PMPK system documentation content of work. PMPK: a new look. principles of the PMPC. its main tasks and functions

Of course, the psychological history does not in the least exempt from the need to collect classical information about the child’s diseases carried out by the doctor (medical part of the history). However, the psychological history is peculiar, it is important for constructing a general hypothesis for examination and for making a psychological diagnosis. Based on the results of an in-depth examination, the psychologist draws up a detailed conclusion.

The first stage ends with drafting individualconclusions by all experts of the consultation.

In accordance with the principle individual peer reviewafter conducting the examinations, experts hold a collegial discussion of the results. This discussion can be regarded as second stageconsilium activity. A collective discussion of the results of the survey allows us to develop a unified idea of \u200b\u200bthe nature and characteristics of the development of the child, to determine the general prognosis of his further development and com-

le ks necessary developmental and corrective measures-

The final part of the second stage of the psychologist’s work

the advisory board is involved in the development of a solution 0 to determine the educational route in accordance with the characteristics and capabilities of the child, as well as determine the necessary psychological correctional and developmental programs. It also discusses the coordination and coordination of the subsequent interaction of specialists with each other. If necessary, the sequence of inclusion of various specialists in the work is determined

with baby.

The basic principle of the team of specialists at this stage is the principle of multidisciplinarityput forward in 1968 by leading domestic psychologists A.N. Leontiev, A.R. Luria, A.A. Smirnov.

A characteristic feature of the psychologist's activity in modern conditions is that his work cannot proceed in isolation from the work of other specialists (and not only the teacher). Now in most educational institutions (and in the system of special education - without fail), such specialists as a speech therapist, social teacher, medical specialists (neurologist, psychiatrist, pediatrician), and health protection specialists appear. So far their work, as a rule, is not coordinated enough, each of them first of all takes care of the most complete implementation of their scope of work, often regardless of what the others do. Is such help effective? How should joint work be organized and its effective distribution? An interdisciplinary approach solves these problems.

The task of a psychologist - to combine his efforts with the efforts of a speech therapist, a defectologist, a doctor, and to organize a single harmonious team - requires special psychotherapeutic skills from him, the ability to create a psychotherapeutic atmosphere in the work of the consultation. This aspect of the psychologist’s activities in the multidisciplinary team is not yet sufficiently developed and requires additional research.

Often the question arises as to whether the presence of the Child or his parents (persons replacing them) is necessary on such

Discussion. Our experience shows that if a collegial discussion of a child takes place immediately after being followed by all specialists (within 3-5 days after the last examination, or even immediately after the final examination by any specialist), don’t invite parents to the discussion, and to provide the results in the form of a clear conclusion for them and explain at the consultation all points of interest or incomprehensibility to them. As a rule, this consultation is carried out either by the head of the consultation or by a psychologist. It should be remembered that each specialist is obliged to pro-consult parents according to the results of their examination and give their own clear and understandable recommendations on the development and upbringing of the child. In the same way, from our point of view, each specialist is obliged in an accessible form to provide parents with information on forecast for further developmentchild, the alleged dynamics of his condition. Moreover, parents should be provided with information (of course, in a sparing mode) about the unfavorableness of one or another forecast, the possible deterioration of the state, the dynamics of development in general. Violation of this principle, concealment of unpleasant information or its distortion for the sake of misunderstood sparing attitude towards parents and the child, in our opinion, is a violation of professional duty. This fact should be the subject of discussion by the professional community.

If the school council did not come to a common opinion about what kind of developmental and corrective work with the child is necessary, the case turned out to be complicated and the experience of specialists is not enough, the child can be sent for a consultation of a higher level: municipal, district or even regional. In the same situation, it is necessary to act in a situation of conflict with parents of the child, rejection by the parents of the recommendations of the consultation. It is understood that more experienced specialists are concentrated in the consultation of a higher level, which allows them to correctly assess the condition of the child. And the authority of such an organization can be a good motivating component of influence on parents.

more rarely, the results obtained in the form of a general (collegial) conclusion of the consultation in such cases are transferred to the psychological-medical-pedagogical consultation 1 and in the next (after an additional examination of the child) they are returned to this educational institution with the conclusions of all the consultation specialists and recommendations for organizing development, education and training of the child.

Next (third) stagepsychologist

education is the implementation of the decisions of the council (municipal consultation) in terms of developmental and correctional measures of the out-of-school component or the inclusion of a special psychological assistance  directly into the learning process of the child.

