- Exercise therapy) for children with mental retardation - ( video)
- Recommendations for parents regarding the labor education of children with mental retardation - ( video)
- Is a child given a disability group for mental retardation? - ( video)
- Life expectancy of children and adults with oligophrenia
The site provides reference information for informational purposes only. Diagnosis and treatment of diseases must be carried out under the supervision of a specialist. All drugs have contraindications. Consultation with a specialist is required!
Treatment and correction of mental retardation ( how to treat oligophrenia?)
Treatment and correction mental retardation ( mental retardation) - a complex process that requires a lot of attention, effort and time. However, with the right approach, you can achieve certain positive results within a few months after the start of treatment.Is it possible to cure mental retardation? remove the diagnosis of mental retardation)?
Oligophrenia is incurable. This is due to the fact that when exposed to causal factors ( provoking the disease) factors cause damage to certain parts of the brain. As is known, the nervous system ( especially its central section, that is, the brain and spinal cord) develop in the prenatal period. After birth, the cells of the nervous system practically do not divide, that is, the ability of the brain to regenerate ( recovery after damage) is almost minimal. Once damaged neurons ( nerve cells) will never be restored, as a result of which mental retardation, once developed, will remain in the child until the end of his life.At the same time, children with a mild form of the disease respond well to treatment and correctional measures, as a result of which they can receive a minimum education, learn self-care skills, and even get a simple job.
It is also worth noting that in some cases the goal of treatment is not to cure mental retardation as such, but to eliminate its cause, which will prevent the progression of the disease. Such treatment should be carried out immediately after identifying a risk factor ( for example, when examining the mother before, during or after childbirth), since the longer the causative factor affects the baby’s body, the more profound disorders of thinking he may develop in the future.
Treatment for the cause of mental retardation can be carried out:
- For congenital infections– for syphilis, cytomegalovirus infection, rubella and other infections, antiviral and antibacterial drugs can be prescribed.
- With diabetes mellitus in the mother.
- For metabolic disorders– for example, with phenylketonuria ( violation of the metabolism of the amino acid phenylalanine in the body) eliminating foods containing phenylalanine from your diet may help solve the problem.
- For hydrocephalus– surgery immediately after identifying pathology can prevent the development of mental retardation.
Finger gymnastics for the development of fine motor skills
One of the disorders that occurs with mental retardation is impaired fine motor skills of the fingers. At the same time, it is difficult for children to perform precise, targeted movements ( for example, holding a pen or pencil, tying shoelaces, etc.). Finger gymnastics, the purpose of which is to develop fine motor skills in children, will help correct this deficiency. The mechanism of action of the method is that frequently performed finger movements are “remembered” by the child’s nervous system, as a result of which in the future ( after repeated training) the child can perform them more accurately, while spending less effort.Finger gymnastics may include:
- Exercise 1 (counting fingers). Suitable for children with mild mental retardation who are learning to count. First you need to fold your hand into a fist, and then straighten 1 finger at a time and count them ( aloud). Then you need to bend your fingers back, also counting them.
- Exercise 2. First, the child should spread the fingers of both palms and place them in front of each other so that only the pads of the fingers touch each other. Then he needs to bring his palms together ( so that they also touch), and then return to the starting position.
- Exercise 3. During this exercise, the child should clasp his hands, with the thumb of one hand on top first, and then the thumb of the other hand.
- Exercise 4. First, the child should spread his fingers, and then bring them together so that the tips of all five fingers are gathered at one point. The exercise can be repeated many times.
- Exercise 5. During this exercise, the child needs to clench his hands into fists, and then straighten his fingers and spread them, repeating these actions several times.
Medicines ( drugs, tablets) with mental retardation ( nootropics, vitamins, antipsychotics)
The goal of drug treatment for oligophrenia is to improve metabolism at the brain level, as well as stimulate the development of nerve cells. In addition, medications may be prescribed to treat specific symptoms of the disease, which may be expressed differently in different children. In any case, the treatment regimen must be selected for each child individually, taking into account the severity of the underlying disease, its clinical form and other features.Drug treatment of mental retardation
Group of drugs | Representatives | Mechanism of therapeutic action |
Nootropics and drugs that improve cerebral circulation | Piracetam | Improves metabolism at the neuronal level ( nerve cells) of the brain, increasing the rate at which they use oxygen. This may promote the patient's learning and mental development. |
Phenibut |
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Vinpocetine |
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Glycine |
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Aminalon |
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Pantogam |
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Cerebrolysin |
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Oxybral |
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Vitamins | Vitamin B1 | Necessary for the normal development and functioning of the central nervous system. |
Vitamin B6 | Necessary for the normal process of transmission of nerve impulses in the central nervous system. With its deficiency, such a sign of mental retardation as inhibition of thinking can progress. |
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Vitamin B12 | With a lack of this vitamin in the body, accelerated death of nerve cells may occur ( including at the level of the brain), which may contribute to the progression of mental retardation. |
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Vitamin E | Protects the central nervous system and other tissues from damage by various harmful factors ( in particular with a lack of oxygen, with intoxication, with irradiation). |
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Vitamin A | If it is deficient, the functioning of the visual analyzer may be disrupted. |
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Neuroleptics | Sonapax | They inhibit brain activity, making it possible to eliminate such manifestations of oligophrenia as aggressiveness and severe psychomotor agitation. |
Haloperidol |
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Neuleptil |
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Tranquilizers | Tazepam | They also inhibit the activity of the central nervous system, helping to eliminate aggressiveness, as well as anxiety, increased excitability and mobility. |
Nozepam |
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Adaptol |
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Antidepressants | Trittico | Prescribed for depression of the child’s psycho-emotional state that persists for a long time ( more than 3 – 6 months in a row). It is important to note that maintaining this condition for a long time significantly reduces the child’s ability to learn in the future. |
Amitriptyline |
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Paxil |
It is worth noting that the dosage, frequency and duration of use of each of the listed drugs is also determined by the attending physician depending on many factors ( in particular, on the general condition of the patient, the prevalence of certain symptoms, the effectiveness of the treatment, possible side effects, and so on).
Objectives of massage for mental retardation
Neck and head massage is part of the comprehensive treatment of mentally retarded children. At the same time, a full body massage can stimulate the development of the musculoskeletal system, improve the patient’s overall well-being, and improve his mood.The objectives of massage for mental retardation are:
- Improving blood microcirculation in the massaged tissues, which will improve the delivery of oxygen and nutrients to the nerve cells of the brain.
- Improved lymphatic drainage, which will improve the process of removing toxins and metabolic byproducts from brain tissue.
- Improving microcirculation in the muscles, which helps to increase their tone.
- Stimulates nerve endings in the fingers and palms, which can help develop fine motor skills in the hands.
- Creation of positive emotions that have a beneficial effect on the general condition of the patient.
The influence of music on children with mental retardation
Playing music or simply listening to it has a positive effect on the course of mental retardation. That is why almost all children with mild to moderate forms of the disease are recommended to include music in correctional programs. At the same time, it is worth noting that with a more severe degree of mental retardation, children do not perceive music and do not understand its meaning ( for them it's just a set of sounds), and therefore they will not be able to achieve a positive effect.Music lessons allow you to:
- Develop the child’s speech apparatus (while singing songs). In particular, children improve their pronunciation of individual letters, syllables and words.
- Develop a child's hearing. In the process of listening to music or singing, the patient learns to distinguish sounds by their tonality.
- Develop intellectual abilities. To sing a song, a child needs to perform several sequential actions at once ( take a deep breath before the next verse, wait for the right melody, choose the right voice volume and singing speed). All this stimulates the thought processes that are disturbed in children with mental retardation.
- Develop cognitive activity. In the process of listening to music, a child can learn new musical instruments, evaluate and remember the nature of their sound, and then recognize ( determine) them by sound alone.
- Teach your child to play musical instruments. This is possible only with a mild form of oligophrenia.
Education of persons with mental retardation
Despite mental retardation, almost all patients with mental retardation ( except deep form) may be amenable to certain training. At the same time, the general education programs of regular schools may not be suitable for all children. It is extremely important to choose the right place and type of education, which will allow the child to develop his abilities to the maximum. Regular and correctional schools, boarding schools and classes for schoolchildren with mental retardation ( PMPC recommendations)
In order for a child to develop as intensively as possible, you need to choose the right educational institution to send him to.Education for mentally retarded children can be carried out:
- In secondary schools. This method is suitable for children with mild mental retardation. In some cases, mentally retarded children can successfully complete the first 1–2 grades of school, and no differences between them and ordinary children will be noticeable. At the same time, it is worth noting that as children grow older and the school curriculum becomes more difficult, they will begin to lag behind their peers in academic performance, which can cause certain difficulties ( low mood, fear of failure, etc.).
- In correctional schools or boarding schools for mentally retarded persons. A special school for children with mental retardation has both its pros and cons. On the one hand, educating a child in a boarding school allows him to receive much more attention from teachers than when he attends a regular school. In the boarding school, teachers and educators are trained to work with such children, as a result of which it is easier to establish contact with them, find an individual approach to them in teaching, and so on. The main disadvantage of such training is the social isolation of the sick child, who practically does not communicate with normal people ( healthy) children. Moreover, during their stay in the boarding school, children are constantly monitored and carefully cared for, to which they become accustomed. After graduating from boarding school, they may simply be unprepared for life in society, as a result of which they will need constant care for the rest of their lives.
- In special correctional schools or classes. Some general education schools have classes for mentally retarded children, in which they are taught a simplified school curriculum. This allows children to receive the necessary minimum knowledge, as well as to be among “normal” peers, which contributes to their integration into society in the future. This teaching method is suitable only for patients with mild mental retardation.
During the PMP examination, the child may be asked:
- What's his name?
- How old is he?
- Where does he live?
- How many people are in his family ( may be asked to briefly describe each family member)?
- Are there any pets at home?
- What games does your child like?
- What dishes does he prefer for breakfast, lunch or dinner?
- Can the child sing? they may be asked to sing a song or recite a short rhyme)?
Federal State Educational Standard OVZ ( federal state educational standard
Federal State Educational Standard is a generally recognized standard of education that all educational institutions in the country must adhere to ( for preschoolers, schoolchildren, students and so on). This standard regulates the work of an educational institution, material, technical and other equipment of the educational institution ( what personnel and how many should work there?), as well as control of training, availability of training programs, and so on.FSES OVZ is the federal state educational standard for students with disabilities. It regulates the educational process for children and adolescents with various physical or mental disabilities, including mentally retarded patients.
