical and symbolic thinking, spatial imagination, mathematical speech (the ability to reason, choose an argument); developing the ability to distinguish between reasonable and unfounded judgments, to search for information (facts, reasons for ordering, options, etc.);
development basic mathematical knowledge - understanding the meaning of quantities and methods of measurement; using arithmetic methods to resolve plot situations; developing the ability to solve educational and practical problems using mathematics; working with algorithms for performing arithmetic operations;
- upbringing interest in mathematics, desire to use mathematical knowledge in Everyday life.
To achieve the goals, it is necessary to organize work to develop students’ thinking, promote the formation of their creative activity, and mastery of a certain amount of mathematical knowledge and skills that will give them the opportunity to successfully study mathematical disciplines in high school. Originality elementary level learning is that during this period students develop elements educational activities. Based on this activity, the child develops theoretical consciousness and thinking, and develops corresponding abilities.
(reflection, analysis, mental planning); At this age, children also develop the need and motives for learning.
In this regard, the selection of training content is based on the following methodological principles: principles:
analysis of specific educational material from the point of view of its general educational value and the need for study in primary school;
the relationship of the introduced material with previously studied;
ensuring continuity with preschool mathematical training and the content of the next stage of education in secondary school;
enriching the mathematical experience of younger schoolchildren by including new questions in the course that were not previously studied in elementary school;
developing interest in mathematics.
an organic combination of training and education.
mastering mathematical knowledge.
development of cognitive abilities of younger schoolchildren.
formation of the foundations of logical thinking and speech in children.
practical orientation of training and development of the necessary skills.
taking into account the age and individual characteristics of children.
differentiated approach to learning
Main content lines of the course (sections, structure)
Numbers and quantities
Arithmetic operations
Working with word problems
Geometric quantities
Working with information
The structure of the program being studied includes the following sections:
Numbers and quantities. Counting items. Reading and writing numbers from zero to 20 . Comparison and ordering of numbers, comparison signs. Quantities and units of their measurement. Units of mass (kilogram), capacity (liter), time (hour). Relationships between units of measurement of homogeneous quantities.
Arithmetic operations. Addition and subtraction . Names of components of arithmetic operations, action signs. Addition table. Arithmetic operations with numbers 0 and 1. Interrelation of arithmetic operations. Numeric expression. Finding the value of a numeric expression. Using the properties of arithmetic operations in calculations (rearranging and grouping terms in a sum) . Methods for checking the correctness of calculations.
Working with word problems. Solving word problems using an arithmetic method. Problems containing the relations “more by...”, “less by...”.
Spatial relations. Geometric figures. The relative position of objects in space and on a plane (above - below, left - right, above - below, closer - further, between, etc.). Recognition and image of geometric shapes: point, line (curve, straight), segment, broken line, polygon, triangle, rectangle, square, circle. Using drawing tools to perform constructions.
Geometric quantities. Geometric quantities and their measurement. Measuring the length of a segment. Units of length (centimeter, decimeter). Measuring the length of a segment.
Working with information. Collection and presentation of information related to counting, measurement of quantities; recording the collection results.
Numbers and quantities
Counting items. Reading and writing numbers from zero to a million. Classes and ranks. Representation of multi-digit numbers as a sum of digit terms. Comparison and ordering of numbers, comparison signs.
Measurement of quantities; comparison and ordering of quantities. Units of mass (gram, kilogram, quintal, ton), capacity (liter), time (second, minute, hour). Relationships between units of measurement of homogeneous quantities. Comparison and ordering of homogeneous quantities. Fraction of a value (half, third, quarter, tenth, hundredth, thousandth).
Arithmetic operations
Addition, subtraction, multiplication and division. Names of components of arithmetic operations, action signs. Addition table. Multiplication table. Relationship between addition, subtraction, multiplication and division. Finding the unknown component of an arithmetic operation. Division with remainder.
Numeric expression. Establishing the order in which actions are performed in numeric expressions with and without parentheses. Finding the value of a numeric expression. Using the properties of arithmetic operations in calculations (rearranging and grouping terms in a sum, factors in a product; multiplying the sum and difference by a number).
Algorithms for written addition, subtraction, multiplication and division of multi-digit numbers.
Methods for checking the correctness of calculations (algorithm, reverse action, reliability assessment, result estimates, calculation on a calculator).
Working with word problems
Solving word problems using an arithmetic method. Problems containing the relations “more (less) by...”, “more (less) by...”. Dependencies between quantities characterizing the processes of movement, work, purchase and sale, etc. Speed, time, path; volume of work, time, labor productivity; quantity of goods, its price and cost, etc. Planning the progress of solving the problem. Presentation of the task text (diagram, table, diagram and other models).
Problems on finding a part of a whole and a whole from its share.
Spatial relations. Geometric figures
The relative position of objects in space and on a plane (above-below, left-right, top-bottom, closer-further, between, etc.). Recognition and image of geometric shapes: point, line (curve, straight), segment, broken line, angle, polygon, triangle, rectangle, square, circle, circle. Using drawing tools to perform constructions. Geometric shapes in the surrounding world. Recognition and naming: cube, ball, parallelepiped, pyramid, cylinder, cone.
Geometric quantities
Geometric quantities and their measurement. Measuring the length of a segment. Units of length (mm, cm, dm, m, km). Perimeter. Calculating the perimeter of a polygon.
Area of a geometric figure. Units of area (cm2, dm2, m2). Accurate and approximate measurement of the area of a geometric figure. Calculation of the area of a rectangle.
Working with information
Collection and presentation of information related to counting (recalculation), measurement of quantities; recording and analysis of the information received.
Construction of the simplest expressions using logical connectives and words (“and”; “not”; “if... then...”; “it is true/false that...”; “every”; “all”; “some”); the truth of the statements.
Drawing up a final sequence (chain) of objects, numbers, geometric figures, etc. according to the rule. Drawing up, recording and executing a simple algorithm and information search plan.
Reading and filling out the table. Interpretation of table data. Reading a bar chart. Creation of the simplest information model(diagram, table, chain).
Planned results of students with autism spectrum disorders mastering the adapted basic general education program of primary general education
The results of mastering with students with RASAOOP are assessed as final at the time of completion of general education.
Students' mastery of AOOP, which was created on the basis of the Federal State Educational Standard, requires them to achieve two types of results: personal and subject.
In the structure of planned results, the leading place belongs to personal results, since they ensure mastery of a set of social (life) competencies necessary to achieve the main goal of modern education - the introduction of students with ASD into culture, their mastery of sociocultural experience.
Personal results mastering AOOP NEO for students with ASD complicated by mild mental retardation(intellectual disabilities), taking into account individual capabilities and special educational needs include individual personal qualities, special requirements for the development of life and social competence and should reflect:
1) development of a feeling of love for parents, other family members, for school, acceptance of the teacher and students of the class, interaction with them;
2) development of motivation to learn;
3) development of adequate ideas about urgently necessary life support;
4) mastery of social and everyday skills used in everyday life (ideas for home improvement and school life; ability to participate in a variety of daily school activities);
5) possession of basic communication skills and accepted rituals of social interaction;
6) development of positive personality traits and qualities;
7) readiness for the student to enter the social environment.
AOOP defines two levels of mastery of subject results: minimal and sufficient. Sufficient level of mastery subject results is not mandatory for all students.
The minimum level is mandatory for all students with ASD.
Minimum and sufficient levels of mastery of subject results at the end of training in the lower grades:
Subject results:
Minimum level:
know number series 1-100 in direct order and set aside, using counting material, any numbers within 100;
understand the meaning of the arithmetic operations of addition and subtraction, multiplication and division (into equal parts).
know the multiplication table for single-digit numbers up to 5;
know the order of operations in examples using two arithmetic operations;
distinguish between numbers obtained by counting and measuring, write down numbers obtained by measuring with two measures;
use the calendar to establish the order of months in the year, the number of days in months;
determine time using a clock in at least one way;
solve, compose, illustrate studied simple arithmetic problems;
solve compound arithmetic problems in two steps (with the help of a teacher);
recognize, name, model the relative position of two straight, curved lines, figures, find points of intersection without drawing;
know the names of the elements of quadrilaterals, draw a rectangle (square) using a drawing triangle on unlined paper (with the help of a teacher).
distinguish between a circle and a circle, draw circles of different radii.
Enough level:
know the number series 1-100 in forward and reverse order, counting, counting, counting by one and equal number groups of 2, 5, 4, within 100; use counting material to set aside any numbers within 100;
know the names of the components of addition, subtraction, multiplication, division;
understand the meaning of the arithmetic operations of addition and subtraction, multiplication and division (into equal parts and in content), distinguish between two types of division at the level of practical actions, know how to read and write each type of division;
know the multiplication tables of all single-digit numbers and the number 10, the rule for multiplying the numbers 1 and 0, by 1 and 0, dividing 0 and dividing by 1, by 10;
understand the relationship between multiplication and division tables, use multiplication tables on a printed basis, both to find the product and the quotient;
know the order of operations in examples of 2-3 arithmetic operations;
know and apply the commutative properties of addition and multiplication;
perform oral and written addition and subtraction of numbers within 100;
know the units (measures) of measurement of cost, length, mass, time and their relationships;
distinguish between numbers obtained by counting and measuring, write down numbers obtained by measuring with two measures, with a full set of symbols in small measures: 5 m 62 cm,
know the order of months in the year, the numbers of months from the beginning of the year, be able to use the calendar to establish the order of months in the year, the number of days in months;
determine the time using a clock in three ways with an accuracy of 1 minute;
solve, compose, illustrate all studied simple arithmetic problems;
write briefly, model content, solve compound arithmetic problems in two steps;
distinguish between closed and open curves, broken lines, calculate the length of a broken line;
recognize, name, draw, model the relative position of two straight, curved lines, polygons, circles, find points of intersection;
know the names of the elements of quadrilaterals, draw a rectangle (square) using a drawing triangle on unlined paper;
draw circles of different radii, distinguish between a circle and a circle.
