Seasonal integrative camp in the Olympic village of Sochi. Tatyana mikhailovna ratynskaya social development of children in a summer integrative camp. Mastering household skills

Explanatory note

Most people in Russia still feel fear, and sometimes even hostility towards people with serious mental disorders, which is associated with a lack of understanding of their behavior and a lack of experience in dealing with such people. The lack of a tolerant and respectful attitude towards people with developmental disabilities and their families leads to their isolation from society, creates zones of growing tension and possible aggression both from society and from people with mental problems themselves.

Unfortunately, in our country, disabled children with serious deviations in mental development (various disorders of communication and emotional-volitional sphere, profound mental retardation, psychopathies of childhood, etc.) are still virtually excluded from the state education system, do not have the opportunity to communicate with healthy peers and, as a rule, do not receive any assistance other than medical assistance. Despite the fact that now there are more and more correctional centers and schools for special children, many of them are forced to constantly stay at home and communicate only with their family members. All this aggravates the problems associated with the socialization of children with mental disorders.

For a child with severe mental and intellectual disabilities, socialization is a very complex and complex process. The characteristics of such a person introduce serious distortions in the passage of each stage of his life. The difficulties of socialization usually consist in the inability to independently organize their participation in the life of society. In addition, his behavior does not fit into the standard framework, is incomprehensible to others and is not accepted by them. That is why socialization and integration of such people in society requires the development and organization of a well-thought-out system of special measures and serious efforts of professionals.

As foreign experience shows, the process of integration into society of special children and, in particular, children with serious mental disorders, is impossible without integration into society of the family itself with such a child. For this, parents must first of all have certain knowledge in the field of law, psychology and pedagogy, and in order to obtain this knowledge, funds, specialists, place and time are needed. However, the system of assistance to special children existing in our country does not provide for informational support of parents. Survey data show that parents of children with severe mental disorders are incompetent in organizing an adequate living environment for a child, do not know how to promote the development of everyday life skills, are not guided by a variety of proposed rehabilitation technologies. Parents also lack knowledge about their rights to adequate medical care and social support.

The family itself, raising a child with developmental disabilities, is often isolated from society, friendships are broken, parents lose their jobs, and do not have the opportunity to take a break from the everyday worries of caring for a child. Parents of special children live in a situation of chronic stress, in some cases with a deep sense of guilt and a sense of the inferiority of their family, without the support of others, with a feeling of uncertainty about the future, often in a state of constant fatigue and depression. As a rule, they are doomed to professional and social deprivation. The situation is aggravated by the frequent breakdown of such families, accompanied by the loss of the breadwinner and putting the family on the brink of poverty. And if help for special children exists anywhere, then there is practically no family rehabilitation service in our country.

In this regard, it is quite obvious that specially organized rehabilitation measures are needed, aimed not only at the child with severe developmental disabilities, but also at supporting families with such children, and, first of all, providing them with special socio-psychological assistance.

Rehabilitation of children with developmental disorders, as a rule, is carried out in correctional centers, that is, in an environment that in itself is not a similarity or even an approximation to a normal society, although, of course, in such a specific environment it is possible to solve medical and pedagogical problems. At the same time, there are tasks for the solution of which it is necessary to immerse a special child in an environment close to ordinary society. These are, in particular, the tasks of social adaptation, which in other conditions cannot even be set.

The Center for Curative Pedagogy is trying to build such a learning and upbringing environment, as close to natural as possible, in a summer integrative camp.

Working closely with the family is very important in order to increase the effectiveness of pedagogical work with a special child. Often, the interaction of teachers and psychologists with parents of special children is based on hierarchical principles that do not imply partnership and parental participation in the work of the pedagogical team. This leads to a misunderstanding and sometimes devaluation by the parents of the changes taking place in the development of the child. Experience shows that the work of specialists and parents in one team on the basis of partnership relations significantly increases the effectiveness of correctional work.

The summer camp program is aimed at integrating children and adolescents with mental disabilities into the community of ordinary peers. An integrative environment is created in a summer camp.

Families of children with severe developmental disabilities and families of specialists travel out of town together. Children with disabilities find themselves in the environment of healthy peers, which are brothers and sisters of the Center's pupils and the children of employees, and they get the opportunity to “integrate” into an ordinary large team. In the course of the program, the pupils of the Center receive a very valuable experience for them in communicating with healthy children, new impulses for development, and increase their chances of adapting to a normal social life. Ordinary children, acting here as "co-therapists", develop a desire to understand and accept their "special" peers. At the same time, social and psychological rehabilitation of families raising children with special needs is being carried out.

The camp manages to overcome many difficulties of social adaptation, which are not solved by traditional pedagogical programs.