Adapted basic general education programs ( AOOP) for preschoolers and schoolchildren with mental retardation
These programs are part of the Federal State Educational Standard for Physical Education and represent the optimal method of teaching people with mental retardation in preschool institutions and schools.The main objectives of the AOOP for children with mental retardation are:
- Creation of conditions for the education of mentally retarded children in general education schools, as well as in special boarding schools.
- Creation of similar educational programs for children with mental retardation who could master these programs.
- Creation of educational programs for mentally retarded children to receive preschool and general education.
- Development of special programs for children with varying degrees of mental retardation.
- Organization of the educational process taking into account the behavioral and mental characteristics of children with varying degrees of mental retardation.
- Quality control of educational programs.
- Monitoring the assimilation of information by students.
- Maximize the mental abilities of each individual child with mental retardation.
- Teach mentally retarded children self-care ( if possible), performing simple work and other necessary skills.
- Teach children to behave correctly in society and interact with it.
- Develop students' interest in learning.
- Eliminate or smooth out shortcomings and defects that a mentally retarded child may have.
- Teach parents of a mentally retarded child to behave correctly with him and so on.
Work programs for children with mental retardation
Based on basic general education programs ( regulating the general principles of teaching mentally retarded children) work programs are being developed designed for children with various degrees and forms of mental retardation. The advantage of this approach is that the work program takes into account as much as possible the individual characteristics of the child, his ability to learn, perceive new information and communicate in society.For example, a work program for children with a mild form of mental retardation may include training in self-care, reading, writing, mathematics, and so on. At the same time, children with a severe form of the disease are not able to read, write and count in principle, as a result of which their work programs will include only general self-care skills, learning to control emotions and other simple activities.
Corrective classes for mental retardation
Correctional classes are selected for each child individually, depending on his mental disorders, behavior, thinking, and so on. These classes can be conducted in special schools ( professionals) or at home.The goals of correctional classes are:
- Teaching your child basic school skills- reading, writing, simple counting.
- Teaching children how to behave in society– Group classes are used for this.
- Speech development– especially in children who have impaired pronunciation of sounds or other similar defects.
- Teach your child to look after himself– at the same time, the teacher should focus on the dangers and risks that may await the child in everyday life ( for example, the child must learn that there is no need to grab hot or sharp objects, as this will hurt).
- Develop attention and perseverance– especially important for children with impaired ability to concentrate.
- Teach your child to control their emotions– especially if he has attacks of anger or rage.
- Develop fine motor skills of hands- if it is broken.
- Develop memory– learn words, phrases, sentences or even poems.
CIPRs for children with mental retardation
SIPR is a special individual development program, selected for each specific mentally retarded child individually. The objectives of this program are similar to those of correctional classes and adapted programs, however, when developing SIPR, not only the degree of mental retardation and its form are taken into account, but also all the features of the disease that the child has, the degree of their severity, and so on.To develop a CIPR, a child must undergo a full examination by many specialists ( from a psychiatrist, psychologist, neurologist, speech therapist, etc.). During the examination, doctors will identify dysfunctions of various organs ( for example, memory impairment, fine motor skills, difficulty concentrating) and evaluate their severity. Based on the data obtained, a CIPR will be drawn up, designed to correct, first of all, those violations that are most pronounced in the child.
So, for example, if a child with mental retardation has problems with speech, hearing and concentration, but there are no motor disorders, there is no point in prescribing him many hours of classes to improve fine motor skills. In this case, classes with a speech therapist should come to the fore ( to improve the pronunciation of sounds and words), classes to improve the ability to concentrate, and so on. At the same time, there is no point in wasting time teaching a child with severe mental retardation to read or write, since he will still not master these skills.
Methods of teaching literacy ( reading) children with mental retardation
With a mild form of the disease, the child can learn to read, understand the meaning of the text read, or even partially retell it. With a moderate form of mental retardation, children can also learn to read words and sentences, but their text reading is not meaningful ( they read, but don’t understand what they’re talking about). They are also unable to retell what they read. In severe and profound forms of mental retardation, the child cannot read.Teaching reading to mentally retarded children allows:
- Teach your child to recognize letters, words and sentences.
- Learn to read expressively ( with intonation).
- Learn to understand the meaning of the text you read.
- Develop speech ( while reading aloud).
- Create the prerequisites for teaching writing.
Teaching writing
Only children with mild illness can learn to write. With moderate mental retardation, children may try to pick up a pen, write letters or words, but will not be able to write anything meaningful.It is extremely important that before starting school, the child learns to read at least to a minimal extent. After this, he should be taught to draw simple geometric shapes ( circles, rectangles, squares, straight lines and so on). When he masters this, you can move on to writing letters and memorizing them. Then you can start writing words and sentences.
It is worth noting that for a mentally retarded child, the difficulty lies not only in mastering writing, but also in understanding the meaning of what is written. At the same time, some children have a pronounced impairment of fine motor skills, which prevents them from mastering writing. In this case, it is recommended to combine grammar teaching with corrective exercises that allow the development of motor activity in the fingers.
Mathematics for children with mental retardation
Teaching mathematics to children with mild mental retardation promotes the development of thinking and social behavior. At the same time, it is worth noting that the mathematical abilities of children with imbecility ( moderate degree of oligophrenia) are very limited - they can perform simple mathematical operations ( add, subtract), however, it is not able to solve more complex problems. Children with severe and profound mental retardation do not understand mathematics in principle.Children with mild mental retardation may:
- Count natural numbers.
- Learn the concepts of “fraction”, “proportion”, “area” and others.
- Master the basic units of measurement of mass, length, speed and learn to apply them in everyday life.
- Learn to shop, calculate the cost of several items at once and the amount of change required.
- Learn to use measuring and calculating instruments ( ruler, compass, calculator, abacus, clock, scales).
Pictograms for children with mental retardation
Pictograms are unique schematic pictures that depict certain objects or actions. Pictograms allow you to establish contact with a mentally retarded child and teach him in cases where it is impossible to communicate with him through speech ( for example, if he is deaf, and also if he does not understand the words of others).The essence of the pictogram technique is to associate a certain image in the child ( picture) with any specific action. For example, a picture of a toilet can be associated with the desire to go to the toilet. At the same time, a picture of a bath or shower can be associated with water procedures. In the future, these pictures can be attached to the doors of the corresponding rooms, as a result of which the child will better navigate the house ( if he wants to go to the toilet, he will independently find the door through which he needs to enter for this).
On the other hand, pictograms can also be used to communicate with a child. So, for example, in the kitchen you can keep pictures of a cup ( jug) with water, plates of food, fruits and vegetables. When a child feels thirsty, he can point to water, while pointing at a picture of food will help others understand that the child is hungry.
The above were just some examples of the use of pictograms, but using this technique you can teach a mentally retarded child a wide variety of activities ( brush your teeth in the morning, make and spread your bed yourself, fold things, etc.). However, it is worth noting that this technique will be most effective for mild mental retardation and only partially effective for moderate degrees of the disease. At the same time, children with severe and profound mental retardation are practically not amenable to learning using pictograms ( due to a complete lack of associative thinking).
Extracurricular activities for children with mental retardation
Extracurricular activities are activities that take place outside of class ( like all lessons), and in a different setting and according to a different plan ( in the form of games, competitions, travel, etc.). Changing the method of presenting information to mentally retarded children allows them to stimulate the development of intelligence and cognitive activity, which has a beneficial effect on the course of the disease.The goals of extracurricular activities can be:
- adaptation of the child in society;
- application of acquired skills and knowledge in practice;
- speech development;
- physical ( sports) child development;
- development of logical thinking;
- developing the ability to navigate in unfamiliar areas;
- psycho-emotional development of the child;
- the child’s acquisition of new experiences;
- development of creative abilities ( for example, while hiking, playing in the park, in the forest, etc.).
Homeschooling children with mental retardation
Education for mentally retarded children can be done at home. Both parents themselves and specialists can take direct part in this ( speech therapist, psychiatrist, teachers who know how to work with such children, and so on).On the one hand, this teaching method has its advantages, since the child receives much more attention than when teaching in groups ( classes). At the same time, during the learning process, the child does not have contact with peers, does not acquire the communication and behavior skills he needs, as a result of which in the future it will be much more difficult for him to integrate into society and become a part of it. Therefore, teaching mentally retarded children exclusively at home is not recommended. It is best to combine both methods, when the child attends an educational institution during the day, and in the afternoon the parents study with him at home.
Rehabilitation and socialization of children with mental retardation
If the diagnosis of mental retardation is confirmed, it is extremely important to start working with the child in a timely manner, which, in mild forms of the disease, will allow him to get along in society and become a full member of it. At the same time, special attention should be paid to the development of mental, mental, emotional and other functions that are impaired in children with oligophrenia. Classes with a psychologist ( psychocorrection)
The primary task of a psychologist when working with a mentally retarded child is to establish friendly, trusting relationships with him. After this, in the process of communicating with the child, the doctor identifies certain mental and psychological disorders that predominate in this particular patient ( for example, instability of the emotional sphere, frequent tearfulness, aggressive behavior, inexplicable joy, difficulties in communicating with others, etc.). Having established the main disorders, the doctor tries to help the child get rid of them, thereby speeding up the learning process and improving his quality of life.Psychocorrection may include:
- psychological education of the child;
- help in realizing your “I”;
- social education ( teaching rules and norms of behavior in society);
- assistance in experiencing psycho-emotional trauma;
- creation of favorable ( friendly) family situation;
- improving communication skills;
- teaching a child to control emotions;
- learning skills to overcome difficult life situations and problems.
Speech therapy classes ( with a speech pathologist)
Speech disorders and underdevelopment can be observed in children with varying degrees of mental retardation. To correct them, classes are prescribed with a speech therapist who will help children develop speech abilities.Classes with a speech therapist allow you to:
- Teach children to pronounce sounds and words correctly. To do this, the speech therapist uses various exercises, during which children have to repeatedly repeat those sounds and letters that they pronounce the worst.
