What is a psychological pedagogical council. Speech at the teachers' council on the school psychological, medical and pedagogical council "interdisciplinary consolidation of specialists of an educational organization"

Appendix No. 1

Psychological, medical and pedagogical council.

Consilium (PMPk) is independent organizational form methodical work the teaching staff and interaction of specialists, uniting for psychological, medical and pedagogical support of pupils with developmental disabilities in the conditions of educational institutions, with a specific range of diagnostic and educational tasks. It is a systematic one, with a permanent composition of participants, endowed with the right to recommend and control a meeting of persons participating in educational work.

Legal and regulatory framework

The council carries out its activities in accordance with:

• International Convention on the Rights of the Child;
• The Law of the Russian Federation "On Education";
• Letter of the Ministry of Defense of the Russian Federation No. 27 / 901-6 of 27.03.2000 “On the psychological, medical and pedagogical council (PMPk) of an educational institution;
• Charter MADOU No. 25;
• Agreement between the PMPK and the territorial psychological, medical and pedagogical council;
• The agreement between the preschool educational institution and the parents (legal representatives).

PMPk is created on the basis of a preschool educational institution by order of the head of an educational institution in the presence of appropriate specialists.

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

The main activities of PMPk.

The council meets to make a pedagogical diagnosis and develop a collective decision on the measures of pedagogical influence;

Consults parents, educators, preschool education specialists on issues of prevention, treatment, as well as the organization of assistance and pedagogical support for children with special needs;

Prepares documents for TPMPK in case of an unclear diagnosis or in the absence of positive dynamics in the development and upbringing of a 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 for educators, parents, teachers (Recommendations), and an individual correctional work with child. The main activities of the council are:

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

Complex impact on the personality of the child;

Advisory assistance in matters of correctional and developmental education and training;

Social protection of a child in cases of unfavorable living conditions under psycho-traumatic circumstances;

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

Tasks of the council:

1. In the work of the council, it is not so much the qualification of the child's condition that is important, the main thing is the determination of the main directions, forms and terms of the correctional and developmental process.

2. The tasks of the council include:

Organization and conduct of a comprehensive study of the child's personality using diagnostic techniques psychological, pedagogical, clinical examination;

Identification and early diagnosis of developmental abnormalities and (or) the state of decompensation;

Identification of the level and characteristics of development cognitive activities, memory, attention, performance, emotional and personal maturity, the level of development of the pupils' speech;

Identifying the child's reserve capabilities, developing recommendations for educators and other specialists to ensure individual approach in the process of education and training;

Determination of the nature, duration and effectiveness of special (corrective) assistance within the framework of the possibilities available in the preschool educational institution;

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

The choice of educational programs that are optimal for the development of a child, corresponding to his readiness for learning, depending on his state of health, individual characteristics of his development, adaptability to the immediate environment;

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

Approval and coordination of work plans of various specialists, development of a unified work plan for the preschool educational institution;

Determination of ways of integrating children into groups that work according to the main educational programs, with positive dynamics and compensation for developmental deficiencies;

Prevention of physical, intellectual and psychological overload, emotional breakdowns, 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 the pupils for submission to the psychological, medical and pedagogical consultation.

Organization of the work of the council and documentation

1. Examination of the child by PMPK specialists is carried out on the initiative of the parents (legal representatives) or the employees of the preschool educational institution with the consent of the parents (legal representatives) on the basis of the Agreement between the preschool educational institution and the parents (legal representatives) of the pupils.

2. Meetings of the council are divided into scheduled (at least once a quarter) and unscheduled and are held under the leadership of the chairman. The frequency of the PMPC meetings is determined by the real request of the preschool educational institution for a comprehensive consideration of the problems of children with developmental disabilities.

A meeting of PMPK specialists can also be convened urgently in connection with an urgent need.

The discussion of the results of dynamic observation and corrective work is carried out by PMPK specialists at least once a quarter.

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

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

4. For the period of preparation of the PMPC meeting and the subsequent implementation of the recommendations, a leading specialist is appointed: an educator or other specialist who conducts correctional and developmental training or leads special (correction) work.

The leading specialist monitors the dynamics of the child's development and the effectiveness of the assistance provided to him, comes out with the initiative of repeated discussions at the PMPK.

5. According to the survey data, each specialist who participated in the examination and correctional work with the child draws up a Conclusion on the child, Recommendations (medical, psychological, speech therapy, pedagogical), which are provided at the meetings of the Council.