Calendar – thematic planning 1 class
| Section topic: Sets and relations |
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| UUD:Regulatory: master ways of identifying objects in space (including ordinal counting), ways of comparing objects . Carry out final control of activities (“what has been done”). Cognitive: comprehend yourself and objects in space. Compare different objects: select from a set one or more objects that have general properties; compare the characteristics of objects according to one (several) characteristics. Compare objects (shapes) by their shape and size. Distribute a given set of objects into groups according to given characteristics (perform classification). Compare sets of objects according to their numbers (by making pairs of objects). Characterize the result of the comparison with words: more than; less than; as many; more on; less by. Communication: Construct phrases using mathematical terms. Characterize the existing signs of dividing objects into groups (for the purpose of classification); prove the legitimacy of the classification. Personal |
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| Section topic: Number and counting |
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| UUD: Regulatory: evaluate (compare with a standard) the results of activity (someone else’s, one’s own). Plan with the help of a teacher the solution to an educational task: build a sequence of necessary operations (algorithm of actions). Adjusts activities: knows how to make changes to the process taking into account difficulties and errors that have arisen. Cognitive: Apply models to obtain information. Able to transform models (words) in accordance with the content of educational material and the set educational goal. Count items; express the result as a natural number. Compare numbers. Order a given set of numbers. Name numbers from 1 to 20 in forward and reverse order. Use knowledge of the decimal composition of two-digit numbers when performing calculations. Communication: characterize the existing signs of dividing objects into groups (for the purpose of) classification). Perceive the text taking into account the assigned educational task, find in the text the information necessary to solve it. Personal: apply the rules of business cooperation: take into account the opinion of the other person. |
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| Section topic: Geometric concepts |
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| UUD: Regulatory: maintain the goal of the activity until the result is achieved. Cognitive: transform models (words) in accordance with the content of the educational material and the set educational goal. Orient on the plane and in space (including distinguishing directions of movement). Distinguish geometric figures. Characterize mutual arrangement figures on a plane. Construct the indicated figure from parts. Classify triangles. Recognize spatial figures ( cuboid, pyramid, cylinder, cone, ball) on drawings and models. Communication: characterizes the existing signs of dividing objects into groups (for the purpose of) classification); provide evidence of the legitimacy of the classification. Personal: apply the rules of business cooperation: take into account the opinion of the other person. |
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| Section topic: Arithmetic operations |
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| UUD: Regulatory: carries out step-by-step control under the guidance of a teacher. Cognitive: compare different objects: select from a set one or more objects that have common properties; compare the characteristics of objects according to one (several) characteristics. Transform models (words) in accordance with the content of the educational material and the set educational goal. Model a situation illustrating this arithmetic operation. Reproduce oral and written algorithms for performing four arithmetic operations. Predict the results of calculations. Monitor your activities: check the correctness of calculations using the methods you have learned. Evaluate the correctness of the presented calculations. Compare different calculation methods and choose the most convenient one. Analyze the structure of a numerical expression in order to determine the order in which the arithmetic operations contained in it are performed. Equalize sets by the number of objects ; complete a set to a given number of elements. CommunicationPersonal: apply the rules of business cooperation: take into account the opinion of the other person. |
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| Section topic: Comparing numbers |
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| UUD: Regulatory: Apply models to obtain information. Provides step-by-step control under the guidance of a teacher. Outline ways to eliminate them; analyze emotional states associated with successful (unsuccessful) activities, evaluate their impact on mood. Cognitive: compare different objects: select from a set one or more objects that have common properties; compare the characteristics of objects according to one (several) characteristics. Transform models (words) in accordance with the content of the educational material and the set educational goal. Update your knowledge to carry out simple mathematical proofs (including those based on studied definitions, laws of arithmetic operations, properties of geometric figures). Communicative: perceive the text taking into account the assigned educational task, find in the text the information necessary to solve it. Personal: apply the rules of business cooperation: take into account the opinion of the other person. |
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| Section topic: Quantities |
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| UUD: Regulatory: Apply models to obtain information. Cognitive: transform models (words) in accordance with the content of the educational material and the set educational goal. Compare the values of homogeneous quantities. Arrange given quantity values. Establish a relationship between data and the required quantities when solving various educational problems. Distinguish between coins; price and cost of goods. Distinguish between units of length. Compare the lengths of segments visually and using measurements. Arrange the segments according to their lengths. Estimate by eye the distance between two points, as well as the length of an object, a segment, followed by verification by measurement. Communication: characterize the existing signs of dividing objects into groups (for the purpose of) classification). Personal: apply the rules of business cooperation: take into account the opinion of the other person. |
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| Section topic: Calculations within 20 |
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| UUD:Regulatory: Apply models to obtain information. Compare and summarize information presented in tables, graphs and diagrams. Cognitive: transform models (words) in accordance with the content of the educational material and the set educational goal. Monitor your activities: detect and eliminate errors of a logical nature (during the solution) and errors of a computational nature. Communication: characterize the existing signs of dividing objects into groups (for the purpose of) classification); provide evidence of the legitimacy of the classification. Personal: apply the rules of business cooperation: take into account the opinion of the other person. |
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| Section topic: Properties of addition and subtraction |
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| UUD: Regulatory: apply models to obtain information. Collect required information from specified sources. Record results in different ways. Cognitive: compare different objects: select from a set one or more objects that have common properties; compare the characteristics of objects according to one (several) characteristics. Predict the outcome of the decision. Communicative: Personal: apply the rules of business cooperation: take into account the opinion of the other person. |
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| Section topic: Single-digit addition table |
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| UUD: Regulatory: apply models to obtain information. Adjust activities: make changes to the process taking into account difficulties and errors encountered. Cognitive: compare different objects: select from a set one or more objects that have common properties; compare the characteristics of objects according to one (several) characteristics. Communicative: perceive the text taking into account the assigned educational task, find in the text the information necessary to solve it. Characterize the existing signs of dividing objects into groups (for the purpose of classification); provide evidence of the legitimacy of the classification. Personal: apply the rules of business cooperation: take into account the opinion of the other person. |
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The composition of each of the numbers: 2, 3, 4, 5. The addition of entries of the form: and is 4, in accordance with the figure. Building a model: drawing chips. Drawing lines from a point along a pattern; according to a given algorithm. Writing number 3. Arrangement of numbers on the ruler scale. Naming numbers in a given order. Grouping (classification) by color, size.
Relationships between objects and between sets of objects
Finding geometric shapes in space
Letter of numbers 1,2,3.
Be able to find shapes in a polygon;
composes and models problems using drawings;
establishes patterns and continues the pattern.
Development of geometric observation: comparison of the whole (quadrangle) and its parts (triangles). Finding triangles in complex shapes
Modeling (with the help of chips) a situation formulated orally; establishing correspondence between the drawing and the model. Building a model (drawing chips). Writing numbers 1, 2, 3. Checking the completed part of the task. Establishing a pattern and continuing the “pattern”.
Learning to use a ruler scale for ordinal counting. Movement along the ruler scale to the right, left.
Be able to move along the ruler scale to the right, left;
navigates concepts using a ruler scale “right”, “left”.
Transition from one number to another when “moving” along the ruler to the right (left): “step” to the right (left). Making sentences according to given patterns using the words “right”, “left”
Modeling (with the help of chips) the composition of the number 6. Building a model (drawing chips) and filling out the diagram with numbers: and this is 6. Writing the number 4. Description of the arrangement of objects in the structure (using words above/below according to a given plan). Consideration possible options building “towers” of three cubes according to a given condition. Enumeration of all possible options for constructing “towers” from three cubes of different colors.
Arithmetic operations (1 hour)
Establishing a correspondence between a drawing and a recording:
6 without 2 is .
Getting ready to do the subtraction. Preparing to solve subtraction problems.
be able to write numbers 1-4;
stacks the results using cut material.
Selection from many of its subsets. Removing part of a set. Making (oral) notes corresponding to the scheme:
Establishing a correspondence between a picture and a record: 6 without 2 is . Adding entries in accordance with the picture. Adding to the model (crossing out chips) in the situation of removing part of the “Movement” set on the ruler scale. Self-posting of results using cut material. Checking the correctness of the task Writing numbers 1, 2, 3, 4 Searching for “triangles” in given figures.
Comparison of numbers. (4 hours) Introduction to the concepts of “more” and “less”.
Letter number 5.
Be able to write the number 5
Makes pairs of elements of two sets.
Demonstrates the difference between a number and a figure.
Comparison by making pairs from elements of two sets. Orientation in terms of: “more”, “less”, “equally”
Selecting and creating a model (with the help of chips) for a given plot situation. Comparison of models. Writing the number 5. Copying a given image (number 5) on the checkered part of the sheet. Arrangement of geometric shapes in a table according to a given plan. Changing the shape of a figure while maintaining size and color (working with a “machine”). Selecting an element of a set that satisfies a given condition.
Comparison of the method of making pairs from elements of two sets and formulation of the conclusion.
The concept of “more by...”, “less by...”
Letter number 6.
Be able to with leave and solve drawing problems.
Know the composition of the number 6. Compare sets of objects. Knows the concept of “more by...”, “less by...”. Can write the number 6.
Comparing the method of making pairs from elements of two sets and formulating the conclusion “... is more than ...”, “... is less than ...” Compiling questions with the words “by how much”
Building models (drawing chips) for the situation of increasing (decreasing) the number of elements of a set. Comparison of sets. Addition of comparison results records. Writing number 6. Justification for choosing a model that corresponds to a given situation. Modeling (using chips) the composition of the number 7.
Simulation of a plot situation. Establishing a correspondence between: drawing and model; drawing and diagram.
Be able to compose and solve problems based on drawings.
