Educational and methodological material on the topic: Different but equal (Inclusion in education). "Different but equal", The Story of Olesya Sivtseva - DobryBlog

MCOU Menshikovskaya Secondary School

Homeroom teacher- Ivshina Irina Yurievna

Class hour "We are different, but equal."

Target: formation of respectful attitude towards people regardless of their origin.

Tasks:

To reinforce the concept of “tolerance” among students

Help students see and appreciate individual qualities child's personality

To instill in children respect and attentiveness towards the people around them.

Form of conduct: collective - creative work (Ivanov technology)

Equipment: projector, screen, computer, handouts, cartoon about tolerance.

Materials for class: presentation, methodological development events.

Move class hour.

Org moment.

Slide on the board:

“If I’m not like you in some way, I don’t insult you at all, but, on the contrary, I reward you.” Antoine de Saint-Exupéry

Hello guys and guests of our event. My name is Irina Yuryevna and today I will teach your class hour. I would like to start our meeting with a short poem.

We are different! But we are equal!

We all have equal rights to laugh and be sad!

We were all born for happiness, and so be it!

After all, each of us is an individual.

And this, of course, is what makes it unique!

We will admire our differences!

Give each other kindness and just smile!

Guys, what do you think: “What is the topic of our class hour?” What will we talk about?

(Students make assumptions about the topic).

Certainly. “We are all so different, but we are all equal.” And I took the words of Antoine de Saint-Exupéry as the epigraph to our meeting.

Today we will talk about similarities and differences, about accepting others as they are, and learn to respect the characteristics of each person.

2. Main part.

1. “What’s in the magic box?”

Hidden in my wonderful box are items that are familiar to each of you. They, just like us, have similarities and differences. Now I invite three daredevils here, who will take turns, sticking their hands into the hole on the lid, and take one object each. You need to guess by touch what is in your hands and name it. (The box contains an apple, potatoes, and pomegranate).

So we have three items. What do they all have in common? (table)

How are these items different from each other?

Potatoes, apple, pomegranate.
General	Various
Part of plants Round shape There is a peel, pulp Edible Good for health because... rich in vitamins	Different parts of plants (potato - tuber, pomegranate - fruit, apple - fruit) Differences in shape (potato is oval, pomegranate has a tail, apple has a stick) Different place growth (potatoes - in the garden, pomegranate and apple - in the garden) Belong to different generic groups ( potato-vegetable, apple and pomegranate fruit) Different to taste. Different in color

Look, we found a lot of similarities and differences among vegetables and fruits. What other objects are similar and different at the same time? (food, drinks, clothes, etc.)

What can we say about people, about us?

Do we have many common and different features?

We will now find out all our similar and different features.

2. “Seven-flowered flower.”

(Everyone has a flower with seven petals prepared on the table.)

Each of you will write your name on your flower in the center-core. Then, write one word on the petals

on 1 - your favorite animal;

2 - favorite color;

on 3 - favorite time year;

on 4 - favorite flower;

5 - favorite hero of a fiction book, film or cartoon;

at 6 - favorite activity, hobby;

at 7 - favorite toy.

Now, as a pair, read your features to each other and find what you have in common.

Raise your hand who found it.

Now, in pairs, turn to each other, 4 people in a group, and find what 4 people have in common.

Raise your hand for those groups that have something in common. Share out loud what your group has in common.

3. “Class Features.”

What do we all have in common in the class?

How are you different from each other?

	Various
We are people; We are students of the same school, the same class; We live in the same area; We love cartoons; We love to play.	Different by gender; Different in appearance (height, build, hair color and length, eye color, shape of ears, nose and mouth, etc.) Different in character; Different by taste preferences; Different interests and abilities.

Do you think it’s good or bad that we have so many differences?

Maybe it would be better if we were all the same? Why not? (table after oral answers).

But let’s still imagine for a moment that we have all become the same. What would happen then?

In fact, we would all have the same thoughts, the same words, we would all graduate from school and college in the same way, we would all work the same jobs. Is it interesting to live in such a world? identical people- clones?

And therefore it is very good that this is not so. We are all different in the class.

But why do we sometimes mock the external shortcomings of children?

Do you know the expression “White Crow”. What does it mean?

