Speech at the pedagogical council about the school psychological-medical-pedagogical consilium "interdisciplinary consolidation of specialists of the educational organization." Psycho-medical-pedagogical consilium

Appendix № 1

Psychological, medical and pedagogical council.

Consilium (PMPK) is an independent organizational form of the methodical work of the pedagogical team and the interaction of specialists united for psychological, medical and pedagogical support of pupils with developmental disabilities in OU, with a specific range of diagnostic and educational tasks. It is a systematic, with a permanent composition of participants, endowed with the right to recommend and monitor the meeting of persons involved in educational work.

Regulatory framework

Consilium carries out its activities in accordance with:

• International Convention on the Rights of the Child;
• RF Law "On Education";
• A letter of the Ministry of Defense of the Russian Federation No. 27 / 901-6 dated 03/27/2000 “On the psychological, medical and pedagogical consultation (PMS) of an educational institution;
• The Charter of MADOU number 25;
• The agreement between PMPK and the territorial psychological, medical and pedagogical council;
• The contract between the DOE and the parents (legal representatives).

PMPK is created on the basis of the pre-school educational institution by the order of the head of the educational institution in the presence of relevant specialists.

The Consilium carries out its activities in cooperation with the medical, speech therapy and psychological services of the DOE, the pedagogical council of the DOU and all the links of the educational process.

The main activities of the PMPK.

The Consilium meets to make a pedagogical diagnosis and work out a collective decision on the measures of pedagogical influence;

Consults parents, educators, and preschool education specialists on prevention, treatment, as well as organizing help and pedagogical support for children with special needs;

Prepares documents for TPMKK in the case of an unclear diagnosis or in the absence of positive dynamics in the development and upbringing of the child.

The diagnostic function of the council includes the development of a project of pedagogical correction in the form of a series of educational measures recommended by educators, parents, teachers (Recommendations), and a program of individual correctional work with a child. The main activities of the consultation are:

Formation in pupils of an adequate assessment of pedagogical phenomena in general and the problems of children;

Complex effects on the child’s personality;

Consultative assistance in issues of correctional and developmental education and training;

Social protection of the child in cases of unfavorable living conditions under stressful circumstances;

Protection and strengthening of somatic and psychological health, preventive treatment and physical hardening in accordance with the individual needs and abilities of the child.

  Tasks of the consultation:

1. In the work of the consultation, it is not so much the qualification of the child’s condition that is important, the main thing is to determine the main directions, forms and terms of the correctional-developmental process.

2. The tasks of the consultation include:

Organizing and conducting a comprehensive study of the child's personality using diagnostic methods of psychological, pedagogical, clinical examination;

Detection and early diagnosis of developmental disorders and (or) state of decompensation;

Identify the level and characteristics of the development of cognitive activity, memory, attention, performance, emotional and personal maturity, the level of speech development of pupils;

Identify the child’s reserve capacity, develop recommendations for caregivers and other professionals to ensure an individual approach in the process of education and training;

Determination of the nature, duration and effectiveness of special (correctional) assistance within the framework of the opportunities available in the DOW;

The choice of differentiated pedagogical conditions necessary for the correction of developmental deficiencies and for the organization of the correctional-developmental process;

Selection of educational programs that are optimal for the development of a child, corresponding to his readiness to learn, depending on his health, individual characteristics of his development, and adaptability to the immediate environment;

Ensuring the general correctional orientation of the educational process, which involves the activation of children's cognitive activity, the level of their mental and speech development, the normalization of activity, the correction of deficiencies in emotional and personal development;

Approval and coordination of work plans of various specialists, development of a single work plan for the DOE;

Identification of ways to integrate children into groups working on basic educational programs, with a positive dynamic and compensation for developmental deficiencies;

Prevention of physical, intellectual and psychological overloads, emotional breakdowns, the organization of medical and recreational activities;

Preparation and maintenance of documentation reflecting the current development of the child, the dynamics of his condition, the level of his educational success, a detailed conclusion on the state of development and health of pupils for presentation in psychological, medical and pedagogical advice.