Applies the ability to move along the ruler scale to the right and left. Converts shapes.
Writes numbers: 1, 2, 3, 4, 5, 6.
Using chips when answering a question
Correlating notes and drawings
Establishing a pattern for writing numbers in each line and writing numbers in accordance with the identified pattern
“Travel” from a point according to a given program. Finding triangles in a figure. Construction of houses according to the rule.
Preparation for solving problems involving the concepts of “more by...”
"less by..."
Be able to research, compose and write down a solution to a drawing problem.
Gives reasons for movement on a ruler scale and writes down the results.
Can write the number 7.
Modeling a situation formulated orally. Establishing correspondence between text and model. Choosing a method to complement the model (coloring, crossing out, etc.) Modeling (using chips) the composition of the number 8. Filling in the diagram with numbers: 8 is and . Comparing two sets and formulating the conclusion “... is more (less) than...”. “Movement” on a ruler scale. Writing the number 7.
Arithmetic operations. (2 hours)
Learning to compose and solve addition problems.
Be able to compose and solve addition problems based on pictures.
Models the conditions of the problem and writes down the solution. Focuses on the concepts of “inside”, “outside”, “intersection”
Adding numbers. Recording type
corresponding to the scheme
Compiling and completing entries in accordance with the picture and question
"Movement" on the ruler scale
Practice writing learned numbers. Establishing a pattern in recording numbers and continuing work in accordance with the identified pattern. The arrangement of objects and geometric figures inside and outside the “ring”. Working with the reverse “machine”: detecting figures that were entered into the “machine” Continuing the pattern according to a given program.
Learning to write and solve subtraction problems.
Be able to create and solve subtraction problems.
Models the condition of the problem and writes down its solution. Knows the composition of the number 8.
Be able to write the number 8.
Subtracting numbers. Recording type
corresponding to the scheme
Compiling and adding notes in accordance with the picture and question. Establishing a correspondence between the drawing and the diagram - = . Writing the number 8
Search for polygons of the same shape and location
Compose a question with the words “How much...?” to the subject situation
Search for triangles in a figure (development of geometric observation).
Number and counting. (2 hours)
Introduction to numbers and numbers from 1 to 9.
Be able to consolidate knowledge about numbers and numbers from 1 to 9.
Know the composition 8.
Lists the steps for writing the number 9.
Number. Number. Distinguishing between numbers and numbers. Writing the number 9 and other numbers in accordance with the task. Modeling (with the help of chips) the composition of the number 9. Establishing correspondence: drawing - diagram; drawing - model. Justification for the choice of arithmetic operation and scheme: – = or + = . Compose sentences of the form: “If ..., then ...”
Sample analysis and arrangement of geometric shapes in a rectangular table. Working with the inverse “machine”: finding figures.
Introducing numbers and the number 0.
Know number and digit 0, the concepts of “more by...”, “less by...”. Compare numbers using a ruler scale. Remember the order of writing the numbers 7, 8, 9.
Transfer figures into cells into a notebook
Introducing the number and the number 0. Comparing the studied numbers with zero (without making a record). Writing the number 0
Making questions with the word “How much?” according to the drawing. Working with records of the form: 3 and 0 is 3. Comparison by making pairs from elements of two sets and formulating the output “by more than …”, “... by less than …”. Correlation between diagram and drawing . Finding triangles in a figure. Establishing a pattern in a record and writing numbers in accordance with the established pattern.
Geometric concepts
Introduction to the unit of length – centimeter.
Know“recording” the solution to a problem in numbers.
Know unit of length is centimeter.
Measure the lengths of the segments using a ruler.
Introduction to the unit of length – centimeter. Plan (algorithm) for measuring the length of a segment. Measuring the lengths of objects and segments using a ruler; recording the results. Connecting points using a ruler (drawing a segment). Ordering numbers. Compiling questions and notes for story situations. Modeling the composition of the number 7.
Finding the length of segments. Recording the lengths of segments.
Be able to find the length of the segments.
Write numbers.
To solve problems.
Compare objects by height and length.
Draw figures equal to the given one. Know composition of the number 9.
Checking whether the length measurement is correct. Using measurement to compare the lengths of objects (segments) Drawing a segment of a given length Making notes that correspond to models. Movement along the scale of a ruler Compiling questions and notes for story situations Describing the result of comparison using the words above and below Searching for “triangles” in given figures Searching for polygons that are the same in shape and location.
Number and counting. (3 hours)
Distinguishing concepts: “as much...”, “more”
(less) by...”
Increase and decrease a number by 1.
Be able to distinguish between the concepts “as much...”, “more
(less) by...”
Clarification of the meaning of the expression: “more (less) by 1” Different ways of obtaining the result of an arithmetic operation (drawing a model; using a ruler) Compiling and reading records of the form: “Add one to six and get seven”; “From six, subtract one to get five” Modeling (with the help of chips) the situation of increasing (decreasing) a number by 1 Working out the results of increasing and decreasing a number by 1 Finding a pattern when filling out a table Compiling an example from the details of a mosaic (difficult task) Using modeling to find answers to questions questions.
Clarification of the meaning of the expression “more (less) by 2.”
Increase and decrease numbers by 2.
Be able to increase and decrease numbers by 2.
Distinction between concepts: “the same amount...”, “more (less) by...”. Different ways to obtain the result of an arithmetic operation (drawing a model; using a ruler)
Compiling and reading notes like: “Add two to five to get seven”; “From five, subtract two to get three” Modeling (with the help of chips) the situation of increasing (decreasing) a number by 2 Adding and subtracting the number 2: choosing a method for obtaining the result (drawing a model; using a ruler), recording actions Justification for the choice of an arithmetic operation and scheme: – = or + = , corresponding to the picture.
Distinguishing number and digit Analysis of records of the form: 3 2 = 5 and choice of sign + or –.
Introduction to the writing and composition of the number 10.
Know number 10 and be able to write it down. Know composition of the number 10. Compares numbers using a ruler scale
Modeling (using chips) the composition of the number 10. Filling the diagram with numbers: and is 10. The location of the number 10 on the ruler scale. Comparison with the number 10. Finding the missing number based on the composition of the number 10 Writing the number 10. Adding to the model of the composition of the number 10 (drawing chips) and writing the solution Arranging objects in the table Establishing a correspondence between an arithmetic operation and a set of objects in the figure Adding and subtracting numbers 1, 2 Comparison of results Orientation on the checkered part of the sheet: completing the task according to a given plan.
Values (1 h)
Introduction of the concept of “decimeter”.
Znat b the concept of decimeter.
The unit of length is decimeter. Measuring the lengths of segments in decimeters. Comparing the length of a segment with a decimeter (more (smaller) than a decimeter) Comparing the length of objects “by eye”, checking by measurement. Drawing a segment 1 dm long (along a dotted line and without it) Preparing to work with a task (working with models, writing questions, etc.) Using different methods to calculate and check results. Writing numbers. Finding an answer to a question based on a model.
Geometric concepts
Generalization of ideas about a polygon.
Have an understanding of polygons.
Makes up problems using pictures for addition and subtraction. Counts geometric shapes.
Generalization of ideas about a polygon. Distinguishing polygons (triangle, quadrangle, pentagon, etc.) Working with the set “Colored Shapes” (Appendix to the textbook): classification of geometric shapes Analysis of the sample and completing the task according to the sample: painting the corners of the figure and counting the number of corners. Determining (from the drawing) the basis of classification and continuing the classification of geometric shapes Preparation for solving problems: searching for a situation that corresponds to the entry Using different methods of calculating and checking the results Completing entries based on drawings.
Arithmetic operations (3 hours)
Consideration of the condition and question as mandatory elements of the task.
Know all components of the task.
Consideration of the condition and question as mandatory elements of the task. Adding text to the task. Search for a rule (pattern) in compiling a series of numbers, in filling out a table. Work according to a given rule. Establishing correspondence Working with models.
Establishing a sequence of educational actions to answer the question of the task.
Solving problems involving addition and subtraction.
Be able to Solve addition and subtraction problems.
Detecting a task by its basic elements. Solving a problem using an algorithm Establishing a correspondence: between a problem and its solution, written using the equality between a picture and a question for it; between an object and its height, measured in centimeters. Finding the result of addition (subtraction). Checking the correctness of the action Comparing the lengths of segments “by eye”; checking the comparison result by measurement
Solving the problem using an algorithm. Finding the length of objects.
Solving problems involving addition and subtraction. Drawing up problems based on drawings.
Be able to compose and solve problems based on drawings.
Drawing up a question in accordance with the entry Selecting a problem that corresponds to the solution scheme. Solving a problem based on a drawing Comparing numbers in different ways (using a ruler scale, based on counting) Distinguishing geometric shapes. Method for finding the number of triangles in given figure. Description of the procedure for counting triangles when drawing the second half of a figure (letter) Comparing the lengths of segments “by eye”; checking the comparison result by measurement Drawing up a record of equality according to the rule.
Number and counting. (2 hours)
Introduction to the formation of numbers from 11 to 20; reading and writing them.
Know formation of numbers from 11 to 20, be able to read and write them. Simulates numbers from 1 to 20. Be able to compose and solve a drawing problem.
The decimal composition of each of the numbers of the second ten. Addition of the entry “10 and £ is £” according to the picture) Ordering numbers, ordering entries of numerical expressions Description of the procedure for counting triangles Making up questions based on pictures with the words “how many”, “by how much”. Making notes to answer the questions “How much?”, “How much?” Planning to solve a problem
Performance practical work by measuring the lengths of objects depicted in the textbook and real objects.
An individually adapted work program in mathematics is compiled taking into account the individual characteristics of children with ASD (autism spectrum disorder) of this class. And also with the consent of parents (legal representatives) on the basis of their application, recommendations of the PMPC and on the basis of the following regulatory documents:
the federal law"On education in Russian Federation» dated December 29, 2012 No. 273-FZ.
