Keyword: «adapted educational program»

The article presents the experience of creating an electronic educational environment for the implementation of an adapted basic educational program of preschool education for children with severe speech disorders. The priority directions, goals and objectives of implementing EOR in the organization of the educational process are determined, taking into account the needs of various participants in educational relations (teachers – children – parents).

This article is devoted to the problems faced by students with disabilities in the educational environment in the framework of modern society. The number of children with disabilities is constantly increasing. The relevance of this topic is due to the fact that such children regularly face various kinds of problems, starting with the lack of awareness about legislative acts and public organizations, ending with the psychological climate in the family. The task of a teacher working with this category of students is to provide high-quality psychological and pedagogical support for the child throughout the entire learning process.

The article reveals the importance of forming the sphere of life competence as the main result of mastering the adapted educational program of preschool education. The content of the term «life competence» is described, a model is proposed that includes the key components of the concept under consideration, the principles of correctional and pedagogical work are outlined and disclosed, and the need for dynamic monitoring during the intervention process is highlighted as the main condition for the gradual complication of educational tasks for a child with severe and multiple developmental disabilities and his environment. The presented theoretical analysis of the content of the term «life competence» and the formulated conditions will allow correctional teachers to correctly prioritize the development of an individual program for the development of a child with TMNR, as well as create conditions conducive to increasing household independence, which serves as a starting level for the inclusion of a child in inclusive interaction.