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

Organizing time;

Hearing the characteristics, Presentations (Conclusions) of specialists, their addition by the leading specialist, nurse, other members of the Council;

Interview with parents (legal representatives);

Interview with a child;

Formulation of a pedagogical diagnosis;

Exchange of views and proposals for the correction of development;

Selection of educational programs that are optimal for a given child;

Development of a program for individual correctional work with a child.

7. The results of the examination and follow-up are recorded by the defectologist (psychologist) in the Protocol of the primary examination of the child.

8. The collegial opinion of the PMPK specialists contains a generalized description of the structure of the child's psychophysical development (without specifying the diagnosis) and the Program of special corrective assistance, generalizing the recommendations of specialists; signed by the chairman and all members of the PMPK.

9. The protocol of the initial examination, conclusions and recommendations of specialists, a collegial conclusion and the Program of special corrective assistance are an integral part of the Journal of complex dynamic observation of the child (conducted by a psychologist, speech therapist, member of the PMPk).

Priority correctional tasks and the choice of ways to solve them are also recorded in the Journal of Complex Dynamic Monitoring of the Child.

11. Changes in the conditions for obtaining education (within the framework of the possibilities available in the preschool educational institution) is carried out according to the Conclusion of the TPMPK, PMPk and the application of the parents.

12. In the absence of Preschool conditions adequate to the individual characteristics of the child, as well as, if necessary, in-depth diagnostics, to resolve conflict and controversial issues PMPK specialists recommend that parents contact the territorial psychological, medical and pedagogical commission (TPMPK).

13. When sending a child to TPMPK, a copy of the collegiate Conclusions PMPk issued to parents, copies of the Conclusions of specialists are sent only with an accompanying representative of the PMPK.

Copies of the Conclusions of specialists and a copy of the collegial Conclusion of the PMPK can be sent to other institutions or organizations only upon an official request.

The composition of the council

1. The permanent members of the Consilium, by order of the head of the preschool educational institution, are introduced:

Head (Chairman of the council)

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

teacher speech therapist;

educational psychologist;

Art. nurse;

educators of compensatory groups;

invited specialists.

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

3. The head of the Consilium carries out general management of the correctional and pedagogical work of the collective, continuity in the work of specialists, educators, parents, schools; organizes verification and systematic discussion of the effectiveness of the work of the Council. The PMPC chairman informs the parents and specialists of the PMPC about the need to discuss the child's problem and organizes the preparation and holding of the PMPC meeting. The leader is responsible for general issues of organizing meetings; ensures their regularity, 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 links of the educational process; organizes control over the implementation of the recommendations of the Council; can direct the meetings of the Council.

4. The examination of the child is carried out by each specialist of the PMPK individually, taking into account the actual age-related psychophysical load of the child.

5. The nurse informs about the state of health of the child, his capabilities; on the recommendation of the Council, provides his referral for consultation with specialists. In the course of the Council, he gives recommendations on the regime of the child's life.

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

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

8. Specialist consultants are invited as needed to directly observe the children and help in making the right decision.

9. The teacher gives the child a characterization, formulates in a generalized form the meaning of difficulties in his upbringing and education, actively participates in interviews with parents and the pupil himself; draws up a program of frontal correctional and developmental work with his group; plans individual work with pupils.

Interaction of TPMPK and PMPk

1. The TPMPK of the city of Berdsk is the head in relation to the PMPK of educational institutions available 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 Regulation on TPMPK, approved by the founder.

3. TPMPK exercises control and methodological support of 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 institutions:

Created by order of the head of the educational institution; the general management of the PMPK is entrusted to the head of the educational institution or his deputy;

They are one of the forms of interaction between specialists of an educational institution, uniting 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 capabilities of the educational institution and in accordance with special educational needs, age and individual characteristics, the state of the somatic and neuropsychic health of the pupils;

Conducted at intervals of at least once a quarter.

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

O. V. Kryuchkova

OGBOU "School number 10"

G. Ryazan

INTERDISCIPLINARY CONSOLIDATION OF SPECIALISTS OF THE EDUCATIONAL ORGANIZATION FOR CHILDREN WITH TNR

IN THE FRAMEWORK OF THE SCHOOL PSYCHOLOGICAL-MEDICAL-PEDAGOGICAL CONSILIUM

Interdisciplinarity - borrowing and overflowing approaches and methods of different disciplines.

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

Currently among students comprehensive school there is an increase in the number of children in need of comprehensive assistance. This determines the need to consolidate the efforts of specialists in different fields.