Order of the Ministry of Education and Science of Russia dated December 19, 2014 N 1598 “On approval of the federal state educational standard for primary general education of students with disabilities” (Registered with the Ministry of Justice of Russia on February 3, 2015 N 35847).
Order of the Ministry of Education and Science of Russia dated December 19, 2014 N 1599 “On approval of the federal state educational standard for students with mental retardation (intellectual impairment)” (Registered with the Ministry of Justice of Russia on 02/03/2015 N 35850).
Resolution of the Chief State Sanitary Doctor of the Russian Federation dated July 10, 2015 N 26 "On approval of SanPiN 2.4.2.3286-15" Sanitary and epidemiological requirements for the conditions and organization of training and education in organizations carrying out educational activities according to adapted basic general education programs for students with disabilities health opportunities"
Basic educational program of primary general education MBOU Secondary School No. 4 for 2017 – 2018 academic year;
Order of the Ministry of Education and Science of the Russian Federation of September 20, 2013 N 1082 “On approval of the Regulations on the Psychological, Medical and Pedagogical Commission”
Letter of the Ministry of Education and Science of the Russian Federation dated March 11, 2016 N VK-452/07 “On the introduction of the Federal State Educational Standard for OVZ”
Letter from the Ministry of Education and Science of the Russian Federation dated August 19. 2016 No. 07 -3517 “On textbooks for students with disabilities” and is focused on working on the educational and methodological set “School of Russia”;
Concept of the Federal State Educational Standard for Students with Disabilities.
Students with ASD (autism spectrum disorder) in general education classes are trained according to option 8.2, which assumes that a student with ASD receives an education that is fully consistent in terms of final achievements by the time of completion of training with the education of students who do not have disabilities in the same period of study (grades 1 - 4). When going through topics on the subject Special attention will be given individual, differentiated teaching methods.
Mandatory in the program is systematic special and psychological-pedagogical support for the team of teachers, parents, children's team and the student himself. The main areas of special support are:
meeting the special educational needs of students with ASD; assistance in mastering the basic content of training;
development of the emotional-personal sphere and correction of its shortcomings;
development of cognitive activity and targeted formation of higher mental functions; formation of voluntary regulation of activity and behavior;
correction of oral and written speech disorders.
Psychological and pedagogical support involves:
assistance in the formation of adequate relationships between the child, teachers, classmates and other students, parents; work to prevent intrapersonal and interpersonal conflicts in the classroom and school;
maintaining an emotionally comfortable environment in the classroom;
assistance in mastering new educational material in the classroom;
ensuring the student's success in the types of activities available to him in order to prevent him from having a negative attitude towards learning and the school situation in general.
Place of the Mathematics course in the curriculum.
According to the curriculum of MBOU Secondary School No. 4 for the 2017–2018 academic year, 4 teaching hours per week are allocated for studying mathematics in grade 2.
Course results
The program builds the education of children with ASD on the basis of the principle of correctional and developmental orientation of the educational process. That is, the educational material takes into account the characteristics of children; each lesson includes tasks that ensure the perception of the educational material.
Personal, meta-subject and subject results
mastering an academic subject
2nd class
Personal results studying the subject-methodological course “Mathematics” in 2nd grade is the formation of the following skills:
Independently determine and express the simplest rules of conduct common to all people when working together and collaborating (ethical standards).
In situations of communication and cooperation proposed by the teacher, based on simple rules of behavior common to everyone, do it yourself choice of what action to take.
Meta-subject results studying the “Mathematics” course in 2nd grade are the formation of the following universal educational actions.
Regulatory UUD :
Determine the purpose of the activity in the lesson with the help of the teacher and independently.
Learn together with the teacher to discover and formulate educational problem together with the teacher. Learn to plan learning activities in the classroom.
Express your version, try to suggest a way to check it. Working according to the proposed plan, use the necessary means (textbook, simple devices and tools).
Determine the success of your assignment in dialogue with the teacher.
Cognitive UUD :
Navigate your knowledge system: understand that additional information (knowledge) is needed to solve a learning task in one step.
Make a preliminary selection of information sources to solve a learning task.
Acquire new knowledge: find the necessary information both in the textbook and in dictionaries and encyclopedias suggested by the teacher
Gain new knowledge: extract information presented in different forms(text, table, diagram, illustration, etc.).
Process the information received: observe and draw your own conclusions.
Communicative UUD :
Communicate your position to others: express your thoughts in oral and written speech (at the level of one sentence or a short text).
Listen and understand the speech of others.
Engage in conversation in class and in life.
Jointly agree on the rules of communication and behavior at school and follow them.
The objective results of studying the “Mathematics” course in 2nd grade are the formation of the following skills
Students should be able to:
use names and sequences of numbers from 1 to 100 when completing tasks;
use knowledge of tabular cases of addition of single-digit numbers and corresponding cases of subtraction within 20 when performing calculations at the skill level;
use the names and symbols of multiplication and division operations when performing arithmetic operations;
consciously follow the algorithm for performing actions in expressions with and without brackets;
use in speech the names of units of length and volume: meter, decimeter, centimeter, kilogram;
consciously follow algorithms for oral and written addition and subtraction of numbers within 100;
solve problems in 1-2 steps on addition and subtraction and simple problems:
a) revealing the meaning of the operations of addition, subtraction, multiplication and division;
b) using the concepts “increase in (by) ...”, “decrease in (by) ...”;
c) for difference and multiple comparison;
measure the length of a given segment, draw a segment of a given length;
recognize and name plane angles: right, obtuse and acute;
recognize and name flat geometric figures: triangle, quadrangle, pentagon, hexagon, polygon; select rectangles from a set of quadrangles, and squares from a set of rectangles;
find the perimeter of a polygon (triangle, quadrilateral).
Planned results of mastering the academic subject.
The use of acquired mathematical knowledge to describe and explain surrounding objects, processes, phenomena, as well as to assess their quantitative and spatial relationships.
Mastering the basics of logical and algorithmic thinking, spatial imagination and mathematical speech, the basics of counting, measuring, estimating the result and evaluating it, visually presenting data in various forms (tables, charts, diagrams), recording and executing algorithms.
Acquiring initial experience in applying mathematical knowledge to solve educational, cognitive and educational and practical problems.
Ability to perform oral and written arithmetic operations with numbers and numerical expressions, solve word problems, perform and construct algorithms and strategies in the game; explore, recognize and depict geometric shapes, work with tables, diagrams, graphs and diagrams, chains; present, analyze and interpret data.
Acquiring initial computer skills (typing text on a keyboard, working with menus, finding information on a given topic, printing it on a printer).
Personal results
The program ensures that third-graders achieve certain personal, meta-subject and subject results.
Student will learn:
A feeling of pride in one’s Motherland, the Russian people and the history of Russia.
Awareness of the role of one’s country in global development, respect for family values, caring attitude towards the environment.
Holistic perception of the surrounding world.
Developed motivation for educational activities and the personal meaning of learning, interest in acquiring and expanding knowledge and methods of action, a creative approach to completing tasks.
Reflexive self-esteem, the ability to analyze and manage one’s actions.
Cooperation skills with adults and peers.
Installation on healthy image life, the presence of motivation to creative work, to work for results.
Student will get the opportunity to form:
initial ideas about the universality of mathematical methods of knowing the world around us;
awareness of the importance of mathematical knowledge in human life when studying other school disciplines;
conscious self-control and adequate self-esteem the results of your educational activities;
interest in studying the academic subject of mathematics: quantitative and spatial relationships, dependencies between objects, processes and phenomena of the surrounding world and ways of describing them in the language of mathematics, in mastering mathematical methods for solving cognitive problems.
Meta-subject results
Regulatory UUD
Student will learn:
understand, accept and maintain various learning tasks; search for means to achieve the educational task;
find a way to solve a learning problem and perform learning activities orally and in writing, use mathematical terms, symbols and signs;
plan your actions in accordance with the assigned educational task to solve it;
carry out step-by-step control under the guidance of a teacher, and in some cases - independently;
carry out self-monitoring and self-assessment of the results of one’s educational activities in the classroom and based on the results of studying individual topics;
Student will get the opportunity learn to:
independently plan and control educational activities in accordance with the set goal; find a way to solve a learning problem;
adequately conduct a self-assessment of the results of one’s educational activities, understand the reasons for failure at one stage or another;
independently draw simple conclusions about mathematical objects and their properties;
control your actions and correlate them with the goals and actions of other participants working in pairs or in a group.
Cognitive UUD
Student will learn:
establish mathematical relationships between objects, relationships in phenomena and processes and present information in symbolic and graphic form, build models reflecting various relationships between objects;
make comparisons based on one or more characteristics and draw conclusions on this basis;
establish a pattern of objects (numbers, numerical expressions, equalities, geometric figures, etc.) and determine the missing elements in it;
carry out classification according to several proposed or independently found grounds;
draw conclusions by analogy and check these conclusions;
carry out simple generalizations and use mathematical knowledge in an expanded field of application;
understand basic interdisciplinary subject concepts: number, magnitude, geometric figure;
record mathematical relationships between objects and groups of objects in sign-symbolic form (on models);
the desire to make fuller use of one’s creative potential;
general ability to meaningfully read texts of mathematical content in accordance with the goals and objectives;
independently carry out an extensive search for the necessary information in the textbook, reference book and other sources;
carry out an advanced search for information and present information in the proposed form.
Student will get the opportunity learn to:
the ability to independently find the necessary information and use sign-symbolic means to represent it, to build models of the objects and processes being studied;
search and highlight the necessary information to complete educational and search-creative tasks.