Developmental and correctional work takes place in an individual or group (subgroup) mode. In accordance with the peculiarities of the child’s development and the availability of appropriate specialists in the school, the orientation, intensity and duration of the classes are determined. The most important task of the psychologist at this stage is the use (and in some cases the development) of individually oriented programs of special psychological assistance, taking into account the individual typological characteristics of a child or group of children. An important task of selecting children for group work is connected with this. In addition, the estimated duration of an individual lesson and the class cycle as a whole should be determined. All these indicators should not only be fixed, but also justified in the program of correction.

Zion work.

The completion of this stage of the psychologist’s work is dynamicexamination (assessment of the condition of the child after the end of the cycle of developmental and corrective work) or finalexamination. As already noted in section III, a conclusion is written based on the results of each survey.

1 In this situation, we should talk about consultation, not the commission, since the child is already studying at the appropriate correctional institution after passing the PMPC (commission), and we can only talk about the counseling, purely recommendatory process. Naturally, if we are not talking about a diagnostic error and the need for the shameful passage of PMPK (in commission mode).

CHAPTER 2. Organization and content of the activities of the psychologist at the psychological, medical and pedagogical commission (PMPK)

2.1. The specifics of the psychologist's activities as part of PMPK

PMPK activity is especially important and difficult to complete initial link  correctional schools of various kinds. It is here that the psychologist is most involved. At present, the service of practical psychology in preschool educational institutions is just beginning to develop. Accordingly, the requirements for the activities of a psychologist as part of PMPK, which completes compensating and combining types of preschool educational institutions, are still being developed. In this chapter, we will consider the activities of a psychologist as part of a commission focused on working with children of primary school age. Although, in general, the following is also adequate for the work of a psychologist as part of PMPK with children of preschool age.

Obviously, there is a certain peculiarity in the activities of the PMPK at various levels. Municipal, regional, regional PMPKs are somewhat different in their goals and objectives. But in general, in the nature of the activity of both a psychologist as part of PMPK, and the whole of PMPK, its other specialists, it is possible to identify common components, common goals, objectives and work technologies.

As a member of the PMPK, the psychologist must not only conduct an in-depth psychological examination of the child and give a probabilistic forecast for his development within the system special training, but also indicate the sequence and orientation of psychological correctional work, the need to consult other specialists (speech therapist, defectologist, etc.). Another important task of the psychologist PMPK is to participate in a collegial discussion and develop a decision on the organization of a special education system for a child.

The main task of an in-depth examination is to make a psychological diagnosis in accordance with the typology adopted by the commission and decide on how much this correctional institution corresponds to the capabilities and characteristics of the child.

An example is the case from the real practice of the PMPK.

To make a decision about studying in the 2nd grade special school  VII type of PMPK was brought Sasha L. (10 years 3 months), before that, trained at home. According to the data of pedagogical testing, the child did not completely possess the program material of the 1st grade (program 1-4). The psychological diagnosis of this child was a variant of normative development, weighed down by a general decrease in the pace of activity. Speech disturbances were not observed. Neurological status was defined as unexpressed signs of residual organic damage to the central nervous system, which in our time can be considered almost a neurological norm.

It is completely obvious that teaching such a child according to the program and methods of special education for 3-4 years in the frontal mode is completely unreasonable, since in the individual mode he can master the general educational program material of the primary school much faster. This conclusion is made on the basis of the identified developmental features of the child. In this regard, the commission did not recommend training under the program of the school of the VII form, and it was proposed to consider the possibility of training in individual program  mass comprehensive school.

One more example can be given.

At the age of 9, Borya B. was brought to PMPK, who for two years in the first grade of a mass school (program 1-4) was unable to master the program material. In the pedagogical description from the school where the child is studying, there were complaints not only about the difficulties of mastering the program material, but also about the difficulties of behavior, the absence of any interest in learning ( learning motivation) etc. According to the results psychological examination  The diagnosis was made: "total underdevelopment of mental functions of a simple balanced type with gross emotional immaturity and impaired neurodynamic characteristics of activity according to the type of fluctuations in working capacity and pace of activity." Logopedic diagnosis: "ONR of the third level, reading and writing disorders in a child with primary intellectual impairment." The diagnosis of a neurologist: "unexpressed signs of residual organic damage to the central nervous system." The outpatient psychiatrist was diagnosed with a “marked mental retardation”. Pedagogical assessment: “fragmentary, not systemati-

A poor knowledge of the program material of the first grade of a comprehensive school in a child with low learning ability and difficulties transferring skills to similar material. ”

After a collegial discussion at the commission, a decision was made on an additional psychiatric examination and, in the future, referral of the child to the 2nd grade school VIII  type, since with the exception of the psychiatrist, all the commission experts considered the child’s abilities inadequate and insufficient for training in school VII  kind of.

