Work program on the subject Man, Grade 2, GEF, option 2
- Explanatory note.
- General characteristics of the subject.
- Description of the place of the school subject in the curriculum.
- The planned results of the development of the academic subject.
- The content of the subject.
- Criteria and standards for assessing the achievement of the planned results of mastering the curriculum.
- Calendar – thematic planning.
Educational and methodical and material and technical support of the educational process.
9) Applications to the program.
The work program is based on the federal state educational standard for students with mental retardation (intellectual disabilities), an exemplary adapted general education program for students with mental retardation (option 2); author’s program
The work program was created for students with moderate mental retardation, who at the time of entering the first class showed readiness for schooling at the level of the age norm. Designed taking into account the characteristics of the psychophysical development of individual abilities of students with moderate mental retardation. The program material on the subject “Man” provides for the training of schoolchildren from the 1st to the 8th grade.
The purpose of training – the formation of ideas about yourself and your nearest environment.
- the formation of skills to wash, wash in the shower, brush your teeth, wash your hair, cut your nails, comb your hair
- formation of skills to be guided in clothes, to observe the sequence of actions when dressing and removing clothes
- the formation of skills to serve themselves in the toilet
- the formation of ideas about their immediate environment: family members, the relationship between them, family traditions. formation of abilities to observe the rules and norms of culture of behavior and communication in the family as a model of communication culture
- the formation of a friendly and caring attitude towards others, calm and friendly tone.
- to learn to understand the people around you, to pay attention to them, to communicate and interact with them.
The work program is made taking into account the features and capabilities of students with intellectual disabilities of educational material. The curriculum is made up taking into account the peculiarities of students’ cognitive activity, the level of their general and speech development, preparation for mastering educational material, and specific developmental deviations requiring individual or group correction.
- General characteristics of the subject
The introduction of the child to the social world begins with the development of ideas about yourself. The formation of the child’s personality occurs on the condition of his activity, his knowledge of the world around him, the meaning of human relations, and self-awareness in the social world system. The child begins to understand the social nature of the “I” in the process of interacting with other people, and first of all with his relatives and friends.
The content of training in the framework of the subject "Man" includes the formation of ideas about yourself as the "I" and your immediate environment and increasing the level of independence in the process of self-service.
The program is presented in the following sections: “Introducing yourself”, “Family”, “Body Hygiene”, “Toilet”, “Dressing and undressing”, “Eating”. The “Self-image” section includes the following content: ideas about your body, its structure, its motor abilities, the rules of a healthy lifestyle (day regimen, food, sleep, walking, hygiene, physical activity and prevention of diseases), behavior that preserves and promoting health, good and bad habits, age-related changes. The section "Body Hygiene" includes the tasks of forming abilities to wash, wash in the shower, brush your teeth, wash your hair, cut your nails, comb your hair and
The content of the sections is presented taking into account age features. For example, work on the formation of such hygienic skills as washing hands, drinking from a mug, etc., is carried out with younger children, and training in shaving, facial skin care, washing in the shower, etc. is carried out with older children.
Most sections include tasks that require training for individual operations, for example, when washing hands, a child learns to hold hands under running water, to lather and
When forming self-service skills, it is important to combine the efforts of specialists and parents. School work must continue at home. At home, more natural situations arise to improve self-service skills.
- Description of the place of the school subject in the curriculum
In the curriculum, the subject is presented during 8 years of training (without the first preparatory class). With older students, the development of self-service skills (for example, shaving, body washing, etc.) is carried out as part of remedial developmental activities.
The subject "Man" refers to the educational area "The World". The program provides the following number of hours per class:
Grade 1 – 3 hours a week – 33 school weeks – just 99 hours
Grade 2 – 3 hours a week – 34 school weeks – only 102 hours.
Grade 3 – 2 hours a week – 34 school weeks – only 68 hours.
Grade 4 – 2 hours a week – 34 school weeks – only 68 hours,
Grade 5 – 2 hours a week – 34 school weeks – only 68 hours,
Grade 6 – 1 hour per week – 34 school weeks – only 34 hours,
Grade 7 – 1 hour per week – 34 school weeks – only 34 hours,
Grade 8 – 1 hour per week – 34 school weeks – only 34 hours.
When organizing the learning process under this program, the following pedagogical learning technologies are supposed to be used: correctional and developmental learning technologies, gaming activities, student-centered learning, individualization technologies and differentiation of education, health saving technologies
The main method of learning is conversation. Conversations are organized in the process of familiarization with the objects and phenomena of the surrounding reality in the subject lessons, excursions, during observations of seasonal changes in nature and labor of people, based on existing experience, practical work, demonstration of educational films, filmstrips, subject and plot paintings.
- The planned results of the development of the academic subject.
- Awareness of yourself as a student interested in attending school, learning, practicing, as a family member, classmate, friend.
- Ability to understand the social environment, its place in it, the adoption of age-appropriate values and social roles.
- Positive attitude to the surrounding reality, readiness to organize interaction with it and its aesthetic perception.
- The ability to appreciate and accept the following basic values of "good", "nature", "family"; have respect for your family, for your relatives, love for your parents.
- Understand the emotions of others, empathize, empathize.
- Have an idea of a healthy lifestyle: basic hygiene skills.
- Realize the role of language and speech in people’s lives.
1. Self-image as “I”, awareness of community and “I” differences from others.
- Associating yourself with your name, your image in the photo, the reflection in the mirror.
- The idea of your own body.
- Assigning yourself to a particular gender.
- The ability to determine "my" and "not mine", to realize and express their interests and desires.
- The ability to communicate general information about yourself: name, surname, age, gender, place of residence, interests.
- Ideas about the age-related changes of a person, an adequate attitude to their age-related changes.
2. The ability to solve everyday life tasks related to the satisfaction of immediate needs.
- The ability to serve themselves: to eat and drink, go to the toilet, perform hygiene, dress and undress, etc.
- Ability to communicate their needs and desires.
- The ability to determine one’s health (as good or bad), to show or report painful sensations to an adult.
- Ability to comply with hygiene rules in accordance with the regime of the day (brushing your teeth in the morning and evening, washing hands before eating and after using the toilet).
- Ability to monitor their appearance.
4. Ideas about your family, family relationships.
- Representations of family members, family relationships in the family and their social role, responsibilities of family members, household and leisure activities of the family.