Communicative UUD
Student will learn:
construct a speech utterance in oral form, use mathematical terminology;
understand different positions in the approach to solving an educational problem, ask questions to clarify them, clearly and reasonably express your assessments and suggestions;
take an active part in working in pairs and in groups, use dialogue skills and verbal communication tools;
take part in the discussion of mathematical facts, in the discussion of strategies for successful math game, express your position;
know and apply the rules of communication, master cooperation skills in educational activities;
control your actions when working in a group and realize the importance of timely and high-quality fulfillment of your obligations for the common cause.
Student will get the opportunity learn to:
the ability to use speech means and means of information and communication technologies when working in pairs, in a group while solving educational and cognitive problems, while participating in project activities;
coordinate your position with the position of the participants in working in a group, in pairs, recognize the possibility of the existence of different points of view, correctly defend your position;
control your actions and correlate them with the goals and actions of other participants working in pairs or in a group;
willingness to constructively resolve conflicts by taking into account the interests of the parties and cooperation.
Subject results
NUMBERS AND QUANTITIES
Studentwill learn:
compare three-digit numbers and write down the result of the comparison; arrange given numbers; replace a three-digit number with the sum of digit terms; be able to replace small units of counting with large ones and vice versa;
establish a pattern - the rule by which a number sequence is compiled (increase/decrease a number by several units, increase/decrease a number several times); continue it or restore missing numbers in it;
group numbers according to a given or independently established one or more characteristics;
read, write and compare the values of area, using the studied units of measurement of this quantity (square centimeter, square decimeter, square meter), and the relationships between them: 1 dm2 = 100 cm2, 1 m2 = 100 dm2; convert one area unit to another;
read, write and compare the values of mass using the studied units of measurement of this quantity (kilogram, gram) and the ratio between them: 1 kg = 1,000 g; convert small units of mass to larger ones, compare and order objects by mass.
Studentwill get the opportunity learn to:
classify numbers according to several bases (in more complex cases) and explain your actions;
independently choose a unit for measuring quantities such as area, mass in specific conditions and explain your choice.
ARITHMETICAL OPERATIONS
Studentwill learn:
perform table multiplication and division of numbers; perform multiplication by 1 and 0, perform division of the form: a: a, 0: a;
perform extra-table multiplication and division, including division with a remainder; check arithmetic operations: multiplication and division;
perform written addition, subtraction, multiplication and division by a single-digit number within 1,000;
calculate the value of a numeric expression containing 2–3 actions (with and without parentheses).
Studentwill get the opportunity learn to:
use the properties of arithmetic operations for ease of calculation;
calculate the value of a literal expression given the values of the letters included in it;
solve equations based on the relationship between the components and results of multiplication and division.
WORKING WITH TEXT PROBLEMS
Studentwill learn:
analyze the task, make a brief recording of the task in various forms: in a table, in a schematic drawing, in a schematic drawing;
draw up a plan for solving a problem in 2–3 steps, explain it and follow it when writing down the solution to the problem;
transform the problem into a new one, changing its condition or question;
draw up a task using a short note, according to a diagram, according to its solution;
solve problems that consider relationships: price, quantity, cost; material consumption for 1 item, number of items, total material consumption for all specified items, etc.; tasks to increase/decrease a number several times.
Studentwill get the opportunity learn to:
compare tasks based on the similarities and differences in the relationships between the objects considered in the tasks;
complete a problem with missing data with possible numbers;
find different ways to solve the same problem, compare them and choose the most rational one;
solve problems on finding the fraction of a number and a number from its fraction;
solve practical problems, including calculation problems.
SPATIAL RELATIONS. GEOMETRIC FIGURES
Studentwill learn:
designate geometric shapes with letters;
distinguish between a circle and a circle;
draw a circle of a given radius using a compass;
The student will receiveopportunity to learn:
distinguish triangles by the ratio of side lengths; by types of angles;
depict geometric shapes (segment, rectangle) on a given scale;
GEOMETRICAL QUANTITIES
Studentwill learn:
measure the length of a segment;
calculate the area of a rectangle (square) based on the given lengths of its sides;
express the area of objects in different units of area (square centimeter, square decimeter, square meter), using the relationships between them;
The student will receiveopportunity to learn:
select the most appropriate area units for a particular situation;
calculate area right triangle, building it up to a rectangle.
WORKING WITH INFORMATION
Studentwill learn:
analyze ready-made tables, use them to perform given actions, to draw conclusions;
establish the rule by which the table is compiled, fill the table according to the established rule with the missing elements;
independently draw up relationships between proportional quantities in a table;
build a chain of logical reasoning and draw conclusions.
Studentwill get the opportunity learn to:
understand statements containing logical connectives (“... and ...”, “if ..., then ...”, “everyone”, “all”, etc.), determine “true” or “false” the given statement about numbers, results of actions, geometric figures.
forms of activity
To implement an adapted work program for children with ASD in mathematics lessons, the following are used: frontal conversation, oral discussion, independent and test papers, collective methods of learning in pairs of permanent and rotating staff, in small groups, various types of checks are provided (self-test, mutual check), new pedagogical technologies are being introduced: ICT, developmental, modular and differentiated training. Various teaching methods are being introduced, such as: partially search-based, problem-based, visual. A variety of teaching tools are used: multi-level cards, tests, demonstration material, tables.
The initial mathematics course is an integrated course: it contains arithmetic, geometric and algebraic material.
The arithmetic core of the program is educational material, which, on the one hand, represents the fundamentals of mathematical science, and on the other, content selected and tested by many years of pedagogical practice, which confirmed the need for its study in primary school for the successful continuation of education.
The basis of arithmetic content is the idea of natural number and zero, arithmetic operations (addition, subtraction, multiplication and division). In mathematics lessons, younger schoolchildren will develop ideas about number as a result of counting, about the principles of formation, recording and comparison of non-negative integers. Students will learn to perform oral and written arithmetic operations with non-negative integers within a million; learn how the components and results of arithmetic operations are related to each other; learn to find the unknown component of an arithmetic operation from the known component and result of the action; learn the connections between addition and subtraction, multiplication and division; will master various techniques for checking completed calculations. Younger students will become familiar with the calculator and learn how to use it when performing some calculations, in particular when checking the results of arithmetic operations with multi-digit numbers.
The program provides familiarization with quantities (length, area, mass, capacity, time) and their measurement, with units of measurement of homogeneous quantities and the relationships between them.
An important feature of the program is the inclusion of elements of algebraic propaedeutics (expressions with letters, equations and their solutions). As many years of school practice show, such material in the initial mathematics course allows one to increase the level of generalizations being formed, promotes a deeper understanding of the relationships between the components and the result of arithmetic operations, expands the basis for the perception of the functional relationship between quantities, and ensures the readiness of graduates primary classes to further mastery of the algebraic content of the school mathematics course.
Word problems occupy a special place in the content of primary mathematics education. Working with them in this course has its own specifics and requires a more detailed consideration.
The system for selecting tasks, determining the time and sequence of introducing tasks of one type or another provide favorable conditions for comparing, comparing, contrasting tasks that are similar in one way or another, as well as for considering mutually inverse problems. With this approach, children are taught from the very beginning to analyze a problem, establishing a connection between data and what is being sought, and consciously choose the right action to solve it. The solution to some problems is based on modeling the relationships described in them between the data and the desired one.
Solving word problems is associated with the formation of a number of skills: consciously reading and analyzing the content of the problem (what is known and what is unknown, what can be learned from a given condition and what needs to be known to answer the question of the problem); simulate the situation presented in the text; see various ways solving the problem and consciously choosing the most rational ones; draw up a solution plan, justifying the choice of each arithmetic operation; write down the decision (first by actions, and then by composing an expression); make the necessary calculations; verbally give a complete answer to the question of the problem and check the correctness of its solution; create tasks yourself.
Working with word problems has a great influence on the development of children's imagination, logical thinking, and speech. Solving problems strengthens the connection between learning and life, deepens understanding of the practical significance of mathematical knowledge, awakens students' interest in mathematics and increases motivation to study it. The plot content of word problems, associated, as a rule, with the life of a family, class, school, events in the country, city or village, introduces children to different aspects surrounding reality; promotes their spiritual and moral development and education: forms a sense of pride in their homeland, respect for family values, respect for the environment, nature, and spiritual values; develops interest in activities in various clubs and sports sections; creates an attitude towards a healthy lifestyle.
When solving word problems, knowledge of basic mathematical concepts, relationships, interconnections and patterns is used and improved. Working with word problems contributes to understanding the meaning of arithmetic operations and mathematical relationships, understanding the relationship between the components and results of actions, and the conscious use of actions.
The program includes consideration of spatial relationships between objects, familiarization with various geometric shapes and geometric quantities. Students will learn to recognize and depict a point, straight and curved lines, a segment, a ray, an angle, a broken line, a polygon, and distinguish between a circle and a circle. They will master the skills of working with measuring and drawing tools (ruler, drawing square, compass). The content includes an introduction to the simplest geometric bodies: ball, cube, pyramid. The study of geometric content creates conditions for the development of children's spatial imagination and lays the foundation for the successful study of a systematic geometry course in primary school.
The program provides for the targeted formation of a set of skills to work with information. These skills are developed both in lessons and in extracurricular activities - in elective and club classes. Mastering the course content is associated not only with searching, processing, presenting new information, but also with the creation of information objects: wall newspapers, books, reference books. New information objects are created mainly as part of project activities. Project activities allow you to consolidate, expand and deepen the knowledge acquired in lessons, create conditions for the creative development of children, the formation of positive self-esteem, skills of joint activities with adults and peers, the ability to cooperate with each other, jointly plan their actions and implement plans, search and systematize necessary information.
The subject content of the program is aimed at the consistent formation and development of universal educational actions, the development of logical and algorithmic thinking, spatial imagination and mathematical speech.
Much attention in the program for children with ASD is paid to developing the skills to compare mathematical objects (numbers, numerical expressions, various quantities, geometric shapes, etc.), highlight their essential features and properties, carry out classification on this basis, analyze various problems, and model processes and situations that reflect the meaning of arithmetic operations, as well as relationships and interconnections between quantities, formulate conclusions, make generalizations, transfer mastered methods of action to changed conditions.