In most cases, the work of PMPK, such serious tasks and responsible decisions require individualpsychological examination (however, as well as examinations of other specialists). In general, in accordance with the general pMPK tasks  , the function of a psychologist as a member can be briefly designated as a solution to the question of the adequacy of a given school (pre-school educational institution) of this type to the child’s capabilities and psychological characteristics. That is, the main point of the activity of the psychologist of PMPC is to understand how much this program, the features of the educational process of this type of training (methodology, pace, methods and teaching aids, including the didactic content of the correctional and developing environment) correspond and are adequate to the possibilities and specifics of development a child.

With such individualization, the psychological diagnosis and differentiation of the characteristics of the state and development of children from close and similar in phenomenological manifestations of other types of deviant development begins to acquire more and more importance.

In addition, in accordance with the ideas about the forecast for further development, both duration and form (individual, frontal with additional private lessons  etc.) teaching a child at school. It is obvious that one’s opinion about the need for a child of one kind or another correctional institution, the duration of the child’s stay in it have the full right to express other members of the commission. Concretization of the direction, types, form and duration of correctional work is the task of the psychological, medical and pedagogical consultation of the educational institution where the child will be.

Quite often, in the practice of PMPC activities, there are cases when a child is sent to correctional care for the so-called diagnostic period, which is also determined by the decision of PMPC. In the case of positive dynamics in the development and mastery of program material, the child continues to study at this school, otherwise he is again sent to the PMPK to make a decision on what is adequate for him educational route. In both cases, the conclusions of each specialist working with the child (teachers, speech therapist, speech pathologist, psychologist and doctor) must be submitted to the commission without fail.

Such conditions, of course, should be stipulated in the contract, which is concluded with the parents for the duration of the child’s stay in the correctional institution (for example, in school type VII). Similarly, all the conditions for organizing the education and development of the child within the framework of a special (correctional) institution (DOE or school) should be carefully prescribed in the institution’s charter. This avoids many misunderstandings and even prosecutions by parents in case of their disagreement, rejection of decisions taken by the administration of the institution, its council.

It should be noted that the completion of the correctional institution is carried out mainly in the corresponding DOW and elementary school. However, children who are academically unsuccessful for various reasons can get to the psychological-medical-pedagogical commission even after the 5th grade, that is

ACTIVITY OF PMPK IN THE CONDITIONS OF MODERN EDUCATION

BBK 56.14ya75

Reviewers: Kuftyak Elena Vladimirovna, doctor of psychological sciences, professor of KSU named after ON. Nekrasov;

Logvinova Galina Vasilievna, practical psychologist.

Compiled by: Sycheva Natalya Viktorovna, Head of the municipal budget institution of the city of Kostroma "Psychological-medical-pedagogical commission";

Bobkova Elena Nikolaevna, candidate of pedagogical sciences, deputy head of methodological work of the municipal budgetary institution of the city of Kostroma "Psychological-medical-pedagogical commission."

PMPK activity in conditions modern education /

Comp. Sycheva N.V., Bobkova E.N. - Kostroma, 2015.

Toolkit  addressed to the specialists of psychological and medical pedagogical consultations  educational organizations, teachers working with children with disabilities. The manual addresses the issues of psychological, medical and pedagogical support for children with disabilities in educational organization, proposed work documentation samples school councils, answers to frequently asked questions about the activities of the PMPC are given, the opinion of psychiatrists about the need for medical support for children with behavioral disorders and learning difficulties is presented.

© Committee for Education, Culture, Sports

and work with youth of the Administration of the city of Kostroma

Diagnostic direction

The diagnostic direction of work includes an initial examination, as well as systematic stepwise observations of the dynamics and correction of the child’s mental development. To date, a set of techniques has been developed to assess the psychological readiness of children with disabilities to study at school. The conditions, methods, and methods of conducting a diagnostic examination are described, a system for evaluating the results of individual positions is given, recommendations are given for choosing the optimal conditions schooling  (integration models) depending on the survey results.

The activity of a psychologist cannot proceed in isolation from the work of other specialists of an educational institution (including a speech therapist, a defectologist, a social educator, etc.). A collective discussion of the results of the examination by all specialists of the PMFc allows us to develop a unified idea of \u200b\u200bthe nature and characteristics of the child’s development, determine the general forecast of his further development, the set of necessary corrective and developmental measures, and develop a program of individual correctional work with the child.

It should be emphasized that the examination at the school PHC does not pursue the goal of making a clinical diagnosis (all the more so if it is not possible in the composition of the consultation of the doctor), but is aimed at qualifying the individual-typical difficulties of the child, a qualitative description of the overall picture of his development, determination of the optimal forms and the content of correctional care, i.e., aimed at establishing a functional diagnosis.