For children with developmental disabilities:

- mastering everyday skills;

- solving problems with food;

- gaining experience of communication in various non-standard situations;

- the ability to contact with ordinary children and adults;

- the use of skills acquired in the course of correctional classes in various real life situations.

For parents:

- the possibility of rest;

- the opportunity to see how other families with such children live, to learn a more objective assessment of their child;

- the ability to communicate with other parents;

- the opportunity to learn from specialists.

For children with normal development:

- the opportunity to meet special children, learn to accept them, understand the meaning of their behavior, learn to build relationships with them.

The medical teacher, even in an informal setting, continues to be the main integrator of the child and mixed child-adult community. It is important that he does not take a position "outside", but is an equal member of this community. A professional who is included "inside" the situation ensures that all children and adults are involved in various activities, gradually begin to "see", feel and understand each other, actively and diversely interact with each other, and build diverse, multi-level relationships.

Thus, the line between an ordinary and an unusual child is erased. Children with disabilities have a rare experience of being accepted into the community of normal, healthy children.

Conditions for the implementation of the program

The summer camp should be located away from large cities, in a picturesque, ecologically clean place, on the banks of a reservoir - a river or lake. There should be a forest nearby. It is good if the terrain is varied in landscape and "rugged": fields, meadows, copses, hills and ravines. It is necessary that settlements are located within reach, where you can buy provisions and receive emergency medical care if necessary.

The camp space must be well organized. There are several functional zones on the territory:

- living (sleeping) area - a group of tents, for which they find a comfortable, level place protected from the sun;

- dining room and kitchen;

- sports area;

- playground for younger children (swings, sandpits, ladders, etc.);

- a glade for round dance games;

- campfire zone, better - protected by an awning;

- an open area for theatrical performances.

It is good when there is at least a small indoor building on the camp territory: it can accommodate a kitchen, a dining room, a dryer, and a children's playroom. This makes it possible to conduct classes in any weather, and also greatly facilitates the life of the camp inhabitants.

A tent camp will require a lot of special equipment. Every family needs tents, sleeping bags, travel rugs, dishes.

The pedagogical process requires a variety of musical instruments (guitar, harp, flutes, bells, drum, tambourine, metallophone, xylophone), toys, books, plasticine, paints, paper, etc. paints, pencils, markers, cardboard, colored paper, plasticine, glue, starch, clay, sand, etc.), puppets for performances, special literature.

For exercise therapy you need balls, rings, rope, rugs, trampoline, "tunnels", etc. To make the rest of the children more varied, it is a good idea to bring pedal cars and children's bicycles, kayaks, hammocks, swings to the camp.

It is necessary to pay serious attention to the establishment of the economic life support of the camp. Before the start of the camp, preparatory work is necessarily carried out: cleaning the territory, building the necessary auxiliary structures, etc.

Objectives of the program

1. Integration of children with impaired mental development in the community of ordinary peers.

2. Socio-psychological rehabilitation of families raising children with serious mental disorders.

Program objectives

1. Integration of children with severe mental disorders:

- mastering social and household skills and self-service skills;

- solving emotional-volitional problems (reducing the level of anxiety, getting rid of feelings of loneliness, emotional liberation, increasing self-esteem and motivation);

- improvement of motor skills;

- enrichment of the child's social experience, teaching him the skills of communication with healthy peers;

- application in real life of the skills and knowledge acquired in the classroom at the Center;

- creation of the most favorable conditions for the disclosure of the creative potential of each child, taking into account his individual characteristics;

- providing a full-fledged health-improving rest.

2. Rehabilitation of families:

- development of partnerships between professionals and parents;

- establishing productive communication with other families raising special children;

- providing parents with information about the state of their child, ways of interacting with him at home, methods of his development and education;

- helping parents understand (often - and accept) their child; practical training of parents in the correct interaction with him;

- psychological assistance and emotional support for family members raising children with serious developmental disabilities;

- provision of rest for parents.

3. Adaptation of children with normal development:

- the acquisition by ordinary children (brothers and sisters of children with developmental disabilities, children of specialists) of the moral and psychological experience of communicating with unusual peers;

- upbringing in children of kindness, sensitivity, the ability to understand the needs of special children;

- educating children of the ability to social creativity.

4. Professional growth of specialists:

- accumulation and comprehension of the experience of creating an integrative environment in a summer tent camp;

- improving the skills of diagnosing problem areas of the family.

General information about the composition of the camp

The optimal number of participants in one camp shift is approximately 50 people. Among them are 12-14 children with developmental disabilities, their parents, brothers and sisters, as well as teachers, psychologists, interns, volunteers and children of employees. There are slightly fewer participants in the adolescent shift of the Center for Curative Pedagogy, since adolescents travel without their parents.