The category of children with severe speech impairments (hereinafter referred to as TSP), due to various etiology of impairments, as well as their severity - from mild and quickly eliminated conditions to persistent deviations requiring the creation of special conditions - dictates the need to provide educational services and special support by specialists of different profiles. Our school has created special conditions for children with TNR. The corrective work program is a component of the adapted basic general education program(AOOP) school No. 10 in accordance with the federal state educational standard (hereinafter referred to as the Standard) and is aimed at ensuring the correction of physical and / or mental development children with TNR, assistance to children of this category in the development of this program.

According to the Standard, one of the main mechanisms for the implementation of correctional work is the optimally built interaction of specialists of various profiles, which provides systematic support for children with disabilities health (HVZ).

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 students in need of additional comprehensive assistance, unification, cohesion of specialists of different profiles is required. general educational organization to intensify the struggle for common goals, i.e. an integrated approach is required, complex work, based on the principle of interdisciplinary interaction of a team of like-minded people within the framework of a service for helping children. In our school there is such a service - this is a school psychological and medical pedagogical council(hereinafter SHPMPk). It includes an educational psychologist, a teacher primary grades, teacher-speech therapist, teacher of Russian language and literature, teacher of mathematics, pediatrician, social educator.

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

The fundamental principles in the work of the ShPMPk are:

- respect for the individual and reliance on positive traits child: interviews with students during the sessions are aimed at recognizing, to the same extent, both the developmental deficiencies and the positive potential of the child;

- maximum pedagogization of diagnostics, which determines the priority of the pedagogical tasks of the SHPMPk and assumes that the meaning of the council is in the integration of psychological and pedagogical knowledge. Each identified developmental feature should be consistently comprehended from the point of view of the tendencies of proximal development and, taking this into account, transformed into a specific educational measure;

- privacy of information, assuming strict adherence to ethical principles by the participants of the SHPMPK. Concretization and detection of contradictions of developmental difficulties should not lead to a decrease in the student's self-esteem, deepen the problems of relationships with peers and teachers. The secret of psychological, medical and pedagogical diagnostics must be strictly observed. 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 of the ShPMPk.

Tasks of the psychological, medical and pedagogical council:

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

2. Identification of the child's reserve capabilities, development of recommendations for the teacher to ensure reasonable differentiated approach during remedial education and education.

3. Choosing the best educational program for the child.

3.1. In the absence of positive development dynamics within one year, the solution to the issue of re-passing the program of this class or choosing the appropriate type of training.

3.2. With positive dynamics and compensation for shortcomings, the definition of ways of integrating children into the relevant schools, working according to the main general education programs.

3.4. Making a collegial decision on the choice of optimal teaching and education methods for the student.

3.5. Prevention of physical, intellectual and emotional overloads and breakdowns, the organization of medical 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. Consulting in solving complex, conflict situations.

Organization of the activities of the school psychological, medical and pedagogical council:

1. ШПМПк is created in the educational organization by the order of the director.

2. Meetings of the ShPMPk are held as necessary and readiness of diagnostic and analytical materials necessary for solving a specific psychological, medical and pedagogical problem.A meeting of the ShPMPk can be called by its head on an emergency basis.

3. Organization of meetings is carried out in two stages:

- preparatory: collection, generalization of diagnostic, analytical data, formation of preliminary conclusions and recommendations;

- basic: discussion of analytical data and preliminary conclusions, development of collective recommendations.

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

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

6. In the absencethe dynamics of the child's development ShPMPk directs him to the specialists of the regional psychological, medical and pedagogical commission (hereinafter PMPK) or a medical institution according to the profile, where he provides the following documents:

Psychological, medical and pedagogical characteristics of the child;

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

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

Thus, the school psychological, medical and pedagogical council represents an integral 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 in adaptation, learning, upbringing, development, and socialization of children with TNR.

The council is a small meeting of people responsible for successful learning and child development at school.

Obligatory participants counseling session are a psychologist, head teacher and class teachers (in primary school - the main teachers). Attendance at the consultation is highly desirable school physician- a doctor or nurse.

The psychologist brings to the consultation the results of his diagnostic activities - observations, expert interviews of teachers and parents, examination of the students themselves. In this case, not the primary data themselves are subject to discussion at the council, but certain analytical summaries.

In these materials, information about the child or his family

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

secondly, it is formulated in an accessible and understandable language for teachers and doctors .

.Form the provision of psychological data to the consultation can be application to the protocol of psychological examination, filled in by the psychologist on the eve of the consultation.

In the protocol itself, the results of all examinations are recorded both in 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. Description is given psychological characteristics of learning, behavior and well-being student during the period of information collection. The description is given in free form, but based on the content of the student's psychological and pedagogical status. More precisely, those of its components that were studied by a psychologist.