Organization of the work of the Consulium and documentation

1. Examination of the child by the PMSP specialists is carried out on the initiative of the parents (legal representatives) or the staff of the DOW with the consent of the parents (legal representatives) on the basis of the Agreement between the DOE and the parents (legal representatives) of the pupils.

2. Sessions of the council are divided into scheduled (at least once a quarter) and unscheduled and held under the guidance of the chairman. The frequency of meetings of the MPSP is determined by the actual DOE request for a comprehensive consideration of the problems of children with developmental disabilities.

The meeting of specialists of the VIPC can also be called urgently due to urgent need.

Discussion of the results of dynamic observation and remedial work is carried out by the specialists of the PMPK at least once a quarter.

3. The organization of meetings is carried out in two stages. At the first, preparatory stage, the collection of preliminary diagnostic data is carried out, which must be clarified and differentiated at the meeting.

At the second, mainly, stage, a meeting of the consultation is held, to which the child and his parents are invited.

4. For the period of preparation of the MPSP meeting and the subsequent implementation of the recommendations, a leading specialist is appointed: an educator or other specialist conducting remedial developmental training or leading special (remedial) work.

The lead specialist monitors the developmental dynamics of the child and the effectiveness of the assistance provided to him, comes out with the initiative of repeated discussions at the PMSP.

5. According to the data of the examination, each specialist who participated in the examination and correctional work with the child makes a conclusion on the child, recommendations (medical, psychological, speech therapy, pedagogical), which are provided to the Consilium meetings.

6. The procedural scheme of the meeting includes the following:

Organizing time;

Hearing of characteristics, Representations (Conclusions) of specialists, their addition on the part of a leading specialist, nurse, other members of the Consilium;

Interview with parents (legal representatives);

Interview with the child;

Statement of pedagogical diagnosis;

Exchange of views and suggestions for the correction of development;

Choosing the best educational programs for this child;

Development of the program of individual correctional work with the child.

7. The results of the survey and dynamic observation are recorded by a defectologist (psychologist) in the Protocol of the primary examination of the child.

8. Collegial Conclusion of the specialists of the PMPK contains a generalized description of the structure of the child's psychophysical development (without specifying the diagnosis) and the Special Corrective Assistance Program summarizing the recommendations of the specialists; signed by the chairman and all members of the PMPK.

9. The protocol of the primary examination, the conclusions and recommendations of the specialists, the collegial Conclusion and the Special Correctional Assistance Program is an integral part of the Journal of Comprehensive Dynamic Observation of the Child (conducted by a psychologist, speech therapist, member of the VIPC).

Priority corrective tasks and the choice of ways to solve them are also recorded in the Journal of Comprehensive Dynamic Observation of a Child.

11. Changes in the conditions for obtaining education (within the framework of the opportunities available in the pre-school) are carried out according to the Opinion of the TSPPK, PMSP and the application of parents.

12. If there are no conditions in DOW that are adequate to the individual characteristics of the child, as well as, if necessary, in-depth diagnostics, PMPK experts recommend parents to apply to the Territorial Psychological, Medical and Pedagogical Commission (TPMTK) to resolve conflict and controversial issues.

13. When the child is sent to the TSPMK, a copy of the collegial Conclusion of the PMSP is issued to the parents, copies of the Conclusions of the specialists are sent only with the accompanying representative of the PPSC.

To other institutions or organizations a copy of the Conclusions of specialists and a copy of the collegial Conclusion of the MPSP can be sent only upon official request.

The composition of the consultation

1. By the order of the head of the kindergarten, the following members of the Consilium are entered into:

Head (Chairman of the Council)

Art. educator (may be the chairman of the Consilium);

teacher speech therapist;

educational psychologist;

art. nurse;

tutors of compensating groups;

invited experts.