Based on the accumulated experience, such a numerical composition seems to us optimal precisely for a tent camp. The successful, not overly burdensome everyday functioning of the camp (buying and preparing food, cleaning, etc.) is combined in this case with the possibility of creating a close-knit, friendly team to establish the closest and most trusting, almost family, relations between all participants. With such a composition, it is possible to create favorable conditions for the socialization of special children, including those in whom one of the main or concomitant diagnoses is autism.

The age of children with developmental disabilities leaving for the camp is from 5 to 20 years. The group for one camp shift is selected primarily by age: the younger (preschool) group includes children from 5 to 9 years old, the older (school) group - from 8 to 12 years old, teenagers - from 12 to 20 years old.

At the same time, children of the same shift are selected according to the similarity of the range of problems, although the level of severity of violations and diagnoses may be different. Some parents may find it helpful to see how severe the impairments can be in other children, while others may look at the results of years of professional work in collaboration with parents.

The selection takes into account, first of all, the motivation of the child's family, because the preparation for the trip to the camp and the very stay in it will require a lot of work: you need to find equipment, be ready for various difficulties. As a rule, families with children who attend classes at the Center for a long time want to go to the camp. In this case, it is easier for the specialists of the Center to determine what tasks for each child can be set and solved in the conditions of the camp. In addition, in this case, it is easier for teachers to prepare for the difficulties associated with the child's stay in the camp (for example, it is well known about someone that he always runs away, etc.)

The general organization of work is headed by the head of the camp. He also supervises medical and pedagogical work. The professional team of the Center for Curative Pedagogy includes:

- teachers;

- psychologists;

- neuropsychologist;

- family psychologists;

- specialist in folklore;

- specialist in physiotherapy exercises;

- music therapist;

- art therapists;

- interns and volunteers.

For each child and his family, a plan is drawn up taking into account the characteristics of the child and depending on the development tasks that the specialist solves. As a result, some activities (eg, camp shifts, table manners training) may not be required.

Various forms of combination of group and individual work are used.

The duration of the shift is from 10 to 14 days.

Duration of classes:

1. Walks in the woods; corrective group and individual lessons (art therapy; movement therapy or physiotherapy exercises, music therapy, play therapy); classes in circles (clay modeling, doll workshop, drawing) - 2 hours.

2. Puppet show - 15 min.

3. Duty in the kitchen (except for teachers and parents - adolescents, brothers and sisters of children with developmental disabilities) - about 4 hours throughout the day.

4. Group of psychological support for parents; conversations, lectures for parents; rehearsals of the big final performance - 1.5 hours.

5. Family individual counseling, individual play therapy of a specialist with a child, evening bonfire, meals in the children's canteen, teachers' council - 1 hour.

6. Folklore games - 30 min.

7. Individual conversations with parents - from 15 minutes to 1 hour.

Frequency of classes:

1. Walks in the woods, classes in circles, a puppet show, food in the children's canteen, a group of psychological support for parents, individual family counseling, individual play therapy, individual conversations with parents, teachers' council - every day.

2. Kitchen shift - usually once every three days (for each participant).

3. Rehearsals for the big final show - every day for the last five days.

Substantive aspects of work on the program

Each family is attached responsible specialist. He accompanies the child on a joint walk without parents, helps him in the classroom in the circles, in the children's canteen, and conducts work with the parents. The task of the teacher responsible for the family is to involve the child and his family in common life. Often families, especially at the beginning of a shift, try to live in isolation, avoid common activities, and are afraid of the first difficulties. The educator helps parents understand that their child can do more than the parent is used to demanding from him. For example, in common round dance games, children often first break free and run away, and parents, as a rule, do not interfere with them. Over and over again, the educator encourages the child and parent to stand in the circle. Gradually, the time for a child's participation in a round dance increases, and by the end of the shift he is happy to participate in joint games, and if his capabilities allow, he chooses a game, goes into a circle, begins to communicate with other children. Thus, the attachment of a teacher to a specific family does not allow anyone to "fall out" from the general life, from the focus of attention of teachers. Parents together with the child are actively involved in the common life.

The camp cultivates the maximum variety of forms of work. For example, in addition to traditional individual and group work, there is such a form of work: parents go for a walk with other people's children, accompanied by teachers, and this allows them to visit the place of another, to feel like a competent parent. The main principle is the variability of the forms of work and the flexibility of their application; the use of one form or another, depending on the task that is being solved with a particular child. Correctional work is carried out in the course of all classes.