Let's watch a cartoon about how someone unlike everyone else lives (watching the cartoon and discussing).

What was our hero like?

Why did everyone laugh and offend him?

How did he feel?

Would you like to be in his place? Why?

What happened next?

How did the story end?

Everyone turned out to be different, but everyone smiles happily. Why? (they realized that each person is individual and unique. And everyone can share their skills with others, and this is so interesting).

We are different and this is our wealth. We are together and this is our strength!

Do you know what quality people who accept you for who you are should have? (kindness, mercy, compassion, forgiveness, cooperation, tolerance, human dignity).

All concepts (qualities) can be combined in one word "tolerance".

On your desk are cards with the words tolerance. Let's explain how this word is defined by different nations.

In England - willingness to be tolerant, condescending; be tolerant, allow the existence of different opinions without discriminating against them;

In Germany - tolerance for other people's opinions, beliefs, behavior ;

In France, the belief that others can think and act in a manner different from our own;

In Spain, the ability to accept ideas or opinions different from one’s own;

In China, accepting others as they are and being generous towards others;

In Egypt - leniency, mercy, forgiveness, the ability to accept others as they are and forgive;

In Russia - the ability to endure (endure, endure, put up with something), accept/recognize the existence of someone, reconcile, bring into line with oneself in relation to someone/something, be lenient towards something /to anyone.

4. "The Orange Experiment."

Now let's see what else can be called tolerance.

4 people come to me and choose one orange for yourself. Remember well what he looks like. Now I’ll take them, mix them, and try to guess which one is yours.

(puts oranges in a bag, invites everyone to take their own orange)

How did you do it?

Now turn away. (The presenter cuts one orange into pieces and asks)

- Whose orange is this? – Why is it difficult to determine?

All oranges are the same inside.

Conclusion: That's how people are. On the outside, everyone is different, but on the inside, they are all the same: vulnerable. And we all want to be treated kindly, with respect; They didn’t insult, didn’t laugh, didn’t offend.

This is another concept tolerance- mercy.

Our class is a small family. And I would like respect, mutual understanding to always reign in our family and there would be no quarrels. What is needed for this?

These are the world pinwheels created by US schoolchildren on Tolerance Day every year on November 16th. And we will try to “grow” a tree of tolerance. I have large number leaves, but not all of them should end up on the tree. Now, two people at a time, we go out and select those leaves that, in your opinion, should be on the tree of tolerance.

Let's see which leaves fit the tree of tolerance. (compassion, mercy, kindness, etc.)

And why are the remaining leaves not suitable?

You also have butterflies on your tables, take them in your hands. Complete this sentence yourself: “My good qualities are.....”.

3. Summing up.

Do you now agree with the words of Antoine de Saint-Exupéry: “If I am not like you in some way, I do not insult you at all, but, on the contrary, I reward you.” Why is this true?

Diversity makes people unique; With different people It’s interesting to communicate, learn new things, learn something.

Collective creative work (creating a cool panel).

3 A3 sheets are prepared in advance on the board to create a panel: the top of the sheet is painted over blue(sky), and below - green(grass).

Now we will create our own cool meadow of tolerance together, especially since our tree is already there. We will glue all the flowers with our features onto these sheets at the bottom, and butterflies on a blue background at the top. Look how beautiful and colorful our panel turned out.

Just like all people - we are different, but equal.

Guys, did you like our class hour? What new and interesting things did you learn in the lesson?

Let's all read and remember these words together:

If everyone is tolerant of each other,
Together we will make our world tolerant!

Our class hour has come to an end. In memory of our meeting, I would like to give you a reminder for your classroom corner and bookmarks that will remind you of our classroom hour. And I also have another gift for you hidden in a wonderful box: tangerines. They are different in size and taste, but they all give us joy, the joy of celebrating the New Year.

I am very glad that I met you today, such kind, beautiful and sympathetic guys. Thank you for your work.

4. Reflection.

Each of you has palms on the table (green, yellow, red). When leaving class, stick one of them on the door.

Palm green means: “I am satisfied with the lesson, it was useful for me, I understood everything that was said and what was done.”

Palm yellow means: “The lesson was interesting, I took part in it, it was useful to me to a certain extent, I felt quite comfortable.”