- Teach your child to form sentences correctly. This is also achieved through sessions during which the speech therapist communicates with the child orally or in writing.
- Improve your child's performance in school. Speech underdevelopment can be the cause of poor performance in many subjects.
- Stimulate the overall development of the child. While learning to speak and pronounce words correctly, the child simultaneously remembers new information.
- Improve the child's position in society. If a student learns to speak correctly and correctly, it will be easier for him to communicate with classmates and make friends.
- Develop the child's ability to concentrate. During classes, the speech therapist may have the child read aloud increasingly longer texts, which will require longer concentration of attention.
- Expand your child's vocabulary.
- Improve understanding of spoken and written language.
- Develop abstract thinking and imagination of the child. To do this, the doctor may give the child books with fairy tales or fictional stories to read aloud, and then discuss the plot with him.
Didactic games for children with mental retardation
During observations of mentally retarded children, it was noted that they are reluctant to study any new information, but with great pleasure they can play all kinds of games. Based on this, a didactic methodology was developed ( teaching) games, during which the teacher conveys certain information to the child in a playful way. The main advantage of this method is that the child, without realizing it, develops mentally, mentally and physically, learns to communicate with other people and acquires certain skills that he will need in later life.For educational purposes you can use:
- Games with pictures- children are offered a set of pictures and asked to choose from them animals, cars, birds, and so on.
- Games with numbers– if the child already knows how to count in various objects ( for blocks, books or toys) you can stick the numbers from 1 to 10 and mix them up, and then ask the child to put them in order.
- Games with animal sounds– the child is shown a series of pictures with images of animals and asked to demonstrate what sounds each of them makes.
- Games that promote the development of fine motor skills– you can draw letters on small cubes, and then ask the child to assemble a word from them ( name of animal, bird, city, etc.).
Exercises and physical therapy ( Exercise therapy) for children with mental retardation
The purpose of exercise therapy ( physical therapy) is a general strengthening of the body, as well as correction of physical defects that a mentally retarded child may have. A physical exercise program should be selected individually or by combining children with similar problems into groups of 3 to 5 people, which will allow the instructor to pay enough attention to each of them.The goals of exercise therapy for oligophrenia may be:
- Development of fine motor skills of the hands. Since this disorder is most common in mentally retarded children, exercises to correct it should be included in every training program. Some of the exercises include clenching and unclenching your hands into fists, spreading and closing your fingers, touching your fingertips to each other, alternately bending and straightening each finger separately, and so on.
- Correction of spinal deformities. This disorder occurs in children with severe mental retardation. To correct it, exercises are used that develop the muscles of the back and abdomen, joints of the spine, water procedures, exercises on the horizontal bar and others.
- Correction of movement disorders. If a child has paresis ( in which he weakly moves his arms or legs), exercises should be aimed at developing the affected limbs ( flexion and extension of arms and legs, rotational movements of them, and so on).
- Development of movement coordination. To do this, you can perform exercises such as jumping on one leg, long jumps ( after the jump, the child must maintain balance and remain on his feet), throwing a ball.
- Development of mental functions. To do this, you can perform exercises consisting of several successive parts ( for example, put your hands on your belt, then sit down, stretch your arms forward, and then do the same in reverse order).
To play sports, mentally retarded children are recommended to:
- Swimming. This helps them learn to solve complex sequential problems ( come to the pool, change clothes, wash, swim, wash and get dressed again), and also forms a normal attitude towards water and water procedures.
- Skiing. Develop motor activity and the ability to coordinate the movements of arms and legs.
- Biking. Helps develop balance, concentration and the ability to quickly switch from one task to another.
- Trips ( tourism). A change of environment stimulates the development of cognitive activity in a mentally retarded patient. At the same time, when traveling, physical development and strengthening of the body occurs.
Recommendations for parents regarding the labor education of children with mental retardation
Labor education of a mentally retarded child is one of the key points in the treatment of this pathology. After all, it is the ability for self-care and work that determines whether a person will be able to live independently or will need the care of strangers throughout his life. The labor education of a child should be carried out not only by teachers at school, but also by parents at home.The development of work activity in a child with mental retardation may include:
- Self-care training– the child needs to be taught to dress independently, observe personal hygiene rules, take care of his appearance, eat food, and so on.
- Training for feasible work– from an early age, children can independently lay out things, sweep the street, vacuum, feed pets or clean up after them.
- Teamwork training– if parents go to do some simple work ( for example, picking mushrooms or apples, watering the garden), the child should be taken with you, explaining and clearly demonstrating to him all the nuances of the work being performed, as well as actively cooperating with him ( for example, instruct him to fetch water while watering the garden).
- Versatile training– parents should teach their child a variety of types of work ( even if at first he is unable to do any work).
- The child’s awareness of the benefits of his work– parents should explain to the child that after watering the garden, vegetables and fruits will grow there, which the child can then eat.
Prognosis for mental retardation
The prognosis for this pathology directly depends on the severity of the disease, as well as on the correctness and timeliness of the therapeutic and corrective measures taken. So, for example, if you regularly and intensively work with a child who has been diagnosed with a moderate degree of mental retardation, he can learn to speak, read, communicate with peers, and so on. At the same time, the absence of any training sessions can provoke a deterioration in the patient’s condition, as a result of which even a mild degree of oligophrenia can progress, turning into moderate or even severe. Is a child given a disability group for mental retardation?
Since the ability for self-care and a full life of a mentally retarded child is impaired, he can receive a disability group, which will allow him to enjoy certain advantages in society. At the same time, one or another disability group is assigned depending on the degree of oligophrenia and the general condition of the patient.Children with mental retardation may be assigned:
- 3 disability group. Issued to children with mild mental retardation who can take care of themselves, are amenable to learning and can attend regular schools, but require increased attention from the family, others and teachers.
- Disability group 2. Issued to children with moderate mental retardation who are forced to attend special correctional schools. They are difficult to train, do not get along well in society, have little control over their actions and cannot be responsible for some of them, and therefore often need constant care, as well as the creation of special living conditions.
- 1st disability group. Issued to children with severe and profound mental retardation, who are practically unable to learn or care for themselves, and therefore require continuous care and guardianship.
Life expectancy of children and adults with oligophrenia
In the absence of other diseases and developmental defects, the life expectancy of mentally retarded people directly depends on the ability to self-care or on the care they receive from others.Healthy ( physically) people with mild mental retardation can take care of themselves, are easy to train, and can even get a job, earning money to feed themselves. In this regard, their average life expectancy and causes of death are practically no different from those among healthy people. The same can be said about patients with moderate mental retardation, who, however, are also trainable.
At the same time, patients with severe forms of the disease live much shorter than ordinary people. First of all, this may be due to multiple defects and congenital developmental anomalies, which can lead to the death of children during the first years of life. Another reason for premature death may be a person’s inability to critically evaluate his actions and the environment. In this case, patients may be in dangerous proximity to fire, operating electrical appliances or poisons, or fall into the pool ( while not knowing how to swim), get hit by a car ( accidentally running out onto the road) and so on. That is why the duration and quality of their lives directly depend on the attention from others.
Before use, you should consult a specialist. “Corrective and developmental exercises for children with mental retardation”Mental retardation call heterogeneous specific conditions that have different causes and severity associated with the state of the nervous system. What is common is that a person’s intellectual development lags behind the norm; learning and social adaptation in society are difficult for him. Mental retardation cannot be cured, which is why correctional and developmental classes for children with a similar diagnosis are so important, because only by working with the child, raising and teaching him, can parents make progress.
Exercises to develop motor skills and attention
1. The child must, according to the instructions:
stretch your arms up, down, right, left (if you don’t know “right”, “left”, then “to the window”, “to the door”);
point with an outstretched hand at the named object (window, table, book, etc.);
draw a circle (stick, cross) with chalk (pencil) at the top, bottom, right, left of the board (notebook).
2.Exercises for fingers:
spread your fingers, clench into a fist - unclench;
straighten your fingers alternately from a clenched fist;
roll balls, snakes, chains from plasticine;
transfer small items from one box to another;
collect small objects scattered on the floor into a box.
3.
Two dots are placed with chalk on the board or pencil in a notebook, the child must draw a line connecting them with his finger (the dots are given in different directions).
4.
The child must:
walk along the drawn line (straight line, circle,
run along the plank while carrying an object.
Exercises to develop memory and attention
1.
The teacher shows the child pictures and quickly removes them. The child must name from memory what he saw.
2.
They hit their hands or a pencil on the table several times. The child must say how many times.
3.
A rhythmic knock is made (with a stick on the table). Pupils are required to repeat it.
4.
Some movement is being made. The child must repeat it from memory.
5.
The child is blindfolded and the teacher touches him. The child must determine how many times he was touched.
Corrective exercises to achieve a certain speed of movement
It is advisable to carry out these exercises with inert, sedentary children.
1.
Remove your hands from the table quickly on command.
2.
Quick hand movements on command (raise your hand, extend it to the side, etc.).
3.
Quickly tap on the table 3, 4, 5 times.
4.
Quickly leave the table, say your name (or age, or address) and sit down.
5.
Quickly pick up an object (the teacher drops it first)
6.
Quickly wipe down the board.
7.
Name the displayed object pictures quickly.
8.
When a child learns to fold a pyramid or assemble a matryoshka doll, you can arrange a competition with him “Who is faster.” The teacher, at the same time, puts together the same pyramid, sometimes ahead of the child, sometimes giving him victory.
Exercises for distinguishing color, shape, size
1.
A figure made from a colored geometric mosaic (rhombus, circle, triangle) is shown. The child must choose the same shape (color).
2.
A certain figure (from the same mosaic) is shown, and then it is removed. The child must choose the same one from memory.
3.
Arranging colorful balls and sticks into piles according to color.
4.
Folding various pyramids.
5.
Folding nesting dolls.
6.
Arranging a chain of cubes of the same size and color. Arranging cubes of different sizes in a row according to the principle of gradually decreasing the size of each subsequent cube.
7.
Line up homogeneous objects of different sizes (mushrooms, boats, dolls, etc.). The child is asked to show the largest, the smallest.
8.
Various objects of sharply contrasting colors are laid out. The child is asked to separate objects of one color from objects of another color. Then they are taught to name these colors correctly; New ones are gradually being introduced. Through exercises on various objects, grouping them and naming colors, the child learns to correctly recognize and name colors. You can use beads, balls, skeins of thread, strips of paper, sticks, flags, buttons, and objects made from plasticine.