It is important that the forms of work allow all members of the forming team to interact with each other in an informal setting, it is better if at the same time they will be involved in interesting activities. It can be a puppet show, competitions, walks, hikes, etc. It is necessary to create as many opportunities as possible for everyone to communicate with everyone: parents with each other, parents and teachers, children with each other and with other parents, with teachers. The activities are organized in such a way that everyone has the opportunity to express themselves, their talents, their creative potential. It is important that in joint activities attention is paid to everyone. So, in folk games, everyone leads a round dance, but the children take turns driving.

The core of the organization of work is daily regime, which immediately creates a sense of predictability, security, allows parents to plan their time. This reduces anxiety, relieves tension, which are inevitably high at the beginning of the shift. The day's schedule is arranged so that parents have free time when children go for a walk or joint classes with specialists. And there is time that a parent spends with his child as he sees fit.

The work is carried out in several directions (this division is conditional, since in each lesson several problems are solved at once).

Integration of children with developmental disabilities

1. Mastering everyday skills

All children who are allowed their mental and physical development participate in the camp duty. In accordance with the schedule drawn up on the first day of the shift, daily attendants are appointed, whose duties include helping adults prepare food, washing dishes, serving and cleaning tables, cleaning common areas, taking out garbage, etc.

Participation in the shift is considered by the specialists of the Center as a serious educational and socializing factor. Usually at home, children with special needs are not burdened with help from their parents in the household. Since childhood, they are protected from difficulties, they get used to such a situation, languish in inaction, but due to the stereotyped nature of their reactions, they do not show much zeal to catch up. In the school workshop of the Center, during the academic year, adolescents are taught certain skills of helping with the housework, mutual assistance: they are on duty in the kitchen, help to set the table and clean the dishes. The same skills are proposed to be mastered in a feasible form in the camp.

In the camp for preschoolers, an important part of the pedagogical process is common meals in a special children's canteen, where children without parents, under the guidance of teachers and volunteers, not relying on their mother, learn to handle cutlery, behave at a common table, do not shout, choose something or another dish, carry the dishes to the tray, etc. Many children, as it turns out, eat much better "for the company" in the children's canteen than at home, where they can be capricious and refuse food. The child can learn to eat new types of food. Those children who ate only mashed food at home can learn to chew and swallow.

2. Solving emotional-volitional problems (reducing the level of anxiety, getting rid of feelings of loneliness, "acting out" fears)

An essential place in medical and pedagogical work is occupied by individual and group play therapy. In particular, pre-prepared story games are used (for example, a trip to the forest is organized to rescue a “beauty” stolen by a “monster”; in such “scary” games, emotional-volitional problems are solved, fears are “acted out”).

Joint traditional folk games, which children especially love, are effective psychological training.

3. Improving motor skills

The camp has all the conditions for intensive movement therapy classes. Physical therapy professionals have ample opportunity to diversify exercise classes (compared to classes in a confined space during the rest of the year). For this, not only sports equipment (balls, trampoline, "tunnel", hoops, etc.) are used, but also a variety of natural conditions: natural obstacles, water, sand, forest.

4. Enrichment of the child's social experience, teaching him the skills of communication with healthy peers

Work in this direction is carried out throughout the camp shift, in the process of all classes. So, during joint walks, children learn patience and mutual assistance, learn to wait and help each other. The factor of collective interaction during longer trips to the forest is of great importance: there is room for the manifestation of the responsibility of children for each other, the desire for effective mutual assistance. Folk games also have great socializing potential: the feeling of equal participation in a common cause is very important here. Involved in the common life, with the constant support of the teacher, the child can change before our eyes, becoming interested and emotionally involved in what is happening, begins to participate in the life of the team and acquire or improve existing communication skills.

5. Creation of the most favorable conditions for the disclosure of the creative potential of each child, taking into account his individual characteristics; increased self-esteem and motivation

In each event held in the camp, children who have developed various areas of psychophysical activity can show their abilities and be successful. Classes are structured so that every child can become successful in something. This requires a wide variety of activities and games - both in content and in form.

For example, children with Down syndrome have a very good sense of color - this is used in art classes. Children with autism have a well-developed fantasy, often a phenomenal memory, they have the ability to strictly adhere to rules and therefore can be successful in various games with rules. Hyperactive children are successful in physical education and outdoor games; sedentary - in various types of construction from natural materials. In activities requiring active verbal communication, children with well-developed speech are successful; in classes involving painstaking manual labor, children with speech retardation often succeed. And since the experience of success is a strong socializing and integrating factor, creating the conditions for this is directly in line with the main goals of the camp. As a result, children's self-esteem increases, motivation and impulses for further development appear.