The red palm means: “I received little benefit from the class hour, I didn’t really understand what was going on, I don’t really need it.”

Report of a teacher-defectologist of MBDOU “ Kindergarten No. 118"

Svetushkina Yu.A. "Different but equal"

There is nothing special about bringing a child into this world. And even if he is born different, or completely different? They almost always say that there are no prospects, that ordinary life not for this child. Unfortunately, primarily due to the fault of our society, parents of special children often have a burden of guilt; they think that they need to hide their child from society. How to explain to parents that a child does not need to be hidden within four walls, that for a child’s development it is very important to interact with others and be in society?

– All children want to learn. All children want to develop. All children want to feel, perceive, think and remember. Vygotsky notes that development occurs according to general laws. The law of ontogenesis applies to all children, so this concept is suitable for both ordinary children and special children. Formation of new mental systems obeys general mental laws for all children. And the child will not be able to live without the education of new functional systems.

We can say that every child is individual! And within one violation, no two children are identical. Therefore, work with these children should be based on the personality of each child individually, and not on the diagnosis clinic as a whole.

Today in Russia the path to introducing inclusive education is just beginning, and, of course, there will be many obstacles. Expected and negative reaction parents, and the inability of ordinary students to accept special children, and the mistakes of teachers who are not sufficiently trained, and most importantly, while we go through this path, the very children for whom inclusion is designed will suffer.

There are already examples of the introduction of inclusion within preschool education. The school must be prepared for the fact that children with special needs attending mass or correctional group can come to a public school.

We don't have special programs for teachers who could join the inclusion process with new knowledge - materials, methodological books for teachers, and so on. For now, all we have is desire.

Let us note the principles of inclusive education:

· A person’s value does not depend on his abilities and achievements;

· Every person is capable of feeling and thinking;

· Every person has the right to communicate and to be heard;

· True education can only take place in the context of real relationships;

· Variety enhances all aspects of a person's life.

When teaching children with special needs, a non-standard approach is required:

· Taking into account their special pace of work and difficulties in organizing attention;

· Arrangement of school life with carefully thought out functional space class, workplace;

· Stable order of classes.

A central place in the work of any specialist with children with disabilities should be to attract the child’s attention. For concentration distracted attention it is necessary to pause before tasks, change intonation and use surprise techniques (knocking, clapping, musical instruments, bell, etc.). Feed rate educational material should be calm, even, slow, with multiple repetitions of the main points. It is necessary to activate the work of all analyzers (motor, visual, auditory, kinesthetic). The child must listen, watch, speak, etc. Reduce the influence of distractions while your child is completing a task.

The theoretical concept for working with children is the theory of the formation of functional brain systems. It is based on Lev Semenovich Vygotsky’s theory of the stages mental development from baby to teenager. Vygotsky says that a person is a unity of feeling, perception, thinking and memory. It is these four stages of mental development that should be taken into account when conducting an inclusive lesson.

The first step is to feel, the second step should be perception, the third step is symbolization, the fourth is abstraction, Our goal is that all children who are in the lesson can feel, perceive, think and remember about the subject of the lesson. That is, go through all four stages of mental development that we talked about. All areas of correctional educational work are interconnected and interpenetrating, and the tasks of correctional education are solved comprehensively in all forms of its organization used.

In our work, we use a number of techniques, tasks, d/i, which can be used by teachers, speech therapists, psychologists and speech pathologists. This is determining changes in a number of objects, finding a “dropped out”, “extra” picture; finding the missing part, memorizing 5-7 objects, finding similarities and differences between objects.

I offer a number game exercises, which can be used in work on the development of perception, memory, and thinking of children.

Perception : D/i “Find out who is drawn.” “Make a whole from parts.” " Wonderful pouch" "Tell me what you hear."

And also: “Labyrinths”, “Paired images”, “Reading lips”, “Drawing by cells”, “Mirror”.

Memory: “Remember and put it down”, “What’s missing?”, “What’s the difference?”, “Repeat my actions.”

Thinking: “What is missing from the object?”, “Arrange the objects”, “Be careful”, “How are they similar and how are they different?”, “Match a word”, “Arrange the pictures into groups”, “Close the extra picture”, “Draw and cross it out”, “Name as many objects as possible that have this sign", "How can this be used?", "Semantic series".