2. Named those spheres of the mental life of a child or adolescent in which certain violations or deviations from age, mental or social norms and specific manifestations of these violations are described. These are such phenomena as mental decline in relation to the age norm, mental disorders, manifested in personal accentuations or deviations in behavior, asocial manifestations, etc.... If possible and necessary, indicate causes existing violations. 3. Named those spheres of the student's mental life, the development of which is characterized by pronounced individual characteristics and their real manifestations are described. 4. Listed are adequate from the point of view of a psychologist forms of escort.

While presenting a specific child at the council, the psychologist can also rely on the primary data of the protocol, however, only the texts of the appendices are provided to other participants of the council for review and work.

We will cite as example one of the possible options for the text of such an application.

Full name of the student Nikolay K., 1st grade "A"

Date of examination February 1996

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

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

1-information about specific students

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

Information provided to the 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 activity and behavior of specific students and classes in general. The information provided should relate, firstly, to the difficulties that the student experiences in various pedagogical situations, and, secondly, to the characteristics, individual traits of his learning, communication and well-being. The characteristics of a student can be made up of the following indicators:

Qualitative characteristics of educational activity: Difficulties and features manifested in the preparation of homework Difficulties and features manifested with oral and written answers in the lesson, especially the answers at the blackboard Difficulties and features that arise when performing creative tasks and routine laborious work Difficulties arising in the process of assimilating new material or repeating what has been passed Most Difficult Assignment or Study Material Supposed reasons for the described difficulties and peculiarities. Quantitative indicators of educational activity: Achievement in major subjects Supposed reasons for low or uneven academic performance Indicators of behavior and communication in learning situations: Description and assessment of behavior in terms of learning activity and interest Description and assessment of behavior in terms of compliance with generally accepted rules Individual characteristics and difficulties arising in the process of communication with teachers and peers Indicators of emotional state in educational situations: Description of the "typical" emotional state for the student in the lesson Description of situations that cause various emotional difficulties in the student (crying, irritation, aggression, fear, etc.)

Giving a characterization to a specific student, the class teacher and teacher, naturally, stop only at those indicators that contain information that is important for the work of the council.

The class teacher is directly involved in interviewing subject teachers and preparing pedagogical characteristics with organizational and administrative support.

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

:

Compliance of physical development with age norms

Condition of the organs of vision, hearing, musculoskeletal system

Exercise tolerance (based on physical education teacher data)

:

Past illnesses and injuries that may affect the child's development

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

.

Information about the child is provided for those points of the characteristics that contain important data for accompaniment.

The main stages of the council's work and their content .

The preparation of the council is carried out by each participant separately.

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

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

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

-Head teacher collects information about those students in relation to whom individual discussion is ahead, and develops a scheme for holding consultations. On average, three to four meetings are required 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 the psychologist, teacher, physician, or all of them together, are the most “problematic»,

2.then - to discuss information on students with partial problems,

3. last of all, strategies of developmental support are developed for "psychologically well-off" schoolchildren.

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

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

Meetings of the council are held on a certain fixed day, once or twice a week. The head of the council is the head teacher or psychologist. The moderator establishes the order of the discussion, monitors the observance of the rules of the discussion.

A social worker and a social educator can also participate in the consultation.

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

The order of work of the council in the discussion of one case.

1.First of all carried out information exchange between its members. The order in which the information is presented is not critical. Speech at this stage of work is about "assembling a holistic portrait" of a schoolchild (A. L. Venger). Participants of the council get 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 their professional school tasks.

2. The second task solved at the council during the discussion of a specific case - development of a maintenance strategy given student.

The activity of the council in relation to a particular child consists in responding to several successive questions:

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

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

In what forms and in what time frame will the psychologist, the school physician and the class teacher participate in the accompaniment of the student?

Is it envisaged and what, in terms of content, consultative work of the participants of the consultation with the teaching staff or individual teachers, the parents of the student and the school administration?

What kind of social dispatching activity is planned?

3. Answers to all the above questions presupposes the establishment of timing performance of this or that work, specific responsible and forms of control.

4. Work of the council with an individual case ends with the completion of the final document- the conclusions of the council, in which they find their short description answers to the main questions above.

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

6. So, the consultation ends distribution of responsibilities between the participants of the council on the conduct of accompanying and advisory work, indicating the approximate time frame.

Here is a possible form of such a conclusion.