6. Provision of full-fledged health-improving recreation for children with developmental disorders

For this part of the program, the most important is the use of the health potential of various natural factors. Almost every day, weather permitting, hiking trips to the forest are held. Children get acquainted with nature, learn how to handle a fire and camping equipment, and overcome obstacles.

Swimming and boating become the favorite pastime of all children on the lake. The gentle rhythmic swaying of a boat sailing on a calm lake calms children well, helps to form a sense of balance, gently strengthens and trains the vestibular apparatus. Admiring the wonderful views of the spacious water surface and the shores of the lake develops a sense of space, gives children new fresh sensations.

In manual activities, much attention is paid to clay modeling, drawing on the ground, working with sand, designing and building from natural materials.

Rehabilitation of families

The conditions of the summer camp, where children, parents and teachers live and rest together, create favorable conditions for effective family psychotherapy. The atmosphere of a "common home", for the creation of which a tent camp is very suitable, contributes to the fact that in cases of various difficulties parents are not left alone with their problems, actively participate in joint activities, feel the interest of specialists in helping their children. Specialists help family members gain experience of interacting with a child in various life situations, adequately communicate in these situations with others; contribute to the expansion of the world of your child and feel like full-fledged members of society. Family psychologists not only advise parents on the issues of their family situation and relationship with the child, but also help other professionals to build relationships of mutual understanding and partnerships with the parents that help to solve the basic problems of the child.

1. Development of partnerships between professionals and parents

In the summer camp, special meetings of parents and teachers take place every day. At these meetings, together with psychologists, the most troubling problems for parents are discussed, connected both with a specific child, a specific problem, and with the life of the camp as a whole.

2. Providing parents with information about the state of their child, ways of interacting with him at home, methods of his development and education

A variety of information is provided to parents by teachers and psychologists in individual conversations. Educators talk about the condition of their child, ways of interacting with him at home, methods of his development and teaching.

Parents are provided with qualified assistance in understanding (often - and accepting) their child; practical training of parents on the principles of constructive interaction with the child is carried out.

3. Psychological assistance, emotional support for family members

There is a parental support group in the camp. The group meetings (they take place in the morning when the child is in class) are attended by all parents, as well as one or two family psychologists. Topics for classes in a psychological support group may be suggested by the parents themselves. These are the painful problems that parents found it extremely difficult to solve alone.

For example, such topics as "Harmonization of intrafamily relations", "Interaction of different generations in the family", "Aggression and ways to overcome it", "Teaching a child self-service skills", "Developing rules of behavior in public places", "About the prospects for further life of a child with severe developmental disabilities ”, and many others.

Of great interest are the informational messages of foreign volunteers about the organization of social assistance for disabled people in their countries, about various types of homes for disabled people. The problem of school education of disabled children with severe mental disorders in Russia, which is very important for everyone, is also discussed.

Classes in a parental support group, consultations with psychologists contribute to the emotional and psychological rehabilitation of a family with a special child, make it possible to get rid of the painful feeling of inferiority of their own family, feelings of loneliness and failure.

The very situation of the camp helps to get rid of the usual stereotypes of communication with the child. When communicating with other families, parents can see their children from the outside, "in a new light." This is a very important experience for parents, as a result of which their relationship with the child is harmonized. If earlier it was often symbiotic relationships, now it is possible to build more age-appropriate relationships. Parents begin to take an active part in the general life of the camp, and assess the future more optimistically. By virtue of this, the parent allows himself to be happy, his sense of guilt decreases.

One of the forms of social and psychological rehabilitation of families is the involvement of parents in the work of creative circles. In the camp, parents can show their creative potential in puppetry and drama performances, in clay modeling, in dancing and singing, etc. All children and adults are invited to the circles. Parents often get carried away and discover new and interesting forms of creativity. This gives them strength, becomes an additional resource. In the process of creativity, parents directly communicate with each other and with teachers.

4. Possibility of rest for parents

Often, it is only in the camp that a parent has the opportunity to forget about his constant problems and fully relax. The ability to transfer the child to friendly and reliable people for at least a few hours a day or to share the care of the child with them allows parents to return to social life, pay at least a little attention to their own needs, feel support, and get rid of the feeling of loneliness. The camp has conditions for various forms of recreation for parents. For example, they can dance at the dance class, and when the child is asleep, sit by the fire, go fishing.

In folk games, parents have a rare opportunity “on equal terms” with their child to participate in a collective “action”, the “tense” parents are liberated, a sense of community arises, the feeling of isolation so inherent in these families disappears. The kitchen and camp shifts also provide an opportunity for parents to take a break from childcare responsibilities.