For every child at any stage of mental development, it is important to be able to show what he wants, what he likes.

We must offer them classes in which all this is possible.

In conclusion of my speech I would like to say: only by working together we can achieve positive results in our work. Special children become not special for society, they become familiar and normal for perception, and then the world becomes different.

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Slide captions:

Different but equal Teacher-defectologist MBDOU "Kindergarten No. 118": Svetushkina Yu. A.

All children want to learn. All children want to develop. All children want to feel, perceive, think and remember.

Each child is individual. Within the same disorder, no two children are alike. Work with these children should be based on the personality of each child individually, and not on the diagnosis clinic as a whole.

What is best for a child with disabilities? General education Individual school education Home-based education Special class

Principles of inclusive education The value of a person does not depend on his abilities and achievements; Every person is capable of feeling and thinking; Every person has the right to communicate and to be heard; True education can only take place in the context of real relationships; Variety enhances all aspects of a person's life.

When teaching children with special needs, a non-standard approach is required: Taking into account their special pace of work and difficulties in organizing attention; The structure of school life with a carefully thought out functional space of the classroom and workplace; A stable order of classes.

What to pay attention to when any specialist works with children with disabilities To concentrate scattered attention, it is necessary to pause before tasks, change intonation and use surprise techniques. The pace of presentation of educational material should be calm, even, slow, with repeated repetition of the main points. It is necessary to activate the work of all analyzers. Reduce the influence of distractions while your child is completing a task.

Four stages of mental development Feeling Perception Thinking Abstraction

Perception:

Thinking:

The most promising form schooling for a child with disabilities - a gradual, individually dosed load, including specially supported integration into a group or class of children.

Thank you for your attention!

, Extracurricular activities , Class management

Lesson objectives:

• understanding the uniqueness and value of each person’s contribution to the development of society;
• awareness of the problem of human rights violations;
• awareness of the importance and value of the diversity of the world;
• formation of interest in the problem of human rights.

Tasks:

1. Updating and awareness of social fears associated with prejudices.
2. Awareness of one’s feelings towards representatives of rejected groups in society.

Progress of the lesson

1. Warm up. Exercise “I am a great master.”

Time required: 5 minutes.

Auxiliary material: ball.

Procedure: The exercise is performed in a circle. The leader starts the exercise first. He takes the ball and says the phrase: “I am Lyudmila Aleksandrovna - a great master of singing (bicycle riding, fishing etc., that is, he names some activity that he is especially good at” and throws the ball to the next participant. He also names his name and skill, and so on in a circle.

2. Exercise “The One I Don’t Love”

Procedure.

The presenter tells the participants that in society there are often people and entire groups of people towards whom others have a negative attitude: they are afraid, blamed, shunned and condemned. He asks participants to think about groups of people who make them feel negative feelings: disgust, contempt, fear and others. Participants in a circle talk about the objects of their dislike: why exactly do they dislike the representatives of this group so much, what kind of feelings do they evoke in the participant. For example: someone might say, “I can’t stand homeless people because they are always drunk, dirty, and smell bad. When I pass by them, I feel terribly disgusted. It also makes me very angry when homeless people ask for alms, because they themselves are to blame for what happened to them, and those around them do not owe them anything. And I’m also afraid of them, because they are quite capable of crime.”

When all the participants have spoken, the facilitator invites them to imagine themselves as one of the members of the group they dislike and talk about themselves in the first person. Participants must come up with names for their characters, talk about their past, present and plans for the future.

Then the presenter tells the participants that everyone, even the most unpleasant person for us, has someone who loves him and finds positive qualities in him that may not be visible to the majority. This could be his parents, teacher, close friend or someone else. The presenter invites participants to imagine themselves in the place of this, perhaps the only one close to the chosen character loving person, and try to look at it through the eyes of this person.

Questions for discussion:

1. Is it possible to draw final conclusions about a person based on one opinion alone?
2. Was it easy for you to put yourself in the shoes of a person who personifies a group that you find unpleasant?
3. Are the reasons why we don’t like or are afraid of strangers or people unpleasant to us always serious and compelling?
4. Has your attitude towards people who disliked you changed?

3. Reflection.

Drawing a gift for someone else who is not like us.

Exhibition of children's works (optional).