2. The composition of the Consilium is quite flexible, it includes permanent and temporary members. Permanent members of the Consilium are present at each meeting, participate in its preparation, the subsequent control over the implementation of the recommendations. The functions of the Consilium specialists include the prevention of psycho-physiological overloads, emotional breakdowns, the creation of a climate of psychological comfort for all participants in the pedagogical process.

3. The head of the Consilium provides general management of the correctional and pedagogical work of the collective, continuity in the work of specialists, educators, parents, and the school; organizes a review and systematic discussion of the effectiveness of the work of the Consilium. The chairperson of the program will inform parents and specialists of the need to discuss the problem of the child and will organize the preparation and conduct of the meeting. The manager is responsible for the general issues of organizing meetings; ensures their systematic nature, forms the composition of the members of the Council for the next meeting, the composition of children and parents invited to the meetings, he also coordinates the relations of the Council with other parts of the educational process; organizes control over the implementation of the recommendations of the Consilium; may direct meetings of the Consilium.

4. Examination of the child is carried out by each specialist of the program on individual basis, taking into account the real age-related psychophysical load of the child.

5. The nurse informs about the child’s health, his / her abilities; upon the recommendation of the Consilium, ensures its referral for consultation to specialists. During the Consilium gives recommendations on the mode of life of the child.

6. The duties of the speech therapist teacher include informing the specialists of the Consilium about the peculiarities of the pupil’s speech development, developing programs for frontal correctional and developmental work; Consilium documentation; Journal of comprehensive dynamic observation of the child.

7. The duties of a psychologist include an in-depth study of the peculiarities of the intellectual development of children, personal and behavioral reactions, the provision of methodological assistance to specialists and educators in assessing the intellectual development of a child, the basic qualities of his personality, revealing problems of self-esteem, motivation, characteristics of cognitive and other interests, and emotional sphere; to build a joint Program of Action aimed at the development of certain qualities or the elimination of the identified difficulties and development gaps.

8. Consulting specialists are invited, as necessary, for direct observation of children and assistance in making the right decision.

9. The teacher gives the child a characteristic, formulates in a generalized form the meaning of difficulties in his upbringing and education, actively participates in the interview with the parents and the pupil himself; prepares a program of frontal correctional and developmental work with his group; planning individual work with pupils.

The interaction of TSPMK and PMPK

1. TPMPK of the city of Berdsk is the head of the PPMP of educational institutions existing in the city, and carries out its activities on the basis of an agreement with the founder.

2. The constituent documents are: the order of the founder on its creation, as well as the Regulations on the TSPMK approved by the founder.

3. TPMPK controls and provides methodological support for special (correctional) classes and groups in educational institutions for in-depth examination of children, dynamic differential diagnosis, testing of new methods of examination and training, etc.

4. PMPK educational institution:

Created by order of the head of the educational institution; The general management of the program is assigned to the head of the educational institution or his deputy;

They are one of the forms of interaction between specialists of an educational institution, united for psychological, medical and pedagogical support of pupils with developmental disabilities and / or states of decompensation;

Provide diagnostic and correctional psychological, medical and pedagogical support for pupils with developmental disabilities and / or states of decompensation, based on the real possibilities of the educational institution and in accordance with special educational needs, age and individual characteristics, the state of somatic and neuropsychic health of the pupils;

Held at intervals of at least once a quarter.

5. In the absence of conditions in this educational institution that are adequate to the individual characteristics of the child, as well as, if necessary, in-depth diagnostics and / or resolution of conflicting and controversial issues, the PMSC experts recommend parents (legal representatives) to contact the territorial psychological-medical-pedagogical commission (TPMPK).

O.V. Kryuchkova

FGBUU "School number 10"

G. Ryazan

INTERDISCIPLINARY CONSOLIDATION OF SPECIALISTS OF EDUCATIONAL ORGANIZATION FOR CHILDREN WITH THP

WITHIN THE FRAMEWORK OF THE SCHOOL PSYCHOLOGICAL AND MEDICAL AND PEDAGOGICAL CONSILIUM

Interdisciplinarity - borrowing and flowing approaches and methods of various disciplines.