Corrective exercises for restless children
For restless, impulsive children, it is advisable to alternate with special exercises that require peace and self-control.
These exercises could be:
1.
Sit quietly for 5-10-15 seconds.
2.
Sit silently with your hands behind your back.
3. Slowly, silently, move your hand along the edge of the table.
4.
Silently stand up and sit down.
5.
Walk silently to the window (to the door), return to your place and sit down.
6.
Quietly raise and lower the book. Possible several times.
Tasks:
Develop agility, reaction speed, spatial orientation, coordination of movements, endurance, speed and strength qualities;
- consolidate skills in running, stepping, walking, jumping;
- to form interest, need and conscious attitude towards physical exercise;
- create conditions for positive interaction with peers.
Equipment: large balls, small balls, rope, balloons, bags, inclined gymnastic boards.
Attributes: emblems for participants, medals, balloons to decorate the hall.
(the song “It’s Fun to Walk Together” sounds, the children enter into a festive
decorated hall in sportswear and lined up in two lines)
Host: You can hold competitions both as a joke and seriously. That's what
secret:
- Never be discouraged! Give sports a hand!
Attention! Attention! We invite you to the competition!
We invite everyone to the sports festival! I suggest taking from
represents speed, resourcefulness, and courage.
Two teams arrived to us: “Well done” and “Dares”. Let's
let's welcome them.
(children read poems)
1. Everyone knows, everyone understands
It's nice to be healthy.
You just need to know
How to become healthy.
2. There is no better recipe in the world -
Be inseparable from sports.
You will live a hundred years
That's the whole secret!
3. Accustom yourself to order -
Do exercises every day.
Laugh more cheerfully
You will be healthier!
Presenter: - Today's competition will be judged by the jury in the following composition (I represent the members. For each won relay race - one point. The team that scores the most points wins.
Warm-up
(Each team puts its emblem on the board)
Relay 1
“Sack Run” - children take turns jumping in sacks to the finish line
“Hit the target” - children throw small balls at the target
(the jury sums up the results of the first relay and warm-up)
(music sounds and Carlson flies into the hall)
Carlson: - Hello, kids: girls and boys! I've been following you for a long time
I'm watching. How good you are at indulging! Me too
I love to play around, tumble and eat jam.
Presenter: - Hello, Carlson! The guys don't play around - they work out
sports.
Carlson: - What is it like to play sports?
Presenter: - Now the guys participating in the competition will show you this.
Relay 2
“Who is faster” - children in pairs, holding hands, run, carrying air balloons
balls to the finish line, run around the cube and return to the team.
“Who can go down the slide faster” - children take turns sliding down the slope
bench down and return to the team.
(the jury evaluates the result of the second relay)
Carlson: - I brought with me delicious strawberry jam and riddles about sports.
Relay 3
"Savvy"
1. They kick him, but he doesn’t cry,
They throw him - he jumps back. (ball)
2. This horse does not eat oats,
Instead of legs there are two wheels.
Sit on the horse and ride it.
Just steer better. (bike)
3.When April takes its toll,
And the streams run ringing.
I jump over it
And she through me. (jump rope)
4.Small in stature - but smart
(The ball) jumped away from me
Presenter: - While the jury members are evaluating the results of the relay, I invite the teams to measure their strength.
Relay 4
"Who is stronger"
(teams tug of war)
Carlson: - Well done guys!
Strong and brave
Dexterous, skillful.
Presenter: - We have one game,
You'll like her!
Come out to the site
Line up together in order!
Relay 5
"Pass the ball"
(teams line up in two columns and pass the ball over their heads first,
then between the legs)
Presenter: - And now I invite the jury to sum up the results of the relay race and invite the teams for the awards ceremony.
Presenter: - To become strong and dexterous, you need to do every day
exercise and exercise a lot, persistently.
(children read poems about sports)
1.Whoever is friends with exercises boldly,
Who will drive away laziness in the morning
He will be brave and skillful,
And have fun every day!
2. Sports, guys, are very necessary.
We are strong friends with sports:
Sport is an assistant,
Sport is a game.
To all participants -
(all children) physical education – hurray!
Carlson: - Goodbye, kids!
It's time for me to fly away.
Grape health to you,
Chocolate moods,
Strawberry joy,
Strawberry smiles!
Here's some strawberry jam for your tea! (flies away)
Presenter: - We had great fun,
We became very close friends,
We danced, played,
Everyone around became friends.
Be friends with sports
Jump, run.
And then you won’t care about boredom.
We are ending the holiday and wish you
Health, success and happiness in everything!
(children leave the hall to a cheerful sports march
Physical therapy courses
Teaching physical exercises and subsequent training of the patient is a pedagogical process, but its success depends not only on the qualifications of the exercise therapy instructor. Extremely important is the active participation of the patient himself, his conscious attitude to the use of exercise therapy, which plays a big role in achieving the final result. And this is why therapeutic physical culture differs significantly from other means of treatment and rehabilitation.
Exercise therapy is not only a therapeutic and preventive treatment, but also a therapeutic and educational tool that instills in the patient a conscious attitude towards the use of physical exercises, as well as active participation in the treatment and rehabilitation processes, which is based on training in physical exercises. Exercise therapy is indicated for almost all diseases and injuries.
The main means in therapeutic physical culture are:
Physical exercise;
Natural factors (sun, air, water);
Massotherapy;
Motor mode.
We offer sets of exercises for the most common diseases:
1 . Warm-up for 19 days for cerebral palsy
Exercises on a roller or ball.
A set of exercises on the back;
A set of abdominal exercises;
Exercises on the ball;
To develop the supporting function of the feet: reflex exercises;
- Exercise for 19 days for cerebral palsy.
2 .An approximate set of special exercises for bronchial asthma.
3 .An approximate complex of therapeutic exercises for children suffering from obesity (introductory period).
4 . Corrective exercises to normalize posture.
5 . A set of exercises for physical training minutes (FM):
FM to improve cerebral circulation;
FM to relieve fatigue from the shoulder girdle and arms;
FM to relieve tension from the muscles of the torso.
6 . Hygienic rules and rational mode of loading on the lower extremities for students with disorders of the formation of the arch of the foot
7 . Exercises used for scoliosis
8 . Exercises to develop and consolidate the skill of correct posture.
9 . Exercise to strengthen the “muscle corset”:
For back muscles;
For the abdominals;
For the lateral muscles of the trunk.
Expected results: increasing social adaptation and social-environmental orientation of a child with disabilities.
^ Program effectiveness ratings: The effectiveness of rehabilitation courses.
Active participation of the child in activities.
Free, interested communication between children and each other.
Results of a comparative study, the degree of agreement between the expected and actual results.
Appendix No. 5
Physical therapy instructor classes
Warm-up for 19 days for cerebral palsy
On a wall bars or on a chair with a ladder instead of a backrest.
Fix the child's hands on the rung of the ladder at chest level, placing his legs straight. Raise your right leg onto the first step and lower it, then lift your left leg onto the first step and lower it. (Start with 5 – 7 times, then increase to 10).
Starting position - Fix the child’s hands on the rung of the ladder at chest level. Raise your right arm higher on the bar, then lift your right leg onto the first step of the ladder. Raise your left arm one step higher, then raise your left leg. Go up 3 steps. Then descend: first lower your right arm, then your right leg, then your left arm, then your left leg.
Fix the child's hands on the rung of the ladder at stomach level. Place the child with his back to you and fix his knees. Fix your legs with your hand at the knee joint, making sure that your feet are level. Squat.
Starting position – stand straight, legs straight, arms along the body. Place the child with his back to you and fix his knees. "Forward bends."
Starting position – stand up straight, legs straight. Adjustable step left and right up to 12 times.
^ Exercises on a roller or ball.
A set of exercises on the back.
First week.
I.p. on the back, on a bolster. Circular rotations in the shoulder joint clockwise and counterclockwise. Also with the other hand (watch the position of the head and torso)
I.p. on the back, on a bolster. Flexion and extension of the right arm at the elbow joint, head turned to the right. Also with the other hand, circular rotation of the arms at the elbow joint.
I.p. on the back, on a bolster. Flexion and extension of the arm at the wrist joint. Alternately left and right hands.
Retracting the thumb to the side.
Turn your palms up and down.
I.p. on the back, on a bolster. Stretch your arms forward, tilt the roller forward so that your hands touch the floor, fix the open palm on the floor for 5-10 seconds, then return to the i.p.
I.p. on the back, on a bolster. Arms to the sides, palms up, legs extended:
Turn to the right, touch your right hand with your left hand
To original position
Turn left, touch your left hand with your right hand
To the starting position. Sit down with support on the elbow, then on the hand.
A set of abdominal exercises
I.p. on the stomach, on the bolster. Stretch your arms forward, tilt the roller forward so that your hands touch the floor, fix the open palm on the floor for 5-10 seconds, then return to the i.p.
Starting position on your stomach. Arms under the chest, legs straight, imitation of “Brasso” arms.
Starting position on the stomach “Boxing”.
Starting position on the stomach “Fish”.
Half push-up.
I.p. (see point 1)
Raise your head, touch your chin to your chest
To original position
Turn your head right and left
Exercises on the ball
second and third week.
1. I.P. kneeling on the floor in front of the ball, with your hands resting on the ball. Alternately, rising on each leg, stand on both legs, roll forward on the ball and return back to I.P.
2. I.P. lying on your stomach on the ball, hands supported on the floor. Rolling on your stomach back and forth, moving your hands along the floor. Return to I.P.
3. I.P. lying on your stomach on the ball, supporting yourself on your legs. Circular rotations on the ball, moving your feet along the floor - in one direction and the other.
4. I.P. "riding" on the ball. Rocking from side to side, with alternate support on each foot.
5. I.P. sideways on the ball, resting one hand on the floor. The adult is supportive. Roll back and forth, moving your supporting hand along the floor.
6. I.P. lying with your back on the ball, an adult supports you by your hands. The child pulls the body forward with the help of his hands. Return to I.P.
7. I.P. standing in front of the ball. Rolling a ball with one foot, with the foot on top. Keep your back straight. Repeat with the other leg.