Friend, perhaps there are people in your circle who are different. You don't know how to behave or communicate with them because they seem different, not like everyone else. And your peers may also mock them. Therefore, special people often feel lonely and unwanted... But does anyone have the right to treat them with disdain?

The following videos will help you look deeper into the inner world of children with special needs, understand what worries them, what they fear, avoid and what they dream about. You will find out how much they need Your support and why it is worth making friends with them.

Waltz duet

This touching cartoon is a story about two sisters - conjoined twins Emily and Elizabeth. They are embarrassed by their appearance: they avoid people, do not go out and do not want to communicate with anyone. The only joy is playing the piano. But one day a young violinist walked past their house. Hearing magical sounds coming from the window, the young man decided to come closer... Frightened of condemnation, the sisters try to drive him away, but the violinist does not leave, but, on the contrary, begins to play along with them on the violin. The video shows how important it is to pay attention to special people, communicate with them and make friends.

Scarlett

The main character of the following animation is a little girl named Scarlett, who was diagnosed with bone cancer (Ewing's sarcoma). To save the baby's life, doctors were forced to amputate her lower leg, and now Scarlett has to wear a prosthesis. The girl is desperate. She feels lonely. And now she can't dance. But one day Scarlett's mother, who believes in her daughter, dresses her in a ballgown, and the girl is transformed. Scarlett again becomes a cheerful, carefree girl with whom it is interesting to play and be friends.

Anatole's small saucepan

Are there people in the world without flaws? Each of us has our own “saucepan”. Someone is carefully hiding it. For some it is so small that it is almost invisible. And for some people it greatly interferes with their lives, but, alas, it is impossible to get rid of it...

This video will tell you about little Anatol, who always walks with a saucepan, which makes him different from other people. That's why no one talks to him. In fact, the saucepan is just a metaphor that will help you understand who people with special needs are and why it is okay to be special.

Out of sight

The short anime-style cartoon is a vivid illustration of what people without vision experience. The video will tell you about a blind girl who was left without her only guide - a dog. A petty thief snatches the bag from the baby’s shoulder, and the faithful dog rushes after him. The girl has to move along the street on her own, using her imagination and other sensations. Fortunately, she gets a “magic” wand that helps the girl find the right path.

The sound in the tape is specially amplified to show that blind people hear much better than sighted people. This stunning cartoon is the work of three students from the National Taiwan University of the Arts.

About Dima

And while watching the next cartoon, you will learn about the boy Dima. He hardly speaks and walks on crutches: every step is not easy for the baby. Children laugh at him because he is different. However, a chance meeting changes his life. The little girl's interest and wise advice her mothers become the beginning of a true friendship. Look bright video and make sure: diagnoses are not a hindrance to fun games and mutual sympathy, and you can easily share the joy of communication with those who are different from you.

Tamara

The story is about a girl Tamara, who loves dancing more than anything in the world and dreams of becoming a ballerina. She has wonderful plasticity and a sense of rhythm. But not everything is so simple... The girl is deaf and mute. Perhaps one day Tamarina’s dream will come true, because she has the unlimited support of her mother. Watch this cartoon with your friends - the video will clearly tell you how special people need your support.

Mael's Secret

Oddballs who smile with or without reason - this is how people suffering from Angelman syndrome are often seen. But in reality, they are simply not able to control their facial expressions and movements. The video will help you understand how to behave if one day you meet a person with Angelman syndrome.

My brother from the moon

Frenchman Frédéric Philibert was inspired to create this video by his son, who suffers from autism. The narrator of the story is the big sister of a special boy. It is she who explains to the audience how her brother perceives the world around him: “It’s as if he doesn’t see or hear me, he looks at the sky... If I were a sorceress, I would enchant him so that he would like being with us more than on Moon." The girl came up with a special language to communicate with her autistic brother, and convinces everyone that everything is fine with him, he’s just “from the moon.”

Children with special needs need Your support and communication. Some of them will never hear their mother’s lullaby, some will never be able to run barefoot through the dew in their lives, and some will never see a birthday cake on their birthday. Don’t leave special children alone with your experiences, don’t be afraid to communicate with them. You'll see, all you have to do is smile - and a casual acquaintance will eventually develop into a real friendship.