Consolidation   (from con - together, solido - strengthen ) - strengthening something, uniting, rallying individuals, groups, organizations to strengthen the struggle for common goals.

At present, there is an increase in the number of children in need of comprehensive assistance among students in general education. This determines the need to consolidate the efforts of specialists of different profiles.

The category of children with severe speech disorders (hereinafter TNP), due to the different etiology of the disorders, as well as their severity - from mild and quickly avoidable conditions to persistent deviations requiring the creation of special conditions - dictates the need to provide educational services and special support for specialists of different profiles. Our school has special conditions for children with THP. The program of remedial work is a component of the adapted basic general educational program (AOOP) of school No. 10 in accordance with the federal state educational standard (hereinafter Standard) and is aimed at ensuring the correction of deficiencies in the physical and / or mental development of children with THP, assisting children of this category in mastering this program.

According to the Standard, one of the main mechanisms for the implementation of remedial work is the optimally built-up interaction of specialists in various fields, providing system support for children with disabilities.

Despite the specially created conditions in our school,  there is an increase in the number of children in need of additional comprehensive assistance

Thus, for pupils who need additional complex assistance, it is necessary to unite and rally the specialists of different types of general educational organizations in order to strengthen the struggle for common goals, i.e. an integrated approach is required, integrated work based on the principle of interdisciplinary interaction between a team of like-minded people within the service of children. In our school there is such a service - it is a school psychological, medical and pedagogical council (hereinafter referred to as SHPMPk). It includes a pedagogical psychologist, a primary school teacher, a speech therapist, a teacher of Russian language and literature, a mathematics teacher, a pediatrician, and a social pedagogue.

The main purpose of SHPMPk - creation of a complete system that provides optimal pedagogical conditions for children with learning difficulties in accordance with their age and individual characteristics, the level of current development, the state of somatic and neuropsychic health.

Fundamental to the work of SHPMPk are the principles:

- respect for the personality and reliance on the positive qualities of the child: interviews with students during meetings are aimed at recognizing to the same extent both developmental deficiencies and the positive potential of the child;

- maximum pedagogization of diagnostics, which determines the priority of pedagogical tasks of the school and suggests that the meaning of the consultation is in the integration of psychological and pedagogical knowledge. Each identified feature of development should be consistently understood from the point of view of trends in the immediate development and, with this in mind, transformed into a specific educational measure;

- closeness of information implying strict adherence to ethical principles by the participants Concretization and detection of contradictions of developmental difficulties should not lead to a decrease in the student's self-esteem, and deepen the problems of relationships with peers and teachers. Strictly must be kept the secret of psychological, medical and pedagogical diagnosis. Information about mental pathology, unfavorable status in the team and other data, the disclosure of which may harm the child, are not subject to public discussion outside the meeting.

Tasks of the psychological-medical-pedagogical consultation:

1. Timely identification and comprehensive examination of children with deviations in physical, intellectual and emotional development, difficulties in learning and school adaptation in order to organize development and training in accordance with their individual capabilities.

2. Identification of the child’s reserve capabilities, developing recommendations for the teacher to ensure a reasonable differentiated approach in the process of remedial education and training.

3. Choosing the best curriculum for the child.

3.1. In the absence of positive developmental dynamics within one year, the question of re-passing the program of this class or choosing the appropriate type of training.

3.2. With positive dynamics and compensation of deficiencies, the definition of ways to integrate children into relevant schools working on the basic general education programs.

3.4. The adoption of a collegial decision on the choice of optimal methods of training and education of the student.

3.5. Prevention of physical, intellectual and emotional overloads and disruptions, the organization of therapeutic and recreational activities.

3.6. Development of a plan for joint psychological, medical and pedagogical activities in order to correct the educational process.