The psychologist in the structure of the PMPK activity is responsible for determining the current level of development of the child and the zone of proximal development, identifying the characteristics of the emotional-volitional sphere, the personality characteristics of the child, the characteristics of his interpersonal interactions with peers, parents and other adults.

Advisory and educational and preventive direction

Work in this area ensures the provision of assistance to educators and parents in the upbringing and education of a child with disabilities. The psychologist develops recommendations in accordance with the age and individual typical characteristics of children, the state of their somatic and mental health, conducts activities to enhance the professional competence of teachers, the inclusion of parents in solving correctional and educational tasks.

Organization of interaction of a psychologist with teachers

The most important condition for actualizing the potential opportunities of children with ZPR is the teacher’s psychological competence: delicacy, tact, ability to assist the child in carrying out educational and cognitive activities, in recognizing successes and causes of failures, etc. All this ultimately leads the child to realize his potential opportunities, which increases his self-confidence, awakens the energy of achievements.

The main tasks of psychological education of teachers are to reveal the "weak" and "strengths" of the child’s cognitive and personal development, to determine ways to compensate for difficulties, to develop the most appropriate ways for the teacher to interact with the child with frontal and individual forms of organization of classes. Concrete forms of psychological education for teachers can be varied: classes and seminars with teachers on key issues of developing a child with disabilities and their special educational needs, organization of pedagogical consultations, preparation for thematic parent-teacher meetings, individual consultations, etc. General recommendations for general education teachers classes for individual and differentiated approach in the process of fulfilling educational tasks by children with disabilities, they are published in an article by N.V. Babkina (2004).

Organization of interaction of a psychologist with parents

For the successful implementation of correctional development work, not only the interaction of all specialists of the educational institution is necessary, but also the active help and support from the parents. But in practice, it turns out that parents mostly relate to the procedure of interacting with a psychologist and other specialists, ignoring problems, or even negatively.

The form and content of work with parents is determined by the degree of their readiness for cooperation. On initial stage  Interaction The most productive form of work is individual counseling. It is carried out in several stages. The task of the first stage is to establish trusting relationships with parents who deny the possibility and necessity of cooperation. The next stage of individual counseling is carried out on the basis of a comprehensive examination of the child. The psychologist in an accessible form tells parents about the features of their child, indicates his positive qualities, explains what special classes he needs, which specialists need to be addressed additionally, how to deal with them at home, and what you should pay attention to. It is very important to make it clear to parents that they should not be aware of the difficulties of children as failures and be ashamed of problems, that they should try to help their children, support them. At the stage of the correctional development work itself, parents are involved in the implementation of specific recommendations and tasks of the psychologist.

At individual and group consultations, a joint discussion of the course and results of corrective work is held. The factors of the positive dynamics of the child’s development are analyzed, recommendations are developed to overcome possible problems (in particular, related to the adaptation of children to school, interaction with classmates in academic work  and after school hours).

Work with parents is also carried out in group form at thematic consultations, workshops, etc.

Myths in child psychiatry.

Unfortunately, currently there are persistent myths and prejudices in society regarding child psychiatry that force parents to avoid contacting a child psychiatrist.

Myth No. 1 - “any request for psychiatric help will affect the fate of the child, deprive him of the future and the opportunity to get a profession, get a job, as the child will be“ registered. ” Most of the mental disorders of childhood are transient and disappear after a timely start of therapy. Children with mild mental disorders, and these include most residual - organic disorders, ADHD (attention deficit disorder and hyperactivity disorder), systemic neurosis - tics, stuttering, enuresis, encopresis, general neurosis - neurasthenia, phobic, hysterical neurosis, emotional and behavioral disorders , mild intellectual disability, - are under the advisory supervision of a child psychiatrist. In case of advisory accounting, parents go to the doctor only of their own free will when the condition of the child worsens. Diagnoses "F" in the vast majority of cases will be removed in adolescence, there will be no restrictions in the education and employment of children. In more severe mental disorders (childhood type of schizophrenia, severe autism, moderate, severe and deep mental retardation), children are under clinical supervision, medical specialists observe and treat them actively. This improves the prognosis of the disease, the adaptation of the child in society. And some restrictions in the profession are not due to the fact of contacting a psychiatrist, but to the serious illness itself.

Myth No. 2 - “Psychiatrists“ heal ”a child with heavy psychotropic drugs, turning him into a“ vegetable ”. Modern psychiatry is equipped with a large number of medicinal substances that can act exclusively on the painful manifestations of the psyche, without affecting the psyche as a whole. They not only do not lead to impaired mental performance and intellectual developmentbut even improve them by removing the so-called productive disorders and improve social functioning.