Knowledge and understanding of mathematical relationships and interdependencies between various objects (the relationship between the whole and the part, proportional dependencies of quantities, the relative position of objects in space, etc.), their generalization and extension to an expanded area of applications act as a means of understanding the patterns occurring in nature and in society . This stimulates the development of schoolchildren’s cognitive interest, the desire for constant expansion of knowledge, and improvement of mastered methods of action.
Studying mathematics contributes to the development of algorithmic thinking in younger schoolchildren. The program provides for the development of skills to act according to the proposed algorithm, independently draw up an action plan and follow it when solving educational and practical problems, search for the necessary information, supplement the problem being solved with it, make estimates and evaluate the reality of the expected result. The development of algorithmic thinking will serve as the basis for successfully mastering computer literacy.
In the process of mastering program material, primary schoolchildren become familiar with the language of mathematics, master some mathematical terms, learn to read mathematical text, make judgments using mathematical terms and concepts, ask questions while completing tasks, justify the correctness of the actions performed, characterize the results of their educational work and their achievements in the study of this subject.
Mastering the mathematical language, mastering algorithms for performing actions, the ability to make plans for solving various problems and predicting the result are the basis for developing the ability to reason, justify one’s point of view, and reasonably confirm or refute the truth of the assumption made. Mastering mathematical content creates conditions for increasing logical culture and improving the communicative activities of students.
The content of the program provides significant opportunities for developing skills to work in pairs or in groups. The formation of the ability to distribute roles and responsibilities, cooperate and coordinate one’s actions with the actions of classmates, evaluate one’s own actions and the actions of individual students (pairs, groups) is greatly facilitated by content related to the search and collection of information.
The program is focused on developing the skills to use acquired knowledge to independently search for new knowledge and to solve problems that arise in the process various types activities, including during the study of other school disciplines.
Mathematical knowledge and ideas about numbers, quantities,
geometric figures underlie the formation of a general picture of the world and knowledge of the laws of its development. It is this knowledge and ideas that are necessary for a holistic perception of natural objects and phenomena, numerous cultural monuments, and art treasures.
Teaching mathematics to primary schoolchildren based on this program promotes the development and improvement of basic cognitive processes (including imagination and thinking, memory and speech). Children will learn not only to independently solve assigned problems using mathematical methods, but also to describe in the language of mathematics the actions performed and their results, to plan, control and evaluate methods of action and the actions themselves, to draw conclusions and generalizations, and to prove their correctness. Mastering the course ensures the development of creative abilities, creates interest in mathematical knowledge and the need to expand it, and promotes the advancement of primary school students in understanding the world around them.
The course content has a concentric structure, reflecting the consistent expansion of the field of numbers. This structure makes it possible to observe the necessary gradualness in increasing the complexity of educational material, creates good conditions for deepening the knowledge being formed, developing skills and abilities, for increasing the degree of independence (when mastering new knowledge, making generalizations, formulating conclusions), for constantly improving universal educational activities.
The structure of the content determines the sequence of studying educational material, which ensures not only the formation of conscious and strong, in many cases, automatic calculation skills, but also a generalization of educational material accessible to younger students, understanding general principles and laws underlying the mathematical facts being studied, awareness of the connections between the phenomena under consideration. Closed time study of interrelated concepts, actions, and tasks makes it possible to juxtapose, compare, and contrast them in the educational process, to identify similarities and differences in the facts under consideration.
THEMATIC PLANNING
Table of thematic distribution of hours:
2nd grade
| Name of sections and topics | Number of hours |
||
| Program |
|||
| Numbers from 1 to 100. Numbering. | |||
| Addition and subtraction. | |||
| Multiplication and division. | |||
| Final repetition. | |||
Answers to questions from school principals about resource classes for children with autism
This document was developed by the initiative parent group of the “Inclusive Molecule” project, aimed at creating and developing resource classes for teaching children with autism in educational institutions. Parents created a closed group on Facebook, where they posted questions from school principals and then turned to experts for answers. All the questions below are real - parents heard them when they discussed with the directors of Moscow schools the possibility of opening a resource class.
Moderator and production editor of the project is Evgenia Lebedeva (candidate of psychological sciences, senior researcher at the laboratory of developmental psychology at the Institute of Psychology of the Russian Academy of Sciences and mother of children with ASD), consultants - Anastasia Kozorez, Elena Kutepova, Tatyana Medvedeva, Elena Tsyrulnikova and many other specialists interested in so that children with ASD can go to kindergarten and study at school.
The document will be gradually refined, and you can take part in its development. Send questions from your familiar school and kindergarten directors to , and we will definitely find those who can answer them meaningfully.
Dear Colleagues!
This document contains answers to questions from school principals who are approached by parent initiative groups with a request to admit children with autism to school. In international practice, schools that accept such children often organize resource classes. If a school has such a class, teaching a child with autism becomes possible and effective, and the school implements the principles of inclusive education in practice. Today there are such projects in Russia. We will be happy to expand the list of answers and are ready to accept your questions. Full version with new answers to questions will be published on the website of the Department of Education Voronezh region, on the website of the “Vykhod” Foundation and on the website of the Institute for Problems of Inclusive Education (MGPPU). Experts answered questions educational institutions, where children with ASD study, as well as representatives public organizations created by parents of children with autism. Reviewer: Institute for Problems of Inclusive Education (MGPPU).
1. What characteristics may children with autism spectrum disorder (ASD) have?
Sometimes children with ASD differ from other children so little that their features are noticeable only to specialists. But still, more often than not, the characteristics of children with ASD clearly manifest themselves when communicating with them.
The child may never look at the other person or maintain eye contact during a conversation, while not answering anything, so it seems that he does not notice that he is being addressed.
The opposite situation also happens: a child can talk about topics that interest him without stopping, without seeing that the interlocutor has lost interest in the conversation and wants to end it. Children with ASD, as a rule, do not understand the hidden motives of other people’s actions; they are almost unable to understand the irony of their interlocutor, as well as the use of words in a figurative meaning.
Most often, children with ASD have speech development, which can range from complete absence of speech to slight differences in intonation.
Some children with ASD learn to read quite early, even before they begin to speak in sentences, and voraciously read almost the entire school curriculum before they even enter school, or become so interested in some subject, such as history, that they know the school curriculum in this subject is no worse than the teacher.
But most children with autism experience uneven intellectual development: strengths often are visual perception, attention to detail, a large amount of mechanical memory. Weaknesses often include a lack of understanding of the general meaning of the text and retelling of what has been read in memorized phrases or fragmentary perception oral speech, which can, for example, make it difficult to study mathematics, because although the child can perform arithmetic operations, he cannot understand the terms of the problem.
Many children with ASD have sensory developmental differences. Some children cannot tolerate loud sounds or bright lights; smell or touch can also become a strong irritant (and, as a rule, all this does not cause any inconvenience to others). What may be perceived as odd behavior is often a child's reaction to sensory stimuli that causes him great discomfort and sometimes even pain.
Children with ASD can self-soothe with familiar stimulation. For example, when exposed to bright lights or loud music, some children may shake their hands, or jump in place, or roll the wheels of a toy car while holding it as close to their eyes as possible. The mechanisms of these actions are similar to those that we demonstrate by shaking our legs or twirling our hair around our fingers during an unpleasant conversation or a long wait.
Strange behavior in a child with ASD (as well as any strange behavior in a child without ASD) can be explained by a specialist, and through practical training with the child and his parents, such behavior can be changed.
2. Why do children with ASD need a comprehensive school? Aren't they better off in the correctional room?
Of course, the mere presence of a child with ASD in a mainstream school does not guarantee effective learning of academic skills. But the creation of special conditions (resource class, adapted program, tutor help), as well as the presence of typically developing children as role models and an environment for communication, helps a child with ASD to be more successful in mastering the school curriculum, contributes to the formation of communicative behavior, and expansion of life experience and better socialization.
After school, a child with autism will have to live in the same society as graduates of regular schools. The sooner they get to know each other, the higher the chances that understanding and interaction will develop between them. A child with autism who goes to school with normal children will have a much easier time feeling like a part of society than a graduate of a special school.
3. Why do ordinary children need to study together with children with autism? What does this give them?
Much has been written about the benefits of inclusive education for ordinary children. scientific works scientists different countries, where this practice has existed for many years. For example, it has been proven that graduates of inclusive schools have more developed communication abilities, better understand others, and demonstrate greater flexibility and creativity. In addition, working in an inclusive classroom, where special educational conditions have been created, gives teachers unique experience. A teacher who understands the complex characteristics of a child with autism will easily find an approach to the learning problems of an ordinary child, and if this is not enough, he can use the help of resource class specialists, so all children benefit. There are other benefits too.
At school, where children from an early age learn to understand each other's characteristics, an atmosphere of trust arises - and the best qualities develop: tolerance, care, kindness. And all children feel more comfortable.
4. Will a child with ASD study in a regular classroom?
For children with ASD, resource classes are created in which they prepare for learning in a regular classroom.
5. What is a resource class?
A resource class is a separate room for special classes, where students with ASD can study according to a special program designed in accordance with their individual educational needs.
Students with ASD attend part of the lessons in a resource class, and part of them with their classmates in a general education class. The resource class teacher can teach in small groups or work with the child individually.
Students in general education classes can also receive additional help from specialists in the resource class.
6. Who decides when a student with ASD is ready to be included in the regular classroom?
The decision that a child with ASD is ready to be included in a regular class is made by the resource class teacher.
Decisions about the choice of lessons that the child will attend, about increasing the amount of time spent in class, and about reducing tutor support are agreed upon with the general education class teachers. If necessary, the resource class teacher adapts educational materials to the needs of the student.