8. I.P. sitting on the ball. Rotate your torso to the sides. The back is straight.
9. I.P. sitting on the ball. Bend to the sides, leaning on each foot in turn.
^ To develop the supporting function of the feet: reflex exercises
Use your index and middle fingers to grab your feet, and use your thumb to press down on the sole of your toes—this causes the foot to flex. Then move with pressure along the inner edge of the foot to the heel and along the outer edge - towards the little toe, the foot extends.
Acupressure of the foot: apply pressure with the tip of your finger at the junction of the back of the foot and the lower leg. This causes dorsiflexion of the foot.
^ Exercise for 19 days for cerebral palsy
1. Exercises for stretching muscles: relieving muscle tension, preventing teratogenesis, expanding range of motion.
2. Exercises to develop muscle sensitivity; to generate force that makes it possible to regulate a certain area of the muscle.
3. Exercises to improve the functional state of nervous tissue by training nerve sensitivity.
4. Mutual influence exercises to strengthen leading and antagonistic muscle groups.
5. Endurance exercise to maintain the efficiency of organ functioning.
6. Relaxation training to eliminate spasms, tension and cramps.
7. Walking training (for learning to walk normally).
8. Senses training: exercises to stimulate the senses by increasing muscle sensitivity.
9. Incline climb exercises to improve balance and motor strength.
10. Resistance Exercises: Gradually increasing resistance training to develop muscle strength.
^ An approximate set of special exercises
for bronchial asthma.
I.p. – o.s. Slowly raise your arms to the sides - inhale; lowering your hands, exhale for a long time while pronouncing the sound “sh w w.”
I.p. – standing, clasp your hands around the lower part of your chest. Take a breath; as you exhale, slightly squeezing your chest, pronounce “zh” protractedly.
I.p. – standing, feet shoulder-width apart, hands on the chest (fingers facing forward), move the elbows to the sides - back, pushing the ribs with the hands and pronouncing the sound “O”.
I.p. – the same, but pull your shoulders back evenly – inhale, bring your shoulders together – exhale.
I.p. – sitting, hands on your belt, move your right arm to the side – back, turning your torso to the right – inhale; return to IP - long exhalation. The same, but to the left.
I.p. – standing, feet shoulder-width apart; arms are spread to the sides, at shoulder level and pulled back as far as possible. Take a breath at the count of times; on the count of two, quickly cross your arms in front of your chest so that your elbows are under your chin, and hit your back hard with your hands, above the shoulder blades - exhale.
I.p. – lying on your back; Place your hands, bent at the elbows, under your lower back. While inhaling, bend your back with support on the back of your head and elbows; as you exhale, return to i.p.
I.p. - the same, but arms along the body. Spread your arms to the sides - inhale; pull one knee to your chest, clasping it with your arms - exhale slowly. The same thing, but on the other side.
I.p. - the same, but take a breath; Raising your torso, bend forward, touching your forehead to your knees (with your hands reaching for your toes), exhale slowly.
I.p. – the same, but raise your straight legs up – inhale; lowering your legs, sit down - exhale.
I.p. – the same, but tightly clasp the lower part of the chest with your hands – inhale; As you exhale, squeeze your chest with your hands.
"Diaphragmatic breathing." I.p. – lying on your back, legs bent at the knees; one hand lies on the chest, the other on the stomach. As you inhale, the abdominal wall rises up along with the arm; the hand lying on the chest remains motionless. As you exhale, the stomach retracts; the hand lying on him presses on his stomach. Inhale through the nose, exhale through the mouth (lips folded into a tube).
I.p. – lying on your stomach, arms along your body, alternately lifting your straight legs up: lift your leg inhale, lower it – exhale, do the same, but with the other leg.
I.p. – emphasis lying on your stomach; arms bent at elbows at chest level. Extending your arms, lift your upper body and arch your back – inhale; will return to IP - exhale.
IP - lying on your stomach, arms extended forward. Raise your straight arms and legs up – entrance; hold your breath and return to i.p. - exhale slowly.
I.p. – o.s. Raise your shoulders; then, relaxing the muscles, lower them.
I.p. – standing, feet shoulder-width apart, arms down, bring your shoulder blades together. Then relax the muscles of the shoulder girdle and back and lean forward slightly.
I.p. – sitting, hands on your belt, relax the muscles of your right arm and lower your arm. Relax the muscles of your left arm and lower it. Relax your neck muscles and tilt your head forward.
^ An approximate complex of therapeutic exercises for children suffering from obesity (introductory period).
Walking with high knees, turning into easy running in place. Then walk again with a gradual slowdown in pace. Breathing is uniform.
I.p. – feet width apart. Bend your head forward and touch your chin to your chest. Then tilt your head back until it stops.
I.p. – feet hip-width apart, arms to the sides. Circular movements with straight arms, first in one direction, then in the other direction.
I.p. – legs together, arms down. Raise both hands with fingers straight, raise your right hand higher than your left (pick an apple), then vice versa. Return to i.p. Breathing is voluntary.
I.p. – legs wider than shoulders, hands on the belt. Rotations of the torso with the outstretched arm moving to the side - inhale, return to the i.p. - exhale.
I.p. – legs wider than shoulders, arms hanging freely. Leaning forward, slide your palms down your legs - exhale, straightening up into a standing position. - inhale.
I.p. – legs together, hands on the belt, squatting on your toes and spreading your knees to the sides, spread your arms to the sides – inhale, and straightening up, return to the standing position. - exhale.
I.p. – sitting on a chair, legs wider than shoulders, hands on knees. Spread your arms to the sides - inhale, bend forward springily - reach your toes with your hands - exhale.
I.p. – sitting on a chair, bend over, put your hands behind your head – inhale, lower your arms freely, tilt your head to your chest – exhale.
I.p. – lying on the floor on your back, raise your straight legs to a vertical position. The pace is slow, breathing is arbitrary.
I.p. – legs together, arms bent at the elbows. Run in place for 15-30 seconds, then switch to walking, gradually slowing down your pace.
(main period)
Walking with high knees, turning into easy running in place. Then walk with a gradual slowdown in pace. Breathing is voluntary.
I.p. – feet shoulder-width apart, arms down. Circular movements of the head to the right - left. Breathing is voluntary.
I.p. – legs together, arms bent at the elbows. Raising your arms up, placing your foot on your toes, raise your head and bend over - inhale, bending your arms, return to the standing position. - exhale.
I.p. – sitting on a chair, leaning back, vigorously draw in your stomach, then relax it. Breathing is voluntary.
I.p. – place one leg in front of the other at a distance of a long step and bend it at the knee, raise your arms up. Tilting your torso slightly and at the same time lowering your arms forward, take them back - exhale, straightening your torso, raise your arms up - inhale.
I.p. - lying on the floor, arms to the sides. Quickly raise your legs vertically up, and then, spreading your legs apart, slowly lower them to the sides, touching the floor. Breathing is voluntary.
I.p. - lying on the floor, hands under your head. Inhale and raise your legs to a right angle, without lifting your pelvis from the floor. Then slowly lowering your legs, make circular movements in the hip joints inward or outward - exhale.
I.p. - sitting on the floor. Bend your torso forward, trying to clasp your feet with your hands. Breathing is voluntary.
I.p. - lying on your back. Place a light toy on your stomach. Raise the toy as you inhale, and lower it as you exhale. Static diaphragmatic breathing.
| Exercises to improve posture |
| 1. I. p. - stand against the wall in the position of correct posture. After taking a step forward, maintain the pose for 2-3 seconds. Return to i. n. Check your posture. 8-10 times. 2. I. p. - the same. Step forward, arms to the sides. Squat down, arms forward. While sitting, move your arms to the sides and lower them down. Return to i. n. Make sure to maintain the correct position of the head, shoulders, abdomen, and pelvis. 8-10 times. While doing exercises 1 and 2, you can put a book on your head. 3. I. p. - sitting on a chair. Raise your arms to the sides - up, bring your shoulder blades together. In this position, bend your arms and place your palms on your shoulder blades as low as possible. Extend your elbows as much as possible. Return to i. p. 10-12 times. 4. I. p. - o. With. Right hand up, left hand down. Bend your elbows and try to interlock the fingers of both hands behind your back. Return to i. n. Repeat the exercise, changing the position of your hands. 6-8 times with each hand. 5. I. p. - o. With. For each count, push your shoulders forward and back. 10-15 times. 6. I. p. - sitting on the edge of a chair. Rest your hands on the seat, elbows back. Bend strongly in the thoracic part of the spine, head back. Return to i. n. 10 times. 7. I. p. - kneeling position with support on hands, head down. On the count of one - bend over, head up, try to tighten the lower back muscles more strongly. On the count of two, bend your back, head down. 10-15 times. 8. I. p. - o. With. Place a book on your head and walk around the room with various arm movements (sideways, forward, up) with light and deep squats. |
^ Target: Providing the necessary information to parents of children with disabilities.
Tasks: 1. With the help of therapeutic physical education, strengthen and maintain health at the proper level.
3. Monitor health status and conduct regulatory tests.
^ Inventory and equipment: Gymnastic sticks, gymnastic bandages and chairs, gymnastic bench, sandbag, gymnastic mat.
A set of exercises for physical education minutes (FM)
FM to improve cerebral circulation
Starting position (IP) – sitting on a chair. 1-tilt your head to the right, 2-inc., 3-incline your head to the left, 4-inc., 5-tilt your head forward, do not raise your shoulders, 6-inc. Repeat 3-4 times. The pace is slow.
I.p. – sitting, hands on the belt. 1 – turn the head to the right, 2 – i.p., 3 – turn the head to the left, 4 – i.p. Repeat 4 – 5 times. The pace is slow.
^ FM to relieve fatigue from the shoulder girdle and arms
I.p. – standing, hands on the belt. 1 – right hand forward, left up, 2 – change the position of the hands. Repeat 3-4 times, then relax your arms down and shake your hands, tilt your head forward. Then repeat 3 - 4 more times. The pace is average.
I.p. – standing or sitting, with the back of your hands on your belt. 1-2 – bring your elbows forward, tilt your head forward, 3-4 – elbows back, bend over. Repeat 5-6 times, then lower your hands down and shake relaxed. The pace is slow.