In the arsenal of child psychiatry there are nootropics, biotics, antioxidants, vasotropic drugs that improve the activity of nerve cells and protect them. Before prescribing a psychotropic drug, a child psychiatrist will discuss this with parents - the name of the drug, its effect, dose, duration of treatment.

The forms of treatment for a child psychiatrist are different - outpatient, inpatient, semi-inpatient, day care, “in-patient home”. In most cases, parents themselves choose the form of treatment.

Depressive disorders

Severe depressive disorders usually occur in adolescence, when the affective sphere is sufficiently formed.

With the development of depression, adolescents, due to a lack of ability to understand their painful condition and express it in words, (alexetimia) do not complain. Depressions often occur under various behavioral masks (adolescents become lethargic, indifferent, “lazy,” or harsh, rude, oppositional, impulse disorders appear). Unfortunately, teenage depression is fraught with suicidal attempts and complete suicides. Only a specialist doctor behind the facade of behavioral disorders will be able to recognize affective pathology.  Timely treatment of depression is always a favorable outcome.

Anorexia Nervosa

It must be remembered that anorexia nervosa is a mental disorder. At the heart of the disease are obsessive fears and overvalued experiences. Anorexia nervosa can be a manifestation of deep neurosis of puberty or the onset of an endogenous disease - schizophrenia. A gross mistake of parents is attempts to treat anorexia nervosa in pediatricians, nutritionists, gastroenterologists, endocrinologists or even worse seek help from non-medical institutions, to non-specialists.

Currently, fear of psychiatric services often forces parents of children with mental disorders to resort to the help of pseudo-healers and parapsychologists. At the same time, children do not receive medical, psychiatric care and the condition worsens.

Summarizing all the above, I want to note: children's and teenage mental illnesses need to be treated, do not postpone a visit to the doctor if the child needs help!

I would like to tell parents one thing: do not be afraid to visit a child psychiatrist, do not be afraid of the word “psychiatry”, do not be shy to ask about what worries you in your child, what seems “wrong” to you, do not close your eyes to any features in behavior and developing your child, convincing yourself that "it just seems."

An advisory appeal to a child psychiatrist will not oblige parents to anything, and often a timely visit to a psychiatrist with your child prevents the development of gross mental disorders at a later age and enables your child to continue to live a full healthy life.

4. CONSILIUM - IT IS IMPORTANT!

For the successful integration of children with disabilities in the social environment, it is necessary to create special educational conditions. PMPK determines the need for these conditions, depending on the category of a child with disabilities. Support for students in an educational institution is carried out by specialists psychological-medical-pedagogical consultation.

Psychological-medical-pedagogical consultation –   a permanent team of specialists united by common goals that implements one or another child support strategy, develops strategies for accompanying a child with disabilities, performs dynamic monitoring of the child’s development, and advises the family.

The psychological-medical-pedagogical consultation carries out its activities on the basis of the Letter of the Ministry of Education of the Russian Federation dated 27.03.2000 No. 27 / 901-6 "On the psychological-medical-pedagogical consultation (PMPC) of an educational institution."

A psychological-medical-pedagogical consultation can accompany a student only with the consent of parents (legal representatives) and on the basis of an agreement on interaction with parents and an agreement on interaction with PMPK.

Organization of the educational process in secondary school  with students of classes working on the system of correctional developmental education (KRO), involves the provision and provision of comprehensive psychological, pedagogical and medical and social assistance to students, specialized counseling of teachers, parents, and administration. To create such classes, a license is required.

In a secondary school, a team of specialists is created, working on the principle of a systematic organization. This ensures the possibility of psychological, speech therapy, defectology, medical support of the educational process. The effectiveness of specialists is achieved through interdisciplinary interaction, which is carried out in the following areas: diagnostic, correctional, consultative and educational.

The following forms of such interaction can be distinguished: a comprehensive examination of students, the construction of correctional work taking into account the recommendations of other specialists, the planning and implementation of individual comprehensive correction and development programs, the interaction of specialists in the framework of the school psychological, medical and pedagogical consultation (PMPk). The main of these forms is the organization of the PMPk, which is created by order of the school principal. The activities of the consultation are regulated by the Regulation on the classes of correctional and educational training, a letter of Min. Arr. RF "On the psychological-medical-pedagogical consultation (PMPC) of an educational institution" No. 27/901/6 of 03/27/2000. If a child with disabilities does not study in a special KRO class, but with children with normative development, a license is not required, but the conditions of accompaniment and ind. student Plan required.

Based on the goals and objectives of the school PMPk in the activities of specialists, the following areas of work are distinguished:

diagnostic and advisory

correctional development

educational

preventive

organizational and methodological.

The main forms of work are: individual and group diagnostic and correctional development work with students, individual and group consultative, educational and preventive work with parents and teachers, preparation and participation in meetings of the school PMPk.