3.7. Consultations in solving complex, conflict situations.

Organization of school psychological, medical and pedagogical consultation:

1. SHPMPk created in the educational organization by order of the director.

2. Meetings SHPMPk held as needed and availability of diagnostic and analytical materials necessary to solve a specific psychological, medical and educational problems.  The meeting of the Council may be convened by its leader on an emergency basis.

3. The organization of meetings is carried out in two stages:

- preparatory:   collection, synthesis of diagnostic, analytical data, the formation of preliminary findings and recommendations;

- main:   discussion of analytical data and preliminary findings, development of collective recommendations.

4. The admission of schoolchildren at the School is carried out both on the initiative of parents (legal representatives) and on the initiative of a teacher, a pedagogical psychologist. In the case of the initiative of the school staff, the written consent of the parents (legal representatives) to examine the child and the presence of the parent (legal representative) is obtained.

5. On the basis of the obtained data, a protocol and recommendations are drawn up collectively on the conditions and type of correctional and developmental training and education of the child, taking into account his individual capabilities and characteristics.

6. In the absencethe dynamics of the development of the child SHPMPk sends him to the specialists of the regional psychological, medical and pedagogical commission (hereinafter PMPK) or medical institution on the profile, which provides the following documents:

Psycho-medical-pedagogical characteristics of the child;

Written work on the Russian language, mathematics, drawings and other types of independent work of the child;

Application for examination of the regional PMPK of parents (legal representatives).

Thus, the school psychological-medical-pedagogical consilium represents a holistic system of work of specialists of an educational organization based on the principles of interdisciplinary interaction and aimed at providing comprehensive assistance to students with difficulties of adaptation, training, education, development and socialization of children with THP.

Consilium is a small in number meeting of people responsible for the successful learning and development of the child in school..

Mandatory members  Consulium are psychologist, head teacher and class teachers (in elementary school - the main teachers). Extremely desirable is the presence on the consilium. school doctor  - doctor or nurse.

The psychologist brings to the consultation the results of his diagnostic activities - observations, expert interviews of teachers and parents, and examinations of the students themselves. At the same time, it is not the primary data themselves that are to be discussed at the consultation, but certain analytical generalized materials.

These materials contain information about the child or his family.

firstly, presented in a form that does not violate the right to confidentiality ,

secondly formulated accessible and understandable to the teacher and the medical language .

.By form   psychological data on a consultation can be attachment   to the protocol of psychological examination, filled by a psychologist on the eve of the consultation.

The protocol itself records the results of all surveys both in the primary numerical form and in the form of some qualitative level indicator. In the application form  to the protocol data can be summarized as follows way:

1. Given the description psychological characteristics of learning, behavior and well-being   student during the collection of information. The description is given in a free form, but based on the content of the psychological and pedagogical status of the student. More precisely, those of its components, which were investigated by a psychologist.

2. Named those areas of the mental life of a child or teenager, in which certain disturbances or deviations from the age, mental or social norm   and specific manifestations of these disorders are described.. These are such phenomena as mental decline in relation to the age norm, mental disorders, manifested in personal accentuation or deviations in behavior, antisocial manifestations, etc.. Where possible and necessary, the reasons   existing violations. 3. Those areas of the student’s mental life are characterized, whose development is characterized pronounced individual features   and their real manifestations are described. 4. Adequate from the point of view of the psychologist maintenance forms.

When presenting at a consultation of a specific child, a psychologist can also rely on the initial data of the protocol; however, other participants of the consultation will be provided with texts of applications for familiarization and work.

We give as an example  one of the possible variants of the text of such an application.

F. I. O. student  Nikolay K., Grade 1 "A"

Exam Date  February 1996

Inclusion of several individual meetings in the correctional development group of the PFMR aimed at alleviating the fear of learning activities, developing a program of pedagogical assistance, advising parents on the child’s intellectual development.