I.p. - sitting, hands up. 1 – clench your hands into a fist, 2 – unclench your hands. Repeat 6-8 times, then relax your arms down and shake your hands. The pace is average.
^ FM to relieve tension from the trunk muscles
I.p. – stand with your legs apart, hands behind your head. 1-5 – circular movements of the pelvis in one direction, 4-6 – the same in the other direction, 7-8 – lower your arms down and shake your hands in a relaxed manner. Repeat 4-6 times. The pace is average.
Corrective exercises to normalize posture
Standing, heels together, toes apart, shoulders back, shoulder blades together, stomach tucked, chin raised.
Walk as usual, watching your posture.
Walking on toes, hands behind head.
Walking on your heels, hands on your belt.
Walk on the outer edge of the foot, fingers tucked, hands on the belt, elbows pulled back.
Exercises while standing
Raise your arms up, moving your leg back, inhale, return to the starting position (main stance - exhale). Same thing with the other leg.
Feet shoulder-width apart, hands on the belt, 1-2 – spread your elbows to the sides, bringing your shoulder blades together – inhale, 3-4 – starting position – exhale.
Squat with a straight back on your toes (do not fall on your heels), spread your knees to the sides, arms forward or to the sides for a count of 1-2, for 3-4 slowly return to the starting position.
Feet shoulder-width apart, hands to shoulders. Backward rotation of the shoulder joints.
Feet shoulder-width apart, hands to shoulders. Tilt the body forward with a straight back.
"Mill". Connect your hands behind your back (either the right or the left hand on top).
Feet shoulder-width apart, arms to the sides. Rotate your arms back.
Raising straight arms through the sides up – inhale. Return to the starting position - exhale.
Feet shoulder-width apart, hands behind your back. Lateral tilts of the body to the side as you exhale.
Walking on a bench standing on the floor or on the rail of an inverted bench, arms to the sides, a bag of sand on your head (weight varies depending on age and training level).
Exercise with a stick
Raising your arms with a stick up while moving one leg to the side or back.
Feet together, arms down, stick in hand. 1 – raise your hands with the stick up – inhale, 2 – lowering the stick, raise one leg bent at the knee, touch the knee with the stick – exhale, 3-4 – with the other leg.
Feet shoulder-width apart, stick on chest: 1 – raise the stick up; 4 – starting position.
Legs together, arms down, stick in hands: 1 – hands with a stick on the chest, one knee to the stomach; 2 – arms up, straighten the bent leg forward (raised above the floor); 3 – repeat the first position; 4 – starting position, the same on the other leg.
The stick stands vertically, one end rests on the floor, at the other end of the hand. Squat supported on a stick with the knees spread, the back is straight, the heels do not touch the floor.
The wand is on the floor. Roll on a stick from heels to toes, hands on the belt.
Walking on a stick with an extended step (toes and heels touch the floor).
Exercise with a rubber band
Standing on a bandage, hands with a bandage on the belt, self-extension (stretch the top of your head up).
Standing on a bandage, feet hip-width apart, arms down, bandage in hands. Raising straight arms through the sides up (the bandage is taut) followed by lowering the arms.
Starting position: standing on a bandage, feet shoulder-width apart, hands to shoulders. Rotation of the shoulder joints backward (bandage on the shoulder blades vertically).
Squatting on your toes standing on a bandage, spreading your knees and raising your straight arms up.
Bandage on the chest (one or two layers). Stretching the bandage on the chest while moving the elbows to the sides and bringing the shoulder blades together.
Note. To create a good muscle corset, it is advisable to use exercises in the starting position lying down:
a) on the back (to strengthen the abdominal muscles);
b) on the stomach (to strengthen the back muscles);
c) exercises with weights (lying) dumbbells; rubber band, gymnastic stick.
^ Hygienic rules and rational mode of loading on the lower extremities for students with disorders of the formation of the arch of the foot
(carried out at home under parental supervision)
It is necessary to do a hygienic foot bath (36-37˚) at home every day.
It is necessary to develop a gait without strong spread of the feet.
It is useful to walk barefoot on loose soil and sand.
Persons with a tendency toward flat feet should avoid prolonged standing (especially with their feet apart) and carrying heavy objects.
If you need to stand for a long time, it is useful to transfer the load to the outer edge of the foot for a while.
Self-massage of the legs is recommended if there is a feeling of fatigue in the legs, or if there is discomfort in the muscles of the lower leg or foot. Massage mainly the inner surface of the lower leg and the plantar surface of the foot. The lower leg massage is performed in the direction from the ankle joint to the knee joint, and the foot massage is performed from the toes to the heel area. On the shin, the technique of stroking, rubbing with the palms and kneading is used, on the foot - stroking and rubbing (with the base of the palm, the back of the bent fingers).
^ Exercises used for scoliosis
Exercises to develop and consolidate the skill of correct posture.
I.P. child - standing. Correct posture is ensured by touching the wall or gymnastic wall with the gluteal region, calves and heels.
I.P. child - lying on his back. The head, torso, legs form a straight line, arms are pressed to the body. Raise your head and shoulders, check the straight position of your body. Return to starting position.
I.P. Same. In the correct position, press the lumbar region to the floor. Stand up and take the correct posture, giving the lumbar region the same position that was taken in the lying position.
^ Exercise to strengthen the “muscle corset”
For back muscles
I.P. child - lying on his stomach, chin on the back of his hands, placed one on top of the other. Place your hands on your belt, raising your head and shoulders, bringing your shoulder blades together, but do not raise your stomach. Maintain the accepted position about the team.
I.P. Same. Raising your head and shoulders, slowly move your arms up, to the sides and to your shoulders.
I.P. Same. Raise your head and shoulders. Arms to the sides, clench and unclench your hands.
I.P. Same. Hands under the chin. Alternately raising straight legs without lifting the pelvis from the floor. The pace is slow.
I.P. Same. Hands under the chin. Raising both straight legs and holding them for 10-15 counts.
I.P. Same. In pairs against each other, the ball in bent hands in front of you. Rolling the ball to a partner and catching it while maintaining an elevated position of the head and shoulders.
For the abdominals.
I.p. lying on your back, lower back pressed against a support (for all exercises).
1. Bend and straighten your legs at the knee and hip joints alternately.
2. Bend both legs, straighten them forward, and slowly lower them.
3. Alternately bending and extending the legs in a “bicycle” position.
4. Hands behind the head, alternately raising straight legs forward.
For the lateral muscles of the trunk.
I.p. o.s. Raise your left hand up and take your right hand back, the same with changing hands.
And about. O.S. Exercise "pump".
I.p. O.S. Spring tilts alternately in different directions.
I.p. lying on your stomach. Back arching. Left hand up, right back. Then change hands.
I.p. lying on your right side, straight right arm raised up, left hand located along the body. Keeping your body in a position on its side, lift and release your left leg, and do the same while lying on the other side.
I.p. sitting on all fours. Back arching. Left arm up, right leg extended back. Repeat with alternating arms and legs.
^ Efficiency mark.
Strengthen and maintain health, monitor health status. Take a course of physical therapy two or three times a year, and more if necessary.
Appendix No. 6
Massage
FLAT FOOT
Objectives of massage. Help strengthen the muscles of the arch of the foot, relieve existing fatigue in individual muscle groups, and strive to reduce pain. Restore the function of the foot and its spring properties.
Methodology. The patient's position is lying on his stomach, then on his back. Begin the massage from the thigh area, then massage the lower leg and ankle joint. The following techniques are used: stroking, rubbing, kneading, vibration. Particular attention should be paid to the anterior and posterior surfaces of the lower leg muscles, then directly to the arches of the foot. The following techniques are used: rubbing, pressing, sliding. Massage must be combined with corrective gymnastics and special development exercises - such as riding a bicycle, the pedals of which have a cone-shaped roller designed to form the arch of the foot. Also useful are swimming, walking on sand, pebbles, rope climbing, special exercises - squeezing the toes into a “fist”, clapping the soles, shifting small objects with the foot, squeezing a rubber bulb with the foot, lifting a ball, medicine ball, various types of walking with an emphasis on installation stop. At the end of the massage, you should combine passive and active movements. The duration of the procedure is 10-15 minutes.
The course of treatment is 12-15 sessions, preferably every other day.
It must be remembered that flat feet will progress if no measures are taken, but this can be avoided and even in advanced cases can be completely cured. In children, flat feet usually develop slowly, and they do not particularly complain of pain in the feet, therefore, in order to prevent the development of more severe deformities, it is necessary to periodically examine children’s feet and, if signs of flat feet are detected, consult a doctor.
^ CEREBRAL PALSY
Objectives of massage. Promote relaxation of muscle hypertonicity, sedative effect on hyperkinesis of individual muscle groups; stimulation, toning the function of paretic muscles; reduction of vegetative and trophic disorders; improvement of the general - child and improvement
Depending on the form of the disease, the therapeutic massage specialist chooses the most effective type of massage. Thus, to relax muscles, techniques such as stroking, shaking, felting, and light labile vibration are used. In order to stimulate individual muscle groups, deep continuous and intermittent stroking with fingers, combs, rubbing with weights, comb-like, effleurage, forceps-like kneading, shading, planing are used.
When performing segmental massage, all techniques of paravertebral influence are used. The massage plan is based on a general treatment option: back, collar area, peri-scapular area, upper limbs, lower limbs. Massage of the arms and legs always begins with the overlying areas, i.e. shoulder, forearm, hand and thigh, lower leg, foot.
The main thing in performing a massage is to use all techniques selectively, taking into account the clinical characteristics of the patient’s condition. All special medications should be used and thermal procedures should be carried out before the massage; for all types of massage, the possible posture of the patient should be taken into account. A course of classical massage - 25-30 procedures, segmental massage - 10-15, linear - 10-15, and acupressure - 20-25 procedures. All types of massage must be combined with special exercises during individual lessons with the child.
^ SCOLIOSIS
Objectives of massage. Increasing the overall tone of the body; normalization of the functional capabilities of the cardiovascular and respiratory systems; formation of correct posture; helping to strengthen the muscles of the body, developing a muscle corset.
The position of the patient is lying on his stomach (the massage therapist is on the right), lying on his back (the massage therapist is to the left of the patient) or lying on the opposite side of the thoracic scoliosis (the massage therapist is behind his back). In case of double curvature of the spine in different parts, the technique is divided (conditionally) into 4 parts, and is approached differently in each specific case.