An important aspect of the activities of specialists is an integrated approach to the problems of the child, which involves:

1. Multilevel diagnosis of child development.

2. Creation of individual correctional and developmental programs aimed at the interconnected development of individual aspects of cognitive and emotional spheres  a child.

3. Interaction of specialists in the framework of PMPk.

4. Organization of the developing space - a game therapy cabinet, speech therapy and defectology rooms.

In the organization of the work of specialists, a number of stages of its construction are distinguished:

1.Diagnostic and advisory

1.1 At this stage, primary information about the student is collected. There is a meeting of specialists with the teacher and parents of the child to compose the overall picture learning activities  in the classroom, a medical history is being studied. The student is also monitored in the classroom and during breaks in order to collect information about the features of his behavior, the degree of inclusion in studying proccess, the level of concentration on tasks, the level of performance, the presence of exhaustion, etc. Observation at breaks allows you to determine how much the student is included in the life of the class, whether he adapted to the children's team. The conversation with the teacher and parents supplement the information about the child, help to identify those problems and difficulties that were not identified during the observation process. In addition, meeting with parents provides an opportunity to help them cope with difficult situations in education and contributes to a better understanding of the problems of the child.

1.2. The main point of this stage is the multilevel diagnosis of students by specialists in order to determine the level of development of the child: the pathologist (training and cognitive activity, i.e. program knowledge, learnability and training); speech therapist (speech activity); psychologist (interpersonal relationships, emotional and personal sphere, cognitive activity). Based on the results of the diagnosis, each specialist fills in the presentation for the student (see Appendix).

Next, a second consultation meeting is held with the parents and the teacher in order to bring to their attention the results of the diagnosis with the child, an explanation of the stages correctional program, inclusion of parents and teachers in the implementation of individual correctional programs.

2. Organizational and methodological

A consultation is being organized with the aim of forming correctional groups and drawing up individual comprehensive development programs. The members of the council are: deputy. Directors of educational work - the head of the council, psychologist, defectologist, speech therapist, psychiatrist, teacher (class teacher), social teacher. The discussion is based on the views of each specialist on the level of development of the child. According to the results of the consultation, a decision is made on the type of correctional work, the directions of this work, groups are pre-assembled, comprehensive development programs are drawn up, and the total load on the child is planned. In this case, can be developed various models  interactions of specialists in each case. So, several specialists can work with a child at once, or one of the specialists prepares the basis for the work of another: the psychologist conducts behavioral correction, preparing the child for work in the defectologist group.

3. Corrective-developing

At this stage, taking into account the academic load, especially the children of KRO classes, it is necessary to correctly build the work process. It is important not to overload the child, to form a positive motivation for joint activities, to take into account individual characteristics  personality, features of the social environment. In the work of specialists, the following areas of correctional work can be distinguished - correctional work with the child’s emotional-volitional sphere, correctional work with the child’s cognitive sphere, correctional work on the formation of basic educational skills, and correctional work with speech impairment. Forms of its implementation are:

· Individual correctional work in a specially equipped office. The cabinet should be equipped with everything necessary for play and sand therapy, for art therapy and free expression of the child: paints, clay, sculptural clay, natural materials.

· Group integrative classes. In order to adapt students correction classes  to the conditions of a comprehensive school, groups are formed together with children from ordinary classes, choosing psychological problems as the basis. Groups are small for 4-5 people.

· Traveling lessons (group games, usually involving a school, teachers, administration, with which a group of children interacts, solving the problem of socializing and integrating these children into the existing social situation  development, the formation of skills to help each other).

· Supporting classes (classes are aimed at adapting the child to new conditions of development - transitional stages: first, fifth, ninth grades, transfer to another class). Usually this is special training, individual support.

· Social games: special games for the development of social intelligence and emotional competence, work with aggression, aggression and creativity, expression of aggression in socially acceptable ways. Games "Tortilla", "Psychological portrait", etc.

· Classes trainings (communication trainings, development of communication skills, relaxation classes, etc.).

· The permanent “Expression Wall” for children, where they can draw and write whatever they want.

· Individual and group correctional classes with a speech therapist, defectologist, psychologist.

Control

Conducting current diagnostics and an intermediate consultation in order to monitor the development dynamics of the most complex children. At an intermediate consultation, the dynamics of the development of the most complex children are discussed, programs are corrected, a decision is made to change the form of work (for example, not group, but individual), and the question of adequate forms of education at school is being decided.

Summary

At the end of the year, a final consultation is held where the implementation of the objectives of the academic year is discussed, further work is planned.