In general, the whole information, which prepares for the consultation psychologist, maybe divided into two groups:

1-information about specific schoolchildren

2- generalized information by class or parallel. It is a summary table of indicators studied in this psychodiagnostic minimum. At a consultation, a psychologist talks about the general trends in the condition of schoolchildren, which he found when analyzing these tables.

Information provided on consultation teacher and physician. The class teacher, based on the results of his own observations and conversations with subject teachers, gives a pedagogical description of the learning activities and behavior of specific students and classes in general. The information provided should relate, firstly, to the difficulties experienced by the student in various pedagogical situations, and, secondly, to the characteristics and individual features of his learning, communication and well-being. Characteristics of the student can be made up of the following indicators:

Qualitative characteristics of educational activities: Difficulties and peculiarities when preparing homework Difficulties and peculiarities, manifested in oral and written answers at the lesson, features of answers at the blackboard Difficulties and peculiarities arising during the performance of creative tasks and routine labor-intensive work Difficulties in the process of mastering a new material or repeating the traversed The types of tasks or educational material that cause the greatest difficulties The alleged causes of the described difficulties and features. Quantitative indicators of educational activity: Performance in major subjects Alleged causes of poor or uneven performance Indicators of behavior and communication in learning situations: Description and evaluation of behavior in terms of learning activity and interest Description and evaluation of behavior in terms of compliance with generally accepted rules Individual features and difficulties arising in the process of communication with teachers and peers Indicators of the emotional state in educational situations: Description of the "typical" for the student emotional state in the classroom Description of situations that cause a student various emotional difficulties (crying, irritation, aggression, fear, etc.)

Giving a characteristic to a particular schoolchild, the class teacher and teacher stops, naturally, only on those indicators that contain information that is important for the work of the council.

The survey of subject teachers and the preparation of pedagogical characteristics is carried out directly by the class teacher with organizational and administrative support.

The participation of a medical professional at a consultation is highly desirable. But if it is difficult to organize technically, the participants in the consultation should necessarily have certain information about the state of health and physical features of schoolchildren. There are three main indicators:

:

Compliance of physical development age norms

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

Physical Portability (Based on Physical Education Teacher Data)

:

Presence of diseases and injuries that may affect the development of a child

Risk factors for major functional systems, the presence of chronic diseases

.

Information about the child is provided on those items characteristics, which contain important to accompany the data.

The main stages of the consultation and their content .

Preparation of the consultation is carried out by each participant separately.

-Psychologistprocesses the data of psychological minimum and in-depth diagnosis, prepares applications for individual students and information on the class as a whole. Its task is also to determine which students need to be discussed separately, devoting a lot of time to this, and which children, being psychologically well, will not be the subject of a separate discussion at the consultation (or it takes a little time to develop their support).

-Teacher(the class teacher in the middle and senior parallels) collects and processes information from subject teachers, systematizes their own observations.

-School doctorreads medical records, if necessary, receives additional information from parents or from the clinic, also prepares extracts for discussion at a consultation. The teacher and the physician also, according to their information, single out children who need serious discussion at a council.

-  Head teachercollects information about students for whom there is an individual discussion, and develops a consultation scheme. On average, it is necessary to hold three or four meetings to discuss data on one parallel.

When planning work, the head teacher first of all takes time

1. to discuss the strategy of accompanying those students who, according to a psychologist, teacher, doctor or all of them together most "problem"»,

2. then - on the discussion of information on students with partial problems,

3. at the end, strategies for developmental support for “psychologically prosperous” schoolchildren are developed.

4. At the end of its work, the council discusses the situation in parallel as a whole and makes certain recommendations for class teachers and the school administration.

The functions of the head teacher at the preparation stage may also include the preparation of the necessary documentation - forms of the consultation protocols.

Consulium meetings are held on a certain fixed day, once or twice a week. The leader of the consultation is the head teacher or psychologist.  The moderator establishes the order of discussion, monitors compliance with the rules of discussion.