Adaptation of healthy children

Brothers and sisters of special children, children of specialists play one of the central roles in the work of the camp: after all, it is they who create the nucleus of the team into which the special child learns to integrate. The task of establishing full-fledged relationships between children with developmental disabilities and ordinary children becomes paramount. It should be borne in mind that communication with healthy peers is a vital and very scarce experience for most children with severe mental disorders.

The experience of the Center for Curative Pedagogy, as well as the work of integrative educational institutions created by it and transferred to the state education system, clearly showed that the competent connection in a single community (kindergarten, group, class, camp) of such different children, with the right approach, is extremely beneficial for those and others. Weak children reach for the strong, the strong help the weaker, and together they receive invaluable moral experience and experience of social adaptation, acquire the ability to social creativity.

The main results of the camp

1

Children with developmental disabilities who participate in the work of the camp undergo a course of rehabilitation in unusual, sometimes extreme, natural conditions, as a result of which they will acquire many new impressions, and with them - and new impulses for development. This certainly has a positive effect on their emotional and psychophysical state.

2

Finding themselves in a situation where the whole life of the collective (including food, sleep, activities and entertainment) is subject to certain laws, special children naturally perceive these laws, which is an important step towards socialization. The practice of the camps has shown that in this way many problems are solved that parents cannot solve in the ordinary life of a family.

3

Children with developmental disabilities, having visited a qualitatively new social environment for the first time, will receive a rich, diverse, invaluable communication experience with a lot of new people, both adults and their peers, will significantly expand the circle of their social connections. The warm, friendly atmosphere of the camp, a high degree of cohesion of the entire team create the child a sense of security and safety in the social environment.

4

In a camp situation, with the support of teachers, children, as a rule, successfully master new skills for yourself. They manage to instill a number of rules of hygiene and behavior at a common table, establish a diet, teach how to chew and swallow, regulate sleep, etc.

5

In the camp are revealed creative possibilities of each child, self-esteem increases in children, motivation for further development appears, independence, a sense of responsibility and independence are formed.

6

Parents, having received new knowledge, become more competent, often switch to a higher level of communication with children. They begin to treat their child differently, "accept" him, which certainly contributes to the successful solution of his problems.

7

The experience of interaction in a camp setting allows parents overcome self-isolation and expand the circle of friends, improves the emotional and psychological climate within the family.

8

Parents get powerful social impulse, which helps to overcome the social and communicative deprivation arising in families. After the camp, parents often become more active, starting together to solve socially important problems. Using the experience of psychological trainings, parents become able to conduct a more meaningful and reasoned dialogue with the authorities, acting as defenders of the rights of their children.

9

Healthy children acquire a new experience of communicating with peers with developmental disabilities, learn to relate adequately to such people and subsequently will be able to avoid the influence of the negative attitude of society towards the special child. Siblings of special children receive psychological support. This experience can hardly be overestimated: after all, children often see examples of intolerant, unkind attitude towards a child with severe developmental disabilities.

10

In the process of close communication with the families of their wards, teachers and psychologists will be able to solve a number of diagnostic problems, necessary for further successful medical and pedagogical work with children. After all, the roots of a child's problems are often rooted in family problems. It is with such informal communication that it is often possible to take the most effective steps towards solving child development problems.

11

The stay at the camp is beneficial for interns and volunteers. By helping specialists, assisting in the classroom, they gain valuable experience, learn professional work and integrate into the professional community.

Literature

1. Zhukov E.S., Karvasarskaya I.B., Martsinkevich N.E., Pokrovskaya S.V. help experience: Scientific and practical collection. - M .: Center for Curative Pedagogy, 2000. - Issue. 3. - S. 98-110.

2. Karvasarskaya IB Aside. From the experience of working with autistic children. - M .: Terevinf, 2003.

3. Krasovskaya V. D. In the summer camp "Circle". www.downsideup.org/_deti/letokroug.htm

4. Work experience of the integration school: Collection. Scientific editor - Cand. psychol. Sciences Lyubimova G. Yu. - M .: Kovcheg, 2004

5. Information about the summer integrative camp of rehabilitation tourism "Onega". - SPb .: Public fund for helping children with special needs. - "Fathers and Sons", 2001

For families raising children with Down syndrome, one of the most significant issues is still the attitude of society towards children with developmental problems. Many experts see the solution to this problem in the early integration of children with Down syndrome into the society of healthy peers (for example, teaching special children in special classes of mass schools). Numerous studies have shown that graduates of correctional schools suffer from a greater number of disadvantages than their peers from special classes of mass schools, whose social adaptation is much easier. At the early stages of a child's development, certain conditions have been created for the inclusion of children with Down syndrome in the process of socialization in the form of specialized or integrative education. In adolescence, the relevance of questions about the inclusion of children with this chromosomal disorder and their families in society becomes more urgent. This is due to the fact that children enter adulthood, which entails emotional instability, conflicts with parents and peers. During this period, the tension within the family in connection with the upcoming completion of education and the need for employment on the one hand, and the difficulties of adolescence, on the other hand, significantly aggravate in this regard, the infrastructure of services for the socialization of children with Down syndrome in adolescence and adolescence is needed, as well as work with families where they are brought up.