It should be noted that any work of specialists is based on constant interaction with the teacher and parents who are given recommendations, consultative meetings are held on various issues that cause difficulties. Forms of work: theoretical and practical seminars, individual consultations, preparation of recommendations, design of information stands, lectures.

Thus, specialists provide support for the teaching of children in KRO classes in a comprehensive school, which implies the inclusion of the activities of the specialist that the child needs help in all areas of the educational process. Each student is assigned a supervising specialist who provides interaction in corrective work  other specialists.

Based on the results of the consultation, the following documentation is issued:

1. Minutes of meetings of the council.

2. Protocol for the initial examination of the child (may be with a specialist).

3. Submissions to students.

4. Map of the child’s dynamic development (presentation, extract from the protocol indicating recommendations, planning remedial classes, child's work, integrated development program).

Holding meetings of the consultation is a mandatory and most important part in ensuring the interaction of specialists, the implementation of an integrated approach in their work.

Summing up, it can be stated that the joint work of specialists in primary health care (k) to accompany children with ZPR in a comprehensive school should be organized in such a way as to maximize the potential opportunities of these children in the field of socialization and mastering academic knowledge.

APPENDIX 1.

1. Frequently Asked Questions

General information about the child

Date of birth, age.

For PMPK specialists, information about the family of the child matters. Therefore, it is necessary to provide information on the composition of the family, the presence of other children (their age, characteristics of development and education), the level of education of parents, their participation in raising and educating children, the characteristics of parenting in the family, the attitude of parents to the problems of raising and educating the child, etc.

In cases where the child has been studying for more than one year, characteristics are given each year separately, moreover, the developmental features of the student for a given period are noted, and according to what program the child was trained. The characterization must have the date and signature of the teacher and principal, seal of the institution.

It is necessary to indicate the date of receipt of the child in the school, which studies for a year, in which schools, classes he studied, whether he remained in the second year, whether there were long breaks in education, for what reasons.

Information on the child's performance in quarters is needed. Indication of the reasons for sending it to the commission.

The characterization must have the date and signature of the teacher and principal, seal of the institution.

  The state of school knowledge and skills of the child.

If possible, this section should include an answer to the questions: what did the child learn from the material passed on reading, writing, mathematics and what made it difficult for him to master the material.

How does the child relate to his failures in learning: he is indifferent or hard worries, seeks to overcome difficulties, becomes passive, how he reacts to the assessment of his work.

What types of help were used by the teacher to overcome the difficulties found: enhanced control or assistance in the performance of classroom activities; lightweight homework; individual in the process of frontal work with the class; additional classes at school after lessons; additional tasks  on house; instructions to parents about helping the child prepare lessons, etc.

What results were achieved in this case: whether academic performance improved, whether difficulties were overcome, whether he learned to work independently, how much the child has progressed in mastering school skills, and for how long shifts have been received.

Efficiency and behavior of the child in the classroom.

The following issues should be indicated and highlighted in this section:

· The child’s understanding of the teacher’s requirements.

· Participation in class work.

Can the student actively, purposefully work, fulfill the requirements presented to him, follow the course of the lesson, answer questions, ask questions to the teacher, in case of misunderstanding.

· Health status.

These issues should be addressed in each characteristic. Pay attention to how the child works, whether he is interested in completing the assignment, whether he is focused, or whether he seeks to complete the work. Whether hard at work or easily distracted. Does persevere in overcoming difficulties. It works fast or slow. Tired quickly and how fatigue manifests itself. Becomes excited. Are there sharp fluctuations in performance during the lesson, day, week, year.

  General characteristics of the personality of the child.

It is very valuable if the teacher can, in addition to his observations in the classroom, give some general characteristic  child pointing to overall development, orientation in the environment, his interests, character traits.

We learn about life outside of school either from the words of the parents or the child himself. At the same time, teacher observations in this direction could provide a lot.

The main difficulties in the process of teaching a child (teacher's opinion).

In this section, the teacher should indicate the main difficulties that the child faces in the learning process ( cannot write off, copy, does not write by ear, cannot merge into syllables, experiences serious difficulties in elementary calculations, does not understand the course of solving problems, hardly focuses on the task, is constantly distracted, etc.)

  He cannot write on his own by ear, but he can write it off from a book correctly. He can remember only relying on visual memory.

  Training material is available, but the boy cannot concentrate and therefore does not have time.

  When explaining the material, he is very attentive, diligent, but he cannot master the task.

Together with the characteristic, the school can send control works, notebooks, drawings, etc. to the medical-pedagogical commission If the child is re-referred to PMPC, it must be reflected whether pMPK recommendationsif not respected, then for what reason.

Formalized characteristics with included positions for emphasizing, as practice has shown, are unacceptable for PMPK because they do not convey the individuality of the child and are uninformative.