Consulium participants can also be a social worker and a social teacher.

As noted above, the work of the psychological-pedagogical consultation based on the results of a certain parallel survey begins with a discussion of the most difficult cases.

Consulium working procedure   in the framework of the discussion of one case.

1. First of all carried out information exchange  between its members. The order of presentation of information does not matter. Speech at this stage of the work is about “assembling a holistic portrait” of a schoolboy (A. L. Wenger). The participants in the consultation are given the opportunity to see their student in all the diversity of his school behavior, as well as to understand the causes of his problems, no longer being limited by his professional school tasks.

2. The second problem to be solved at a consultation during the discussion of a specific case is - maintenance strategy development  given student.

The activity of the council in relation to a particular child is to respond to several successive of questions:

What is the psychological, pedagogical and medical status of the student at the time of the survey?

What features and problems characterized the development of the student as a whole at the time of the survey?

In what forms and in what time will a psychologist, a school physician and a class teacher take part, accompanied by a student?

Are there any plans for the content of the advisory work of the participants in the consultation with the teaching staff or individual teachers, parents of the student and the school administration?

Whether and what social dispatching activity is supposed?

3. Answers to all the above questions implies the establishment of deadlines  performance of this or that work, concrete responsible and forms of control.

4. The work of the consultation with an individual case ends with filling out the final document  - Conclusions of the consultation in which the short description of the answers to the main questions above are found.

5. The next stage of work is analysis of data on parallels in general and development of appropriate recommendations.

6. So, the consilium ends distribution of dutiesbetween the participants of the consultation on the maintenance of the accompanying and advisory work, with an indication of the approximate deadlines.

We present a possible form of such a conclusion.

F. I. O. student, age and class

Psycho-medical-pedagogical status at the time of the survey:

Current status:

(description)

Date of completion:

Signatures of participants:

We will use the specific case that we have already cited as an example in this section, and we will show how to work with it within the framework of the consultation.

Let us list the data provided by the psychologist:

F. I. O. student: Nikolai K., Grade 1 "A"

Exam Date: February 1995

The phenomenon of development at the time of the survey:

The boy has problems with the assimilation of educational material. The arbitrariness of intellectual activity is poorly developed: it is difficult to keep and fulfill the conditions of the training task, it is often distracted and quickly, at the level of the rest of the class, an internal plan of action is not formed: it does not cope well with tasks performed without reliance on the sample. Working, learning motivation is quite high. Relations with classmates are friendly, with teachers in communication almost does not enter: it looks shy, timid. Anxiety is high, self-esteem is not sustainable.

The presence of deviations or impaired development:

Identified certain violations in the intellectual sphere associated with low arbitrary regulation of mental activity, low awareness and insufficient knowledge and ideas (“pedagogical delay”). The reasons are partial violations of intellectual development (compensated) at an early age, lack of socio-pedagogical conditions for development: from 3 to 7 years old I was in kindergarten on a five-day day, living with my grandmother (currently living with his parents).

Features of mental development identified in the survey:

High personal and situational anxiety: severely experiencing educational failures, worried about grades. It responds to an alarming situation by withdrawing into itself.

Possible forms of support:

Inclusion in the correctional-development group after several individual meetings aimed at alleviating the fear of learning activities, developing a program of pedagogical assistance, advising parents on the child’s intellectual development.

Teacher  based on his own observations and conversations with subject teachers, he provided the following information:

Qualitative characteristics of educational activities:

When doing homework and in the process of class work, difficulties arise in understanding the educational material: in mathematics, in writing down the conditions and formulating the questions of the problem, in Russian, in applying the rules, finding errors in one's own texts. Homework done with a large number of small errors.

Written work performs better than oral: it is difficult with the wording of his thoughts. Creative tasks are performed worse than routine ones, while performing simple tasks can be very diligent and able-bodied.

The greatest difficulties arise when performing tasks that require logic, advanced speech and creativity.