The goal of the project is to create conditions for enriching the social experience of all participants in the integrative camp, moral and cognitive development of both children with Down syndrome and healthy children, the formation of tolerant behavior in children and adults.

1. Socio-pedagogical:

To enrich the social (communicative and moral) experience of children and adults;

Increase the level of tolerance to the individual and physical characteristics of peers.

2. Psychological:

To activate the cognitive development of children with Down syndrome through social acts of communication;

Eliminate the formation of a sense of superiority or the development of an inferiority complex.

Create conditions for children with disabilities to imitate a "healthy" type of behavior as a behavioral norm of society;

Eliminate social isolation of families raising children with disabilities.

3. Psychotherapeutic:

Contribute to the solution of intrapersonal problems in women raising children with Down syndrome;

4. Social and legal:

Inform parents about changes in legislation on the support of families raising children with Down syndrome, informing about the regional target programs "Accessible Environment" and "Children of Altai".

personality psychology adaptation individualization

Integration is a state of connectedness of separate differentiated parts into a whole, into a process leading to such a state.

Social integration presupposes ordering, conflict-free relations between the individual, organizations, the state, etc. In the process of entering into various types of social communities, a person integrates social relations, a stable system of connections between individuals that have developed in the course of their interaction in a social environment.

Social relations of the individual are manifested in the activities and behavior of a person as his social qualities. Social qualities are determined by the type of social interaction of a person with other people in specific historical conditions. The social qualities of a person cover: a socially defined chain of his activities; occupied social statuses and performed social roles; expectations and relations of statuses and roles, norms and values ​​by which he is guided in the process of his activities; the sign system he uses; a body of knowledge that allows you to fulfill the roles you have assumed and more or less freely navigate in the world around you; level of education and special training; socio-psychological characteristics; activity and degree of independence in decision-making.

The generalized reflection of the aggregate of repetitive, essential social qualities of individuals included in any social community is fixed by the concept of a social personality type. Naturally, when it comes to individuals as members of social communities, strata, groups, social institutions and social formations, they do not mean the properties of individuals, but social types of individuals. The grounds for the social typology of individuals are very different, but the most important of them are status and role in the system of social relations.

In other words, the social definiteness of a person should be derived from its objective integration into various social communities, from its position in the system of social production, its implementation of social functions, etc.

There are four levels of personality integration.

At the first level, the integration of the individual into socio-economic relations takes place, which is mediated in childhood and adolescence by the parental home, and then by work. Contradictions may arise between the orientation laid down by the parents in the process of upbringing, the forms of integration of the individual into socio-economic relations and its real implementation, etc. So, for people of 30-40 years of age, who were formed under the conditions of an absolute state, state ownership in the economy and a high level of social protection, it is difficult to enter the market system with their existing value orientations to obtain patronage from the state, etc.

The second level of integration of the individual in society is functional integration. Social life cannot be reduced to socio-economic relations. Functional integration is an extremely complex and multi-layered interweaving of social connections. The individual integrates into society through the implementation of many functions at various levels of social life. Any person implements functions in a family, student or work collective, as a tenant at home, in the circle of friends and acquaintances, etc. In a number of cases, a confrontation arises between the social requirements presented to him in various functions, as is observed in the combination of the performance of duties by a woman and a mother and a worker. The presence of opportunities to change social functions acts as a constant stimulus for the growth and maturation of the personality. A young man takes on parental responsibilities, in the professional sphere - begins to perform more complex tasks. The process of personality development is not a continuous ascent.

She also has to master the old man's role with the approach of retirement age, disintegration occurs, "unloading" in professional activity sets in, the loss of a spouse is possible, social ties are limited to a narrow circle of people, etc.

The third level of integration of the individual in society is normative integration, which consists in the assimilation of social norms by a person, rules of behavior, habits and other intangible regulators. As a result, the value attitudes of the individual and the system of incentives to action are formed. In modern conditions, the main problem of the normative integration of the individual into social structures is the inconsistency of social norms functioning in society, which is due to the transitional state of public life and the differentiation of social interests on an economic, ideological, national and regional basis. Inconsistency begins to manifest itself at the level of the microstructure, in small social groups, where the process of mastering social norms of behavior by a person and testing them is mainly taking place.