Methodology. The patient lies on his stomach, the massage therapist stands on the side of the thoracic scoliosis (Fig. 179). First, general stroking of the entire surface of the back is carried out (planar, grasping, rake-like, ironing), then a sedative, relaxing effect is applied to the upper part of the trapezius muscle (stroking, rubbing with fingers - circular, labile continuous vibration), rubbing, kneading, vibration elevation in the area of thoracic scoliosis (comb-like rubbing, effleurage, chopping, pincer-like kneading along the long back muscles); all techniques for the purpose of toning and stimulation should be carried out locally. After this, the area of the lumbar concavity is massaged (all techniques for relaxation, stretching, sedative effects - stroking, rubbing, vibration only labile, continuous).
The patient turns on his left side. In this position, techniques of pulling on the right iliac crest are used. After this, the patient lies on his stomach. Continue massaging the area of scoliosis in the lumbar region, in the area of the convexity (all methods of stimulation, toning - kneading, intermittent vibration, all varieties to strengthen the muscle roll). Then the subscapular region (left shoulder blade) is relaxed and stretched, paying attention to the intercostal spaces (rake-like stroking, rubbing, labile vibration), pulling the left corner of the shoulder blade away from the concavity of the spine, stimulating and toning the shoulder girdle, the muscles above the left shoulder blade, the upper part of the trapezius muscle (rubbing, kneading, intermittent vibration, as well as shock techniques).
The patient turns over onto his back. In this position, massage the anterior surface of the chest.
In the subclavian and supraclavicular areas, as well as in the area of the pectoral muscles on the left, all techniques are used to stimulate and strengthen the muscle corset (rubbing, kneading, intermittent vibration, shock techniques). In the area of the anterior costal hump (protrusion), techniques are performed with pressure on
this area with posterior movements, alignments; massage manipulations for the purpose of stimulation, toning. All methods of stimulation and toning (comb-like rubbing, kneading, intermittent vibration, shock) are performed on the anterior abdominal wall and abdominal press. On the upper part of the pectoral muscles on the right, all techniques are performed to relax and pull the shoulder back, aligning the planes of the shoulder girdle levels. The massage is completed by general stroking of the entire back and shoulders.
Methodical instructions. Do not apply hard pressure techniques in the area of sunken ribs and muscles. Strive in the technique to create symmetry of the body. Use passive correction techniques. With practice, the massage therapist can massage specific areas at a time, using both stimulation and relaxation techniques. This type of massage is an important corrective method and an additional method in combination with other types of treatment. Procedure time - 20-30 minutes. The course of treatment is 20-25 procedures.
Corrective exercises for children of primary school age with moderate and severe mental retardation
Exercises to develop motor skills and attention
1. The child must, according to the instructions:
- stretch your arms up, down, right, left (if you don’t know “right”, “left”, then “to the window”, “to the door”);
- point with an outstretched hand at the named object (window, table, book, etc.);
- draw a circle (stick, cross) with chalk (pencil) at the top, bottom, right, left of the board (notebook).
2.Exercises for fingers:
- spread your fingers, clench into a fist - unclench;
- straighten your fingers alternately from a clenched fist;
- roll balls, snakes, chains from plasticine;
- transfer small items from one box to another;
- collect small objects scattered on the floor into a box.
3.
Two dots are placed with chalk on the board or pencil in a notebook, the child must draw a line connecting them with his finger (the dots are given in different directions).
4. The child must:
- walk along a drawn line (straight line, circle, etc.);
- run along the plank while carrying an object.
Exercises to develop memory and attention
1.
The teacher shows the child pictures and quickly removes them. The child must name from memory what he saw.
2.
They hit their hands or a pencil on the table several times. The child must say how many times.
3.
A rhythmic knock is made (with a stick on the table). Pupils are required to repeat it.
4.
Some movement is being made. The child must repeat it from memory.
5.
The child is blindfolded and the teacher touches him. The child must determine how many times he was touched.
Corrective exercises to achieve a certain speed of movement
It is advisable to carry out these exercises with inert, sedentary children.
1.
Remove your hands from the table quickly on command.
2.
Quick hand movements on command (raise your hand, extend it to the side, etc.).
3.
Quickly tap on the table 3, 4, 5 times.
4.
Quickly leave the table, say your name (or age, or address) and sit down.
5.
Quickly pick up an object (the teacher drops it first)
6.
Quickly wipe down the board.
7.
Name the displayed object pictures quickly.
8.
When a child learns to fold a pyramid or assemble a matryoshka doll, you can arrange a competition with him “Who is faster.” The teacher, at the same time, puts together the same pyramid, sometimes ahead of the child, sometimes giving him victory.
Exercises for distinguishing color, shape, size
1.
A figure made from a colored geometric mosaic (rhombus, circle, triangle) is shown. The child must choose the same shape (color).
2.
A certain figure (from the same mosaic) is shown, and then it is removed. The child must choose the same one from memory.
3.
Arranging colorful balls and sticks into piles according to color.
4.
Folding various pyramids.
5.
Folding nesting dolls.
6.
Arranging a chain of cubes of the same size and color. Arranging cubes of different sizes in a row according to the principle of gradually decreasing the size of each subsequent cube.
7.
Line up homogeneous objects of different sizes (mushrooms, boats, dolls, etc.). The child is asked to show the largest, the smallest.
8.
Various objects of sharply contrasting colors are laid out. The child is asked to separate objects of one color from objects of another color. Then they are taught to name these colors correctly; New ones are gradually being introduced. By practicing on various objects, grouping them and naming colors, the child learns to correctly recognize and name colors. You can use beads, balls, skeins of thread, strips of paper, sticks, flags, buttons, and objects made from plasticine.
Corrective exercises for restless children
For restless, impulsive children, it is advisable to alternate with special exercises that require peace and self-control.
These exercises could be:
1.
Sit quietly for 5-10-15 seconds.
2.
Sit silently with your hands behind your back.
3. Slowly, silently, move your hand along the edge of the table.
4.
Silently stand up and sit down.
5.
Walk silently to the window (to the door), return to your place and sit down.
EXERCISES WITH SMALL RUBBER BALLS
GAMES WITH FINGERS
Municipal budgetary educational institution
Secondary school No. 1 of the city of Zaozerny
"Agreed"_____
Curator of inclusive education
Artamonova N.P.
I approve________________
School director I.V. Kruk
ADAPTED WORK PROGRAM
THERAPEUTIC PHYSICAL EDUCATION FOR MENTAL RETARDATION
1 – 2 year of study
physical therapy instructor
Davydova Ekaterina Sergeevna
Years of study1 year of study
2017 – 2018 academic year
2nd year of study
2018 – 2019 academic year
MO
teachers of classes of children with disabilities
Level of study
base
I . Explanatory note
1.1. Normative base
The work program for therapeutic physical education for mental retardation was developed for children of primary and secondary school age on the basis of the Federal Lawapproved Ministry of Education and Science of the Russian Federation dated December 19, 2014 No. 1599.
1.2. Name of the academic subject and teaching materials
Academic subject "Therapeutic physical education"
The UMK includes:
- “Therapeutic physical culture” by V.I. Dubrovsky M., 1998
- “Therapeutic physical culture” - textbook. V.A. Epifanov M., 2006
- “Therapeutic exercise and massage” N.A. Belaya M., 2001
- “Private methods of adaptive physical culture” L.F. Shapkova M., 2011
- “Therapeutic physical culture and massage” P.I. Gotovtsev, A.D. Subbotin, V.P. Selianov M., 2007
- “Physical rehabilitation” S.N. Popov M, 2009
1.3. The goals of studying the subject, taking into account the specifics of the academic subject, remedial course
Target -improving the general condition of children, teaching vital motor skills and abilities, health promotion, adaptation in society.
II . General characteristics of the academic subject and remedial course, taking into account the peculiarities of its mastery by students.
A variety of physical exercises, varying methods, methodological techniques, and conditions for organizing classes are aimed at maximizing the comprehensive development of the child and his potential. The appropriate selection of physical exercises allows you to selectively solve both general and specific problems. Such natural types of exercises as walking, running, jumping, throwing, exercises with a ball, etc. have enormous potential for the correction and development of coordination abilities, balance, spatial orientation, physical fitness, prevention of secondary disorders, correction of sensory and mental disorders.
Taking into account the characteristics of psychomotor underdevelopment, physical and mental retardation, difficulties in perceiving educational material, when selecting tools it is necessary to be guided by the following didactic rules:
1) create a maximum supply of simple movements with their gradual complication;
2) stimulate verbal regulation and visual-figurative thinking when performing physical exercises;
3) maximize cognitive activity;
4) focus on intact functions, sensitive periods of development and potential capabilities of the child;
5) with all the variety of methods, give preference to the gaming one. In a relaxed, emotionally charged environment, children master educational material better;
6) exercises that have names take on a game form, stimulate their memorization, and with repeated repetitions develop associative memory.
IV . Personal and subject results of mastering an academic subject, remedial course
4.1 Personal results
1) Know the basics of personal identity, awareness of one’s belonging to a certain gender, awareness of oneself as “I”;
2) socio-emotional participation in the process of communication and joint activities;
3) the formation of a socially oriented view of the world around us in its organic unity and diversity of natural and social parts;
4) formation of a respectful attitude towards others;
5) mastery of initial adaptation skills in a dynamically changing and developing world;
6) mastering available social roles (student, son (daughter), passenger, buyer, etc.), developing motives for learning activities and forming the personal meaning of learning;
7) development of independence and personal responsibility for one’s actions based on ideas about moral standards and generally accepted rules; 8) formation of aesthetic needs, values and feelings;
9) development of ethical feelings, goodwill and emotional and moral responsiveness, understanding and empathy for the feelings of other people; 10) development of skills of cooperation with adults and peers in different social situations, the ability not to create conflicts and find ways out of controversial situations;
11) formation of an attitude towards a safe, healthy lifestyle, the presence of motivation to work, work for results, and respect for material and spiritual values.
4.2 Subject results
1) perception of one’s own body, awareness of one’s physical capabilities and limitations: mastering available ways to control the functions of one’s own body: sitting, standing, moving (including using technical means); mastering motor skills, coordination, sequence of movements; improvement of physical qualities: agility, strength, speed, endurance; the ability to enjoy success: jumped higher, ran faster, and more.