Question: What needs to be written in the conclusion, recommendations of the consultation?

In the conclusion of the psychological, medical and pedagogical consultation of the educational organization, it should be reflected whether the child is coping with the program according to which he is studying. It is necessary to provide representations of the school’s specialists with recommendations on the need for accompaniment by specialists (a speech therapist, a psychologist, a defectologist, and a social educator).

  Question: How to prepare parents for visiting PMPK?

Examination of children at PMPK can be carried out at the initiative and at the request of parents (legal representatives), or in the direction of an educational organization, an organization providing social services, a medical organization, another organization (paragraph 15c of the Order of the Ministry of Education and Science of the Russian Federation of September 20, 2013 No. 1082 “On approval of the provision on the psychological, medical and pedagogical commission”).

Examination of children is carried out only in the presence of parents (legal representatives), the presence of a mother is desirable, because she will be able to answer experts' questions about the course of pregnancy, childbirth and the period of early development of the child.

In exceptional cases (the parent is in the hospital, on a long trip), a power of attorney is issued in the established form for the next of kin or an employee of an educational organization (for example, a social educator).

The survey is carried out only if all the necessary documents are available, which are provided in PMPK in advance.

When passing the examination on PMPK child  must be somatically healthy. Feeling unwell can affect the results of the examination. If the child is sick, be sure to report the child’s illness and cancel your visit to PMPK on this day.

Create a positive attitude in the child (student) for examination, communication with teachers, doctors.

Before going through the examination at PMPK and during it, keep calm. Remember that your anxiety can be transmitted to the child.

The duration of the examination of each child depends on its individual (age, psychophysical, etc.) features, so the time of admission may deviate from the originally assigned time.

During the examination, do not tell the child, do not distract him with remarks and remarks. If necessary, the child will be assisted by a specialist conducting an examination.

When a child doesn’t pronounce the phrases “he (she) is embarrassed”, “he (she) does not like to learn poetry, to tell”, “he (she) does not know how to do this”, “he (she) doesn’t respond to strangers”, “he (she) doesn’t read well, ”because you are setting the pattern for such behavior.

After the examination, praise the child, even if he did not answer exactly as you expected.

APPENDIX 2

The following protocol of the meeting of the consultation reflects the specifics of the interaction of specialists, allows us to consider the process of building an individual integrated development and correction program using the example of a specific student. It should be noted that the examination and subsequent work of specialists is carried out with the written consent of the child's parents, in some cases in the presence of the mother.

Minutes of the meeting of the school psychological, medical and pedagogical consultation:  “Compilation of an individual comprehensive correctional and developmental program for the development of a 3rd grade student Pavel Y.”

Agenda: drawing up an individual comprehensive correctional and developmental program for the development of a 3rd grade student Pavel Ya.

Present: deputy. director for experimental work - chairman of the council, head. school diagnostic and advisory laboratory, psychologist, speech therapist teacher, defectologist teacher, psychiatrist, teacher primary school  (classroom teacher).

LISTEN: speeches of specialists observing the student, teacher.

CONCLUSION OF A psychiatrist

Brief information about the student: difficulties in the behavior of Pavel Y. in the school were noted from the beginning of the training. From the first grade, the student was transferred to home-based education. From the second to the present, he is studying under the conditions of the CRO system, and is registered in the dispensary.

Currently, it remains motor disinhibited, irritable, affectively excitable, violates discipline in the classroom. Inattentive, attention is difficult to attract for a short time. It is quickly exhausted.

The child from I normally proceeding pregnancy, giving birth for a period of 36 weeks, was born with a cord around the neck, did not cry out immediately.

Early development timely, speech development with a delay. From 1.5 - 2 years old he became restless, naughty, extremely mobile. He could play purposefully only with the participation of adults. From the age of 3 he entered the DOW, where he quickly adapted. At the age of 4, due to developmental delay, a group for children with ZPR was transferred. Roughness of behavior was noted, the child did not obey the requirements of the educators, there were conflicts with the children. The mother noticed that her son’s behavior changed after a divorce from her husband, the father of the child (age 3.5 years). On the situation of divorce, the child did not fix his attention, rarely asked about dad, but he became naughty, rude, it became increasingly difficult to communicate with him.

It was observed by a neurologist from birth, changes were detected on the EEG, received treatment and is receiving therapy to date. He was treated on an outpatient basis and in a hospital.

Currently, EEG results are within normal limits, ECHO-EG is normal. In the clinical picture, there is a delay in psychoemotional development, in the structure of which there is a pronounced immaturity of the emotional-volitional sphere in combination with disorders of the psychopathic circle (increased affective excitability, conflict, pugnacity, motor disinhibition). He receives treatment.