7. What problems does the resource class teacher solve? What are his responsibilities?
A resource class teacher is a leading specialist in organizing work with students with ASD at school. He must have a higher specialized pedagogical education. The optimal teacher for working in a resource class is a speech pathologist.
If the work of a resource class is based on Applied Behavior Analysis (ABA), the teacher must have additional education in this direction.
The responsibilities of the resource class teacher include:
— diagnosing the developmental characteristics of resource class students;
— conducting individual and group lessons with students attending the resource class;
— organizing work to correct unwanted behaviors in students with ASD;
— drawing up, adaptation and adjustment of educational and correctional programs and curricula;
— drawing up resource class lesson plans;
- adaptation educational materials taking into account the individual characteristics of students;
— adaptation of general education classroom curricula for students with ASD;
— training of tutors;
— consulting parents and school staff;
— monitoring the effectiveness of the educational process for students with ASD.
8. What program will a child with ASD study in?
Requirements for programs are described in the Federal State educational standard primary general education of students with ASD. At the moment, there are four educational program options for students with ASD. When drawing up a program, a resource class teacher, in collaboration with teachers of general education classes, must determine what knowledge, skills and abilities are the highest priority for of this student and in what format their assimilation will be most effective: with individual forms work, in a resource class or in a general education class, as well as what materials, methods and techniques should be used in teaching it.
Requirements for AOEP IE for students with autism spectrum disorders
8.1 Adapted basic educational program of basic general education. This option assumes that a student with ASD receives an education that is fully consistent in terms of final achievements at the time of completion of training with the education of peers without disabilities, being in their environment and during the same period of study (grades 1–4).
8.2 Adapted educational program of basic general education. This option assumes that a student with ASD receives an education comparable in final achievements to the education of peers without disabilities over an extended period of time. This option involves extended periods of study: five years (grades 1–5) for children who have received preschool education; six years (grades 1–6) - for children who have not received preschool education.
8.3 Adapted educational program for students with mental retardation. This option assumes that a student with ASD receives an education that, in terms of content and final achievements, does not correlate at the time of completion of schooling with the content and final achievements of peers with ASD, who do not have additional health limitations, over a prolonged period. This option involves extended periods of study: six years (grades 1–6).
8.4 Special individual development program. This option assumes that a student with ASD, complicated by mental retardation (moderate, severe, profound, severe and multiple developmental disorders), receives an education that, in terms of content and final achievements, does not correlate at the time of completion of schooling with the content and final achievements of peers, not with additional restrictions on health capabilities, over a prolonged period. This option involves extended periods of study: six years (grades 1–6).
9. Among school-age children with ASD there are non-verbal children. When will they speak, and what does it depend on?
There are children who will never use spoken language. But we do not always use oral speech to communicate and transmit information. We have different ways. We can gesture, write, print, draw a diagram.
For children who do not use oral speech, various alternative communication systems have been created, using which they can answer questions, express requests, talk about something interesting, and chat with friends.
The school must create conditions under which the child can use all possible means of communication, and then the lack of oral speech will not become an obstacle to studying or communicating with peers.
10. Can children with ASD pose a danger to normal children?
Aggressiveness is not distinctive feature children with ASD. However, they may become defensive in response to what they perceive as a threat or ridicule.
Sometimes a child with autism may act aggressively when trying to communicate unpleasant feelings, such as loud noises or strong smells.
It is important to remember that children who exhibit potentially dangerous behaviors are not included in the educational process in the general education classroom.
11. Children tend to repeat words and actions one after another. Will children with ASD become examples of bad behavior for other children? Are there ways to avoid this?
It is possible that other children will sometimes repeat some of the actions of their classmates with ASD. But they will not adopt and appropriate this behavior, because they have formed their own, habitual forms of behavior for emerging life situations.
If children have questions about why their classmate with ASD behaves the way he does, it is important to explain to them the reasons for this behavior and how he can be helped to learn to behave differently.
We hope you find the information on our website useful or interesting. You can support people with autism in Russia and contribute to the work of the Foundation by clicking on.
A child with autism spectrum disorder goes to school. What should parents, schools, and teachers be prepared for?
Autism is called the syndrome of the century for a reason: at the moment this diagnosis is becoming more and more common. Despite the efforts of public and medical organizations, there is still much we do not know about autism.
Our freelance correspondent Alexandra Chkanikova had a conversation with the director of the SPC PZDP named after. G. E. Sukhareva, psychotherapist of the highest qualification category Marina Aleksandrovna Bebchuk, with the director of the Federal Resource Center for organizing comprehensive support for children with autism spectrum disorder MSUPE Artur Valeryevich Khaustov, as well as with some teachers of Moscow schools.
The result is an express guide for teachers on how to organize the education of a child with autism in a public school, and what parents and teachers should prepare for.
What is autism?
Today, childhood autism is considered a general developmental disorder, that is, it is not a disease, but a severe disorder of mental development. There are several variants of autistic disorders. According to the international classification of diseases ICD-10, there are four types:
F84.0 – childhood autism (autistic disorder, infantile autism, infantile psychosis, Kanner syndrome);
F84.1 – atypical autism;
F84.2 – Rett syndrome;
F84.5 – Asperger's syndrome, autistic psychopathy.
Recently, all autistic disorders have begun to be united under the common acronym ASD - autism spectrum disorder.
The manifestations of autism are very diverse, but the most common characteristics are the inability to establish full contact with people, extreme isolation from the outside world, a weak reaction to external stimuli, a stereotypical and rather narrow range of interests. Often in literature you can find a metaphor that a person with autistic disorder lives as if under a dome, is detached from the outside world and very few people are ready to “let in” under his dome.
So, a child with ASD goes to school...
Who decides where and how to study for a child with ASD?
In fact, the decision is always made by the parents, and there are two possible scenarios. The first is if parents have managed to notice, recognize and accept the fact that their child has autism. They consulted a doctor on time, the child was diagnosed, and at the medical commission it was clarified that the child’s intelligence was preserved (intellectual impairments are the only actual obstacle). The future student was regularly observed by specialists and received the necessary psychological and pedagogical correction. Thus, by the age of seven, many of the child’s autistic symptoms have already been smoothed out and, most likely, he is ready for school as much as his disorder allows.
The second scenario is when parents do not know, do not see, and deliberately remain silent about their child’s illness. Naturally, in this case there were no commissions, consultations, no psychological and pedagogical work, and a child with an advanced disorder ends up in school, where no one was warned either. This is a more complex story for all participants: painful for the child, difficult for teachers and ultimately unpleasant for parents, since ASD is not one of those diagnoses that will go away on its own. Sooner or later, it will become clear to all participants in the educational process that the child has health problems.
In the first case, parents will listen to the advice of specialists, choosing an educational path for the child, in the second, it will be a “one-sided game” until the parents come to the realization, and then they will have to start all over again: diagnosis, correction etc.
If we are responsible parents, then...
It is best if, at the time of enrollment in school according to the main list (that is, by March-April), parents had all the documents related to the child’s developmental characteristics ready. To do this, in November-December it is worth showing the child to the PMPK - psychological-medical-pedagogical commission.
This is a permanent body whose task is a comprehensive examination of the child for the presence of a particular diagnosis, assessment of the general level of his development and recommendations on the organization of his education. The commission includes multidisciplinary specialists - speech pathologists, speech therapists, doctors (neurologists, psychiatrists). They will give the child's parents a recommendation on what form of education is suitable for him and what program the child can study in.
A kindergarten can refer a child to PMPK by providing his characteristics to the commission, or parents can enroll him on their own initiative.
Before undergoing PMPC, a child with ASD undergoes a medical examination at a medical institution. The purpose of the medical commission is to determine the diagnosis in order to then select the type of educational program that corresponds to the characteristics and intellectual level of development of the child.
It is important that the PMPC works in continuity with the medical commission. For example, at the medical commission, a child demonstrates a sufficient level of intelligence to study according to the 8.1 or 8.2 program, but at the PMPK does not cope with the tasks - then the PMPK is obliged to still recommend that he study according to the inclusive program.
Should parents tell the school that their child has ASD?
By law, no, no one obliges parents to inform the school that their child has autism. They do not have to provide any certificates - but in order for the child to get into conditions suitable for him, it is important to inform the school administration that the child is special. If parents do not promptly inform the school about the child’s difficulties, then the school will not be ready to teach a child with ASD, and this will ultimately lead to serious difficulties in organizing the educational process - both for the child himself and for the entire class.
Usually, the first meeting of representatives of the school administration with the future student and his parents occurs during the formation of the first classes, in April-May. At this moment, and without any information, it will become clear to specialists (school psychologist, speech therapist, speech pathologist) that not everything is fine with the child. Further clarifications will come during the school year (autumn), and it is unknown how many unpleasant moments will happen to the child during the educational process.
How do children with ASD learn?
Studying programs
In accordance with the Federal State Educational Standard, there are four different options for training programs for children with ASD, divided according to the degree of intellectual development of the child.
Program 8.1: It teaches children with intact intelligence. The level of their final achievements should be the same as that of their peers. Children study using regular textbooks, a regular program and a standard curriculum. The difference is that they must additionally study with a psychologist or speech therapist. During the period of adaptation to school, the child may need a tutor.
Program 8.2: children with ASD and mental retardation are taught. Their level of final achievements should also correspond to the level of their peers, but they study over a longer period of time. If the child has previously attended preschool organization and received psychological and pedagogical correction, his period of study in primary school will be five years. If he did not attend preschool, he will study for six years.
Program 8.3– this program educates children with mild to moderate intellectual disabilities. This is a borderline situation: on the one hand, such children could study in specialized schools, on the other hand, at the request of their parents, they can be enrolled in a mainstream school. The expected level of their final achievements does not correspond to the level of their peers; they study using adapted textbooks. The duration of primary school education for such children is 6 years.
