Content of individual
The child and his appearance (body parts). Familiarization with the appearance, parts of the subject ( head, mouth, eyes, nose, ears, hands, feet) of the child
Family. To clarify the child’s view of family members . Learn to distinguish between members of the family of the child in the photos to call in an accessible form.
Fruits and vegetables. To clarify the views of children about fruits and vegetables. Learning to distinguish in appearance 2 types of fruits and vegetables.
Apparel and shoes. To teach children to understand the purpose of clothing and shoes. The elucidation of the sequence of actions when dressing and undressing. To understand the meaning of “put”, “take off”.
Furniture . Looking at furniture (table, chair, bed, wardrobe). To demonstrate how the use of furniture: sitting than sleeping, lie, what they eat, where they kept the toys, dishes. To understand the meaning of the words, sits, sleeps, eats, drinks.
Dishes. To acquaint the child with the appointment of dishes. Teach the child gently there, the correct use of Cutlery.
The development of fine motor skills . To develop hand-eye coordination, motor skills of hands and fingers. Learn to capture and take the items depending on their size and shape, develop coordination, coordination of movements of both hands.
The perception of color. Learn to differentiate primary colors. The perception of shape. Learn to distinguish the three-dimensional shape in the process of constructing the sample.
The perception of value. Learn to assemble pyramids (4-5 rings), dolls (3-4 comp.) etc.
The perception of spatial relations. Teach yourself to put pictures of 2 parts with simple configuration section.
To learn to understand his position in space, to Orient the body diagram. Learning to perceive spatial relationships vertically (bottom – top). Learning to perceive spatial relationships horizontally (here-there).
Tactile-motor perception. To form the coordination of hands and eyes in the perception of shape and size of objects. To develop skills in examination of the subject: feeling, trace around the outline with your finger. Learn to distinguish by touch objects dramatically different forms. The sample given visual – tactile.
The development of vibration sensitivity. Learn to perform various actions in response to vibratory stimulation. Stepping in place when feeling his hand vibration table from attacks on its lid.
THE DEVELOPMENT OF SPEECH
To examine the state of a child’s speech, identify the level of speech activity.
To draw attention to the speech, to face the speaker. Learning to imitate a substantive speech and actions of the teacher: to articulate, to reproduce the onomatopoeia in the process harping toys, action items, didactic games. To encourage speech activity of the child.
Develop fine motor skills. Learning by imitation the teacher to play a different finger positions.
THE DEVELOPMENT OF AUDITORY PERCEPTION
To attract the child’s attention to household noises: a knock at the door, the blow falling objects, the sounds of running household appliances, loud sounds, toys, etc. (with individual hearing AIDS).
To acquaint the child with the sounding toys: drum, tambourine, harmonica, flute, whistle, glockenspiel, hurdy-gurdies (to consider, to examine, to simulate the actions with them) and their sounds; to teach the child to monitor closely the game data on “tools”, listen to their sounds; to attract him to the playback sounds with hearing AIDS).
Learning to perform a specific action at the start of the sound toys: clap, stomp and terminate upon completion of the sound with hearing AIDS); the source of the sound: drum, tambourine, harmonica, flute, whistle, glockenspiel, hurdy-gurdies;
To develop a conditional motional response to sound non-speech and speech signals the gameplay and to learn to respond to them with the ever-increasing (individually) distance (without loudspeakers); the source of the sound: drum, tambourine, harmonica, flute, whistle, glockenspiel, music box, voice (slovosochetaniya type papapa, pupupu, sisisi . spoken conversational voice volume and whisper).
Learn to differentiate between auditory-visual basis, with the choice of 2 familiar onomatopoeia and laynie words. (landline amplifying equipment with individual hearing AIDS and without them).
To shape a child’s attention to the face of a talking person.
Encourage oral communication at the level of their articulatory features, to learn to Express requests and desires with your voice, reinforcing their instructions on objects with natural gestures.
Learning to imitate large and small body movements, hands, fingers, conduct exercises on the development of imitation movements of the speech apparatus.
Learning to imitate large and small movements, accompanied by the utterance of sounds.
Encourage kids to tell friends onomatopoeia and laynie conjugate words, reflected (with the movements of the speech rhythm and without them).
Develop speech breathing, to conduct games designed to develop strength and the duration of exhalation.
To encourage play in the speech is close to normal vowels a, o, u, E.
THE FORMATION OF ELEMENTARY MATHEMATICAL CONCEPTS
Value. Learning to compare objects by value in a game situation. To acquaint the child with the words “big”, “small”. Learn to match identical objects in size (in class and at home). To relate the objects in size by inserting and overlaying them on each other. Build towers and fill tab, collect the pyramid of 3-4 (4-6) rings in sequence (as per sample).
Form. Learn to distinguish between a ball and a cube, and post the form when working with didactic toys in the choice of 2. to Distinguish between three-dimensional form by imitation and instruction, “Give.” Orientation in space. Learn to navigate in the space of the room. to understand the promptings of the type: go to the toilet, go to the room.
Speech material: make, let, large, small, like this, not like this, sphere, cube, here, there, home.
1 . (L. A. special education hearing impaired preschool children with learning difficulties // Defectology. – 1993. – No. 4. – P. 43-51.
2. (L. A. The language development of hearing impaired preschool children with learning difficulties // Defectology. – 1996. – No. 4. – P. 46-58. Copyrighted material: Gavrilushkina P. O. (L. A. Dmitrieva, L. V., Sokolova N. D. Shmatko N. D.
3. (L. A. Organization of correctional and pedagogical assistance to children with hearing impairments with complex developmental disorders // Defectology. – 2006. – No. 6. – S. 42-49.
4. Igoreve M. In “Individualization of the assessment of development opportunities of children with complex disorders”. Magazine “Correctional pedagogy”,№ 4 (34), 2009. P. 15 – 20
5. Program “Education and training of hearing-impaired preschoolers with complex developmental disabilities” / Gavrilushkina P. O. (L. A. Dmitrieva, L. V., Sokolova N. D. Shmatko N. D, etc.; Under the editorship of L. A. (. – M. OMITS “Count-press”, 2003. – 128 p. (author contribution – 20%)
6. Guidelines for the programme “Education and training of hearing-impaired preschoolers with complex developmental disabilities” / Gavrilushkina P. O.
Copyrighted material: Gavrilushkina P. O. (L. A. Dmitrieva, L. V., Sokolova N. D. Shmatko N. D.
Was: teacher-defectologist Baranov Y. B.