The alleged causes of the described difficulties and peculiarities: they do not deal with the boy at home, the only form of assistance is punishment for poor grades.

Quantitative indicators of educational activity:

Performance in the main subjects: mathematics - 3, Russian - 3, reading - 3, work - 5, drawing - 4.

Indicators of behavior and communication in learning situations:

Activity on the lesson practically does not show, with interest relates to the developing game exercises, even if it does not cope with them, diligently performs technical work in the classroom.

Discipline in class rarely violates.

Very timid in dealing with teachers: practically does not handle questions, speaks in a whisper, looks away. Often does not answer questions. Relations with the guys are good: at recess, playing with everyone, but never leading, submitting to the decisions of others.

Indicators of the emotional state in educational situations:

In the lesson, often scattered, looking away, but can quickly get involved in the work after the remark. By the end of the lesson is often clearly tired, stops working.

In response to comments, it is most often silent, shrinking, sometimes tears appear or fists shrink.

Medical information about the boy:

The physical condition of the child at the time of the consultation:

The development corresponds to the age norm, in physical education is engaged in the main group, physical loads are well tolerated

Risk factors for developmental disorders:

Birth injury, encephalopathy in infancy, chronic pharyngitis.

The incidence rate for the last year.

Practically not sick.

Following the discussion, the following information and decisions are recorded in the protocol:

:

Current state: Poorly assimilates educational material, absent-minded, inattentive, special difficulty is caused by tasks that require logical comprehension, creative imagination. The boy has poorly developed oral and written speech, the emotional state is not stable, anxious. Public response situations are alarming.

He tries not to enter into communication with teachers, communication skills with adults are poorly developed. Educated, neat.

: there are certain violations in the cognitive sphere (low arbitrariness, lack of formation of the internal plan of training activities, formation of logical operations within the framework of the requirements of the first class program), which can be compensated for in organizing special work. The boy "pedagogically launched" due to the lack of due attention to his development in the family.

Consulium participant		Dates
School psychologist	Inclusion in the correctional group of first-graders with behavioral difficulties. Individual lessons aimed at the development of the cognitive sphere
	Development and implementation of an assistance strategy: the organization of special additional classes, the creation of favorable conditions for the boy’s work during the lesson: a benevolent atmosphere, a temporary reduction in training requirements, the preferential use of written interviews or oral answers outside the lesson.
	Providing methodological assistance to the teacher in the organization of pedagogical work

Consulium participant		Dates
School psychologist	Informing teachers about the features and problems of the child in group counseling, assistance in developing strategies for pedagogical assistance and support Individual consultation with the family (the first meeting can be held together with the teacher)
	Individual family counseling
	Providing methodological assistance to subject teachers in organizing work with a child

With such detail in the framework of the consultation, it is possible to consider the strategy of accompanying all children only in a small school. Unfortunately, a detailed discussion can only be held for children experiencing pronounced learning and development problems. The time allotted for discussing the concept of supporting “psychologically prosperous” schoolchildren is insignificant. Very often, work with them is planned not individually, but for the group as a whole, and in the protocols only those features are recorded that should be paid attention to by the teachers. These features are reported to teachers during a group consultation. In this case, only the first part of the conclusion concerning the school portrait is filled out personally for the child.

For example: Alexey K., born in 1983, 8 “A”:

Psychological, medical and pedagogical status at the time of the survey:

Current state: “Psychologically prosperous”

The presence of deviations and features of development: very slow in doing almost any job, but it does it qualitatively; The new educational material learns more slowly than most classmates, but the knowledge it acquires is durable and systematized. Attempts to hurry him in his work do not lead to an acceleration of the pace, but may cause protest

In addition to such “shortened” versions of the protocol, a separate sheet can be filled in, which fixes the content and directions of psychological, medical and pedagogical work with children who do not have expressed problems of education, upbringing and mental well-being.

For example, in parallel 10 classes.