The fourth level of integration of a person in society is interpersonal integration, which is formed by the establishment of positive connections between individuals in social communities. The term positive connection can be interpreted by analogy with sociometric measurements, when an individual names a certain number of other people, in his opinion, who sympathize with him and to whom he responds with the same, people with whom he likes to work together, willingly talks, exchanges thoughts, trusts and is good knows. Personal relationships regulate the behavior of individuals and entire groups, mediate the education system. There are more opportunities to maintain personal relationships in a village than in a large city, in residential areas of a city with a stable and long-lived population - more than in new-built areas, etc. Interpersonal integration must be considered in the implementation of social management, especially in small groups in work collectives.

The levels of integration of a person in society are interrelated and provide a high degree of integration of a person into social communities. Any social community strives to ensure that the individual leads more or less identically to the norms and expectations adopted in the group. The level of requirements for identity depends on the breadth and significance of the set of roles that a person realizes within the community, on the cohesion of the community, on the forms of regulation of the behavior of members of society. The social community determines the behavior of a particular person through the mechanism of selection for a particular role in accordance with the abilities, level of training, biopsychic qualities, work and other qualities that a person must possess and correspond to. The mechanism of control over the implementation of a social role by an individual in accordance with certain role norms. At the same time, integrating into social communities, a person retains autonomy and freedom of choice, which, however, has its own limits, determined by universal, general civil regulations, the type of socio-economic and socio-political development, and the degree of extremeness of the situation. The personality makes a choice among the roles proposed by the circumstances of the social environment, among the possible specific ways of their implementation.

The autonomy of the individual is also manifested in the fact that a person is able to distance himself from the role he performs, "ironic" over himself and even hate himself for fulfilling one or another role prescription, as often happens in conditions of totalitarian regimes due to the conflict between social requirements and moral universal values. A democratic and pluralistic society creates conditions for a person to actively choose social roles based on their own value orientations.

Of course, the integration of the individual into various types of social communities is carried out on the basis of the mutual influence of social definition and active conscious activity of the individual.

Shift location - Sochi Olympic Village

This is a place where children and parents play together, turn into fairy-tale heroes, movie and pop stars.

This is the place where you begin to see yourself from a completely different side, the place where you discover new qualities in yourself and in your loved ones.

These are unforgettable and exciting excursions, meeting new people, etc.

These are interesting master classes, creative workshops, expert consultations, parent groups, and children's activities.

This is a new type of rehabilitation without medical procedures for children, adolescents and people with disabilities. Rehabilitation carried out through positive emotions and new experiences. Rehabilitation, which helps the family to unite even stronger, recharge with new strength and faith in themselves and their loved ones.

This is a vacation without hassle and unnecessary fuss (you do not need to look for a place to rest and a transfer, come up with entertainment and activities, look for excursions and spend a lot of money on them. We have everything thought out, organized and planned).

This is a place where many pleasant surprises await you!

This is the place where dreams come true!

Family is the most important thing in the life of any person. Of course, this is a very rewarding activity - spending time with your family on vacation.

This program is a family history that began in the summer of 2013. The first shifts were held in the Republic of Bashkortostan. In 2014, the project "Family-integrative shifts" was awarded a grant from the President of the Russian Federation, for which three shifts were held in the city of Anapa.

The program works on the principle of a year-round camp, the only difference is that their parents participate with the children due to their individual needs. The goal of the program is to provide all children and young people with developmental disabilities with a full-fledged social life. The main objectives of the program are the integration of children into society, their socio-cultural rehabilitation and adaptation.

"Star Camp", the second name of the program was given for a reason, since from the very first shift of the "trick" of the ZL acquaintance with famous people: actors, singers, figure skaters, etc.

From 2013 to 2016, 780 people from 17 regions of Russia visited the ZL.

From the very beginning of the program, managers have tried to create the necessary conditions, taking into account the special needs of its participants. Not many hotels and sanatoriums have created an accessible environment, which is why the rest of people with special needs is often uncomfortable. Thanks to cooperation with the hotel with the Olympic Village, the Family-Integrative Shifts program in 2015 found a home that meets all the basic and additional requirements in the field of a barrier-free environment. There are ramps, sidewalks with a special coating built throughout the hotel, and a special information system has been introduced. Special solutions have been implemented in the buildings, allowing people with disabilities to feel comfortable and cozy during their rest. Among them are the proximity to the sea, access to the sea with smooth pedestrian and bicycle paths, which are made according to International standards, handrails, side boards, flooring, doorways without height differences, automated devices for opening and closing doors and much more, and most importantly, financial affordability program participants.