Name of the student, age and class

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

Current state:

(description)

Date of completion:

Participants' signatures:

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

Let us list the data provided by the psychologist again:

Full name of the student: Nikolay K., 1st grade "A"

Date of examination: February 1995

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: with difficulty it holds and fulfills the conditions of the educational task, it is often and quickly distracted, at the level of the rest of the class an internal plan of action is not formed: it copes poorly with tasks performed without relying on a model. He is efficient, educational motivation is high enough. Relations with classmates are benevolent, with teachers practically does not enter into communication: he looks shy, timid. Anxiety is high, self-esteem is not stable.

The presence of deviations or disorders in development:

There were revealed certain violations in the intellectual sphere associated with low voluntary regulation of mental activity, low awareness and insufficient stock of knowledge and ideas ("pedagogical delay"). The reasons are partial disorders of intellectual development (compensated) at an early age, the lack of socio-pedagogical conditions for development: from 3 to 7 years old was in kindergarten for five days, he lived with his grandmother (currently lives with his parents).

Features of mental development identified in the survey:

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

Possible forms of accompaniment:

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

Teacher Based on the results of his own observation and conversations with subject teachers, he provided the following information:

Qualitative characteristics of educational activity:

When doing homework and in the process of classwork, difficulties arise with understanding the educational material: in mathematics - when writing down conditions and formulating problems of the problem, in Russian - when applying rules, finding errors in your own texts. Homework is done with a lot of small mistakes.

He performs written work better than oral: finds it difficult to formulate his thoughts. Performs creative tasks worse than routine ones; when performing simple tasks, he can be very diligent and able to work.

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

Supposed reasons for the described difficulties and peculiarities: the boy is not studied at home, the only form of help is punishment for poor grades.

Quantitative indicators of educational activity:

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

Indicators of behavior and communication in learning situations:

He practically does not show activity in the lesson, is interested in developing game exercises, even if he cannot cope with them, diligently performs technical work in the classroom.

Discipline in the lesson is rarely violated.

He is very timid in relation to teachers: he practically does not ask questions, speaks in a whisper, looks away. Often does not answer questions. Relations with the guys are good: during recess he plays with everyone, but never leads, obeys the decisions of others.

Indicators of emotional state in educational situations:

In the lesson, he is often absent-minded, looks to the side, but can quickly turn to work after a comment. By the end of the lesson, she often clearly gets tired, stops working.

In response to comments, he is most often silent, shrinks, sometimes tears appear or fists clench.

Medical information about the boy:

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

Development corresponds to the age norm, in physical education he is engaged in the main group, he tolerates physical activity well

Risk factors for developmental disorders:

Birth trauma, encephalopathy in infancy, chronic pharyngitis.

Morbidity characteristics for the last year.

I practically did not get sick.

Based on the results of the discussion, the following information and decisions were entered into the minutes:

:

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

He tries not to enter into communication with teachers, the skills of communication with adults are poorly developed. Well-mannered, neat.

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

Member of the council		Dates of the
School psychologist	Inclusion of first-graders with behavioral difficulties in the correctional group. Individual lessons aimed at the development of the cognitive sphere
	Development and implementation of a help strategy: organizing special additional classes, creating favorable conditions for the boy's work during the lesson: a friendly atmosphere, a temporary decrease in educational requirements, the predominant use of written surveys or oral answers outside the lesson.
	Providing methodological assistance to the teacher in the organization pedagogical work

Member of the council		Dates of the
School psychologist	Informing teachers about the characteristics and problems of the child in a group consultation, assistance in developing strategies for pedagogical assistance and support Conducting an individual consultation with the family (the first meeting can be held in conjunction with the teacher)
	Conducting an individual consultation with the family
	Providing methodological assistance to subject teachers in organizing work with a child

It is possible to consider the strategy of accompanying all children in such detail within the framework of the council only in a small school. Unfortunately, a detailed discussion can only be conducted for children with pronounced learning and developmental problems. The time allotted for discussion of the concept of accompanying "psychologically well-off" schoolchildren is insignificant. Very often, work with them is not planned individually, but for the group as a whole, and only those features that should be paid attention to by the teachers are recorded in the protocols. These characteristics are communicated to educators during a group consultation. In this case, only the first part of the conclusion concerning his school portrait is filled in personally for the child.

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

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

Current state: "Psychologically Safe"

The presence of deviations and developmental features: very slow when doing almost any job, but does it well; he learns new educational material more slowly than most of his classmates, but the knowledge he acquires is solid and systematized. Attempts to rush him into work do not lead to an acceleration of the pace, but can cause protest.

In addition to such "shortened" versions of the protocol, a separate sheet can be filled out, which records the content and directions of psychological, medical and pedagogical work with children who do not have pronounced problems of training, upbringing and mental well-being.

For example, there are 10 classes in parallel.