Program 8.4– for children with severe intellectual delay and multiple developmental disorders. As a rule, such children have serious speech therapy problems (they do not speak at all or have serious delays in speech development). The duration of study in the program is 8.4 - 6 years, the expected level of achievement differs significantly from the level of peers, while the main emphasis is placed more on the socialization of the child than on academic success. Approximately 70% of the educational program will be aimed at the child’s mastering everyday skills and life competencies.
How can training be organized?
As for the options for organizing education for children with ASD, they can be the following:
Full inclusion. The child is educated in a regular classroom with peers.
Inclusive education using resource zone technology. The child is enrolled in a regular classroom, but when difficulties arise, he can receive individual support in a separate room - a resource area. This form is possible if a tutor is assigned to the child and if the school has a resource area - a large office where each child with developmental disabilities works individually with his or her tutor.
Correctional classes in a general education or special correctional school, or the child is studying in a special school. And here options are possible - for example, a child with autism can end up in a class where there are very different children with very different developmental disorders (integrated class). Or, if he has an intellectual disability, he may be taught in a class with children with intellectual disabilities. Or the class is fully staffed with children with ASD - in different forms and manifestations.
Individual training at home. Some children, due to their behavioral disorders, are recommended to study individually at home, but even in this situation it is worth thinking about socialization - for example, joining a class of peers at least once a week for certain subjects, for outdoor events.
Individual plan
Please note: there is no direct connection between the level of the program and the form of organization of training. It is important that the form of educational organization is selected individually, in accordance with the needs and level of socialization of the child
And further! Each child has the opportunity to create an individual syllabus. This is a special schedule for the child - where, what and at what point he will study. For example, mathematics is extremely difficult for a child with ASD, so he spends almost all the time in an inclusive class, and during mathematics lessons he goes to individual lessons with a defectologist.
The school draws up an individual plan for the child, by joint decision of specialists within the organization - class teacher, psychologist, speech therapist, subject teachers. Typically, a decision on an individual plan is made after a diagnostic period, which lasts about a month. Thus, by the end of the first quarter the child can already receive his individual plan.
Do children with ASD need special textbooks?
This is a sore point, since there is no universal textbook for children with ASD and, probably, it will be almost impossible to create one: the manifestations of this disorder are too diverse. Each child with ASD requires an individual approach.
At the moment, when teaching children with ASD using programs 8.1 or 8.2, teachers can use the curriculum for a general education school as a basis, but even in this situation, textbooks need to be adapted. If the child is studying according to the 8.3 or 8.4 program, then textbooks for children with intellectual disabilities are taken as a basis, which also need to be adapted. For example, reduce the number of exercises on one sheet, make the font larger, reduce the number of small insignificant details in the drawings, add visual support (drawings that make it easier to understand).
Typically, teachers in inclusive schools themselves adapt certain chapters of textbooks to the needs of students as best they can. But, of course, if a textbook for children with ASD ever appeared, at least an average one, it would be very valuable.
How to choose the most convenient path for your child?
There is an opinion that studying in a regular class is always better than in a correctional class. In this regard, many parents of children with ASD set themselves the goal of fighting for the opportunity to study in a fully inclusive manner.
All experts are unanimous in their opinion: before fighting, parents should calmly, slowly consider all the pros and cons of each form of educational organization - in relation specifically to their child, to their case. In particular, be sure to ask yourself the following questions:
What is more important to you – social or educational inclusion? Quite often the same form of training will not give you both. For example, in a correctional class, a child will feel like a fish in water, where everyone understands him and is lenient towards his characteristics. But, of course, in terms of education, everything is simpler and weaker here. And in a regular class he will receive more knowledge, but will feel like a stranger among his peers, which, of course, is detrimental to his socialization.
Is the game worth the candle? More precisely, is studying in a regular class worth the effort and stress? Excessive stress is simply contraindicated for children with ASD.
What exactly can your child get from a regular classroom? For example, it is possible to formulate an individual plan, according to which the child takes the basic subjects (Russian language, reading, mathematics) according to a simplified program in a correctional class or even at home, and comes to school in a regular class for those subjects that develop him physically and are related to manual labor and general development(music, technology, physical education).
And please take it as an axiom: choosing the level of inclusion and form of education is not a factor by which it is fair to evaluate your child or you as parents. You simply find the most suitable way, and do not try to prove something to someone, outwit, “achieve” the best, etc. Please assess the situation sensibly: sometimes a correctional class can give a child much more than an inclusive one.
Parents and school: rules of interaction
Can the school administration deny education to a child with ASD?
Not an easy question. On the one hand, according to the Education Law, any child with any degree of ASD with intact intelligence can study in a public school. On the other hand, not every school is able to provide such a child with everything the necessary conditions. Inclusion is a very expensive pleasure for a school, which is also not so easy to organize.
If a school cannot provide a child with ASD with all the conditions for learning, parents have two options: either find another school or insist on creating special educational conditions for their child at this school.
That is, a student with ASD is an inevitable problem for school?
If we are dealing with a negativistic scenario (when parents do not recognize the child’s characteristics) - yes, this is definitely a problem for everyone. If the parents have acquired all the necessary documents, and perhaps have registered their child as disabled, then this is a kind of opportunity for the school. Along with documents about the child’s disability, parents bring additional budget funds to the school. In a sense, it is even beneficial for a school to compete for inclusive status.
Can all schools guarantee adequate education for a child with ASD?
Of course, not all. As a rule, at the admission stage, representatives of the school administration honestly explain to parents that the school is not ready to provide the child with adequate opportunities. Then the child may be recommended a special school or given the address of the nearest inclusive school. There are such schools: they invest a lot of effort and money in maintaining their status as inclusive and resourceful. Parents of children with ASD should look for such a school: studying there will be much more beneficial for the child.
But there are few such schools: for example, in Moscow there are no more than ten of them, but those that exist really know how to work with special children. Here they are really taught, adapted, included in society.
In fact, it is quite normal that a regular school is in no hurry to accept a child with ASD. If the director, teachers, and administrators have never dealt with this phenomenon, the experience of studying in such a school is unlikely to be useful for the child. It will be more honest to objectively see your resource and understand what you can really give to a child with autism, and what you cannot yet.
It is known that many children with ASD are advised to study with a tutor - a personal assistant and mentor. Where to find a tutor for a child, should the school do this?
If, according to the conclusion of the PMPK, a child is entitled to tutor assistance in learning, then the school must provide him with tutor support. For this purpose, an additional staff unit is being introduced at the school.
There are three forms of tutor support:
The position of a tutor is in the staff list, and then the school provides you with a tutor.
You have a regular school, then the parents themselves find and invite a tutor and, most likely, they themselves find a way to pay for his services, but in this case the tutor must sign an agreement with the school.
Parents resort to the help of students undergoing practical training or volunteers. Both the school and the child’s family can find a volunteer by contacting one of the public organizations dedicated to supporting children with autism. It is important here that the person found has a sufficient level of understanding of the child.
The worst option is when one of the child’s parents is present as a tutor during lessons at school. We do not support this situation, but, unfortunately, if you cannot find a tutor, you have to resort to this measure.
What should a teacher prepare for?
So, a child with autism spectrum disorder comes to your class...
The appearance of a child with ASD in the classroom is a serious challenge for the teacher. Most likely, you will be shocked: in front of you will be a student who, for example, has not formed a learning stereotype - that is, he is not ready to sit at a desk, be quiet, listen silently, answer questions. Or he will be constantly distracted, will not be able to concentrate, his emotions are unpredictable, and often they simply cannot be easily pacified.
Let us warn you right away: without special training it will be very difficult for you. If it turns out that you did not have time to complete the training courses, be prepared that you will not succeed in everything at once. However, experts can give you some tips to help you cope more easily.
1. Collect all information– first of all, about the disorder itself. The more you know about the challenges people with ASD face, the easier it will be for you to manage your own anxiety. Ultimately, an autistic child is not so much a threat to you as someone who really needs your help. Try to take a strong position as a patient helper, rather than a victim of circumstances, and then it will be easier to integrate into new circumstances.
2. Watch your child. Although you are not his parent or tutor, to work successfully you need to know how he behaves in a given situation, what scares him, irritates him, calms him down. If the child’s parents are ready for contact, ask them, find out as much as possible about how to help yourself and your child in a difficult situation.
3. Show interest. Yes, a child with ASD is not the easiest student. In a way, his appearance challenges you: Do you love children enough to continue to do your job brilliantly? Your interest, attention, passion for the life and interests of the child is the most appropriate way of interaction.
4. Transform your learning space. You will need to structure the environment in which the child is in a special way. If for ordinary children a schedule in a diary is enough, a child with ASD simply needs to see all the important information before his eyes. Hang the schedule on the board, stick a piece of paper with tips to your desk, and indicate the direction of movement with arrows. You can only teach a child with ASD if the educational environment is predictable and safe for him.
Can a teacher without special training begin teaching a child with ASD?
It's extremely difficult. An experienced teacher with developed professional intuition is really able to quickly “feel” the situation. However, you should not force a good teacher to act by trial and error: it would be much more useful to give him all the necessary knowledge about the developmental and behavioral characteristics of children with ASD, to help him master effective techniques correction and training. For example, the teacher should always be able to understand what is happening with the child: is he excited? Scared? Should I talk to my child about this or that problem, or just show him the right picture? Should I explain something to him in detail now, or should I just take him away from the other children and let him rest peacefully in a quiet place? All these things are easier to learn if you know what to do.
The minimum possible level of training is taking short-term advanced training courses. On average, the training period is about 2 months, but significant results are achieved within 1-2 weeks of intensive work. The personality of the teacher and his life attitudes play a huge role here. The key qualities for a teacher in an inclusive classroom are patience, dedication and willingness to accept that in such a matter as teaching a child with ASD, there are no quick results. But when you wait for the results, albeit slow, you will feel that you have conquered a real pedagogical Everest.
Alexandra Chkanikova
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