2) correlation of well-being with mood, own activity, autonomy and independence: the ability to determine one’s well-being in connection with physical activity: fatigue, pain, etc.; increasing the level of independence in mastering and improving motor skills.
V . Contents of the academic subject, remedial course.
Formation of an attitude towards maintaining and strengthening health, healthy and safe lifestyle skills; compliance with individual diet and sleep patterns. Cultivating interest in therapeutic physical culture, developing the need for systematic therapeutic physical training. Formation and improvement of basic motor qualities: speed, strength, agility and others. Formation of the ability to monitor one’s physical condition, the amount of physical activity, and dose it adequately. Correction of deficiencies in the cognitive sphere and psychomotor development; development and improvement of the volitional sphere. Education of moral qualities and personality traits.
VI . Thematic planning with identification of the main types of educational activities of students
VII . Description of material and technical support for educational activitiesAppendix No. 1
Calendar and thematic planning for therapeutic physical culture for mental retardation.
Instructor: Davydova E.S.
1 year of study
2Class
Chest type of breathing.
Class
Abdominal type of breathing.
Class
Diaphragmatic breathing.
Class
Class
Class
Class
Posture control near the wall.
Class
Class
Walking with a bag on your head.
Class
Class
Class
Simple outdoor switchgear with a bag on the head.
Class
Stepping over, walking in different directions with a bag on the head.
Class
Class
Class
A set of exercises with a gymnastic stick in a lying position.
Class
A set of exercises in I.P. standing with a bag on his head.
Class
Class
Exercises in different I.P. and control of posture in the mirror.
Class
Repetition of covered material.
Prevention of flat feet.
Class
Walking barefoot on uneven surfaces. Walking barefoot and its variations on a tactile path.
Class
Class
Class
Class
Class
Walking in different directions, with stepping over, climbing steps, with correct foot placement.
Class
Class
A set of exercises for the foot muscles in I.P. sitting on the floor.
Class
A set of exercises for the foot muscles using various objects.
Class
A set of exercises for the lower extremities in I.P. lying down.
Class
The relay is in place.
Class
Relay race cuttlefish.
A game
Game “I’ll take the sock with my foot”
Class
Class
Repetition of covered material.
Class
Class
Class
Symmetrical and asymmetrical movements of the upper and lower limbs.
Class
A game
Class
Exercises with the ball.
Class
Class
A game
Game "hoops - balls".
Class
Class
Class
Learning complex coordination exercises.
Class
Reinforcing complex coordination exercises.
Class
Exercises with the ball in pairs.
Class
Balance exercises.
Class
Tilts, turns of the head and body.
Class
Tilts, turns of the head and torso with closed eyes.
Class
Class
Outdoor switchgear with support on one leg.
Class
Class
Class
Class
Class
Class
Exercises on a fitball in different I.P.
Class
Class
ORU walking in a straight line
Class
Class
Relay race.
Class
Repetition of covered material.
Development of endurance.
Class
Walking with changes of direction at different paces. Outdoor switchgear on the move.
Class
Outdoor switchgear on the move.
Class
ORU in motion with balls.
Class
A set of walking exercises.
Class
Class
Easy running.
Class
Walking and its variations, easy running.
Class
Relay race.
A game
Outdoor game “The slower you go, the further you will go.”
Class
Repetition of covered material.
General developmental exercises.
Class
Class
Class
ORU in different for all muscle groups.
Class
ORU with a gymnastic stick.
Class
ORU with the ball.
Class
Outdoor switchgear near the gymnastics wall.
Class
Outdoor switchgear with fitball.
Class
ORU for all muscle groups in I.P. lying down.
Class
ORU for all muscle groups in I.P. standing.
Class
Repetition of covered material.
A game
A game
A game
A game
A game
Ball relay.
A game
Sedentary robot game.
A game
A sedentary robot game with complicated rules.
A game
Outdoor game “At the bear in the forest.”
A game
Outdoor game “At the Bear's Forest” with complicated rules.
Class
Sedentary relay race.
Class
Exercises to relax the upper limbs.
Class
Exercises to relax the lower extremities.
Class
100
Class
Autogenic training.
101
Class
Breathing while relaxing.
102
Class
Appendix No. 2
2nd year of study
2Class
Chest type of breathing.
Class
Abdominal type of breathing.
Class
Diaphragmatic breathing.
Class
A combination of breathing and exercise.
Class
Repetition of covered material.
Formation of correct posture.
Class
Checking your posture in front of the mirror.
Class
Posture control near the wall.
Class
Posture control with a bag on your head.
Class
Walking with a bag on your head.
Class
Walking and its variations with a bag on the head.
Class
Exercises for correcting posture with control in the mirror.
Class
Exercises with a gymnastic stick and posture control in the mirror.
Class
Exercises with a ball and posture control in the mirror.
Class
Exercises in various I.P. and control of posture in the mirror.
Class
Exercises in I.P. standing with a bag on his head.
Class
Change of I.P. with a bag on his head.
Class
Exercises in various I.P. with a bag on his head.
Class
Exercises for the back and abdominal muscles.
Class
Exercises for the back and abdominal muscles with a fitball.
Class
Repetition of covered material.
Prevention of flat feet.
Class
Walking barefoot and its variations on a tactile path.
Class
Lifting small objects using the foot.
Class
Special exercises to strengthen the skill of proper walking.
Class
Walking on an improvised “ski track”.
Class
Walking in a straight line with foot control.
Class
Walking in different directions, stepping over, climbing steps.
Class
A set of exercises for the foot muscles in I.P. sitting on a chair.
A game
Game “I’ll take the sock with my foot”
Class
Walking on an inclined plane.
Class
Exercises for the foot with a small ball.
Class
Exercises for the foot with a ball.
Class
Exercises for the foot with a gymnastic stick.
Class
Exercises for the feet on the gymnastic ladder
A game
Game "pencils in a hoop"
Class
Repetition of covered material.
Development of movement coordination.
37
Class
Symmetrical and asymmetrical movements of the upper limbs.
38
Class
Symmetrical and asymmetrical movements of the lower limbs.
39
Class
Symmetrical and asymmetrical movements of the limbs.
40
Class
Exercises with frequent changes of I.P. and positions of body parts.
41
A game
A game of attention with frequent changes of I.P. and limb positions.
42
Class
Exercises with the ball: tossing, catching, etc.
43
Class
Exercises with a gymnastic stick.
44
Class
Climbing on a gymnastic wall.
45
A game
Game "hoops - balls".
46
Class
Exercises near the gymnastic wall.
47
Class
Exercises with the ball in pairs.
48
Class
Finger gymnastics.
49
Class
Working with small objects: buttons, locks, etc.
50
Class
Complex coordination exercises for the upper limbs.
51
Class
Repetition of covered material
Balance exercises.
52
Class
Tilts, turns of the head and torso with open and closed eyes.
53
Class
Stand on one leg, with or without hand support.
54
Class
Walking, stepping over objects, walking backwards.
55
Class
Walking in a straight line, on a bench.
56
Class
Jumping: on two legs, on one leg.
57
Class
Exercises with the ball in I.P. standing.
58
Class
Fitball exercises in I.P. sitting.
59
Class
Exercises on a fitball in various I.P.
60
Class
Walking in a straight line with various arm movements.
61
Class
ORU walking in a straight line
62
Class
Walking in a straight line with your eyes closed.
63
A game
64
A game
“If you drive more quietly, you will continue to face more complicated rules.
65
A game
Relay race.
66
Class
Repetition of covered material.
Development of endurance.
67
Class
Walking with changes of direction at different paces.
68
Class
Outdoor switchgear on the move.
69
Class
ORU in motion with balls.
70
Class
Increasing the number of repetitions of walking exercises.
71
Class
ORU in motion with gymnastic sticks.
72
Class
Easy running.
73
Class
Easy running with a change of direction.
74
Class
Light running and its variations.
75
Class
Jumping.
76
Class
Repetition of covered material.
General developmental exercises.
77
Class
Outdoor switchgear for the upper shoulder girdle.
78
Class
Outdoor switchgear for the back and lower extremities.
79
Class
Outdoor switchgear in various I.P. for all muscle groups.
80
Class
ORU with a gymnastic stick.
81
Class
ORU with the ball.
82
Class
Outdoor switchgear near the gymnastics wall.
83
Class
Outdoor switchgear with fitball.
84
Class
ORU with weights.
85
Class
Outdoor switchgear with resistance.
86
Class
Repetition of covered material.
Active and sedentary games.
87
A game
Sedentary game "talking ball".
88
A game
A sedentary talking ball game with complicated rules.
89
A game
Sedentary game “what’s missing?”
90
A game
A sedentary game of “what’s missing?” with complicated rules.
91
A game
Ball relay.
92
A game
Sedentary robot game.
93
A game
Outdoor game "shaggy dog".
94
A game
A sedentary game of “catch the ball.”
95
A game
A sedentary game of “catch the ball” with complicated rules.
96
Class
Repetition of covered material.
Relaxation exercises, autogenic training.
97
Class
Exercises to relax the upper limbs.
98
Class
Exercises to relax the lower extremities.
99
Class
Alternate tension and relaxation of muscles.
100
Class
Autogenic training.
101
Class
Relaxation with music.
102
Class
Summing up the year. Summer assignments.
Appendix No. 3
System for assessing the achievement of planned results of educational programs by educational level.
The main goals and objectives of assessment procedures:
Compliance with society's requirements for the level of training of students.
Checking the compliance of the achieved results with the requirements of the standards.
Public notification system about the state of education
Content of assessment and objects of assessment.
Communicative UUD
Cognitive UUD
Ability to:
- mastering exercises
- cooperation
-self-regulation
Personal results
Self-determination
Sensemaking
Moral and ethical orientation
Motivation
Internal position of the student
Self-esteem
Knowledge of moral standards and judgments
3. Forms for presenting results.
4. Fixation of the dynamics of individual achievements of students in the process of mastering the program Formation of correct posturePrevention of flat feet
Development of motor coordination
Balance exercises
Endurance development
outdoor switchgear
Active and sedentary games
Relaxation exercises, autogenic training
Level of assimilation
F I of the student
Average
Short
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