Child care job opportunities: What Are Your Options for Child Care Jobs?

Опубликовано: November 20, 2022 в 8:04 am

Автор: alexxlab

Категории: Child

Job Openings – Child Care Council of Westchester

For candidates interested in working in the child care industry.
Be sure to contact the program directly.

Date Received: 10/4/2022
Job Title: Head Teacher Toddler Room/Assistant Teacher
Program Name: Little Learners of Westchester, Inc.
Job Description: Lead teacher with good classroom management skills, must be patient, kind and loving in nature. Bright energetic and responsible. At least 1 year of teaching experience.
Requirements: Associates degree or higher in early education or CDA credential
Address: 3565 Crompond Road, Cortlandt, NY 10567 (Located in: Parkside Corner Shopping Center)
Email: This email address is being protected from spambots. You need JavaScript enabled to view it.
Phone: 914-402-1149
Fax: 914-930-1433
Website: www. littlelearnersofwestchester.com
Salary: TBD

Date Received: 10/4/2022
Job Title: School Age Child Care Instructor
Program Name: Rye YMCA – After School Adventures
Job Description: Under the supervision of the Child Care Director, the School Age Child Care Instructor works with students individually and in small or large groups providing director leadership to youth. This includes organizing regular learning and enrichment sessions, helping with homework, teaching Arts & Crafts, engaging in leisure and recreational activities. She/he will supervise students in structured and unstructured settings, maintaining discipline and order within student groups. Encourages students to make wise choices and develop responsible behaviors. Provide direct leadership to School-Age Children to include the development of the four core YMCA values: caring, honesty, respect and responsibility.
Requirements: The ideal candidate must possess 1-3 years of previous related experience working with children and knowledge of age-appropriate activities, in order to teach, by providing/designing program curricula and lessons, as approved by the Child Care Director. He/she must be able to comply with the OCFS Clearance process. He/she must have the ability to supervise and motivate the children in addition to leading activities. Responsible for minor decisions regarding routine problems where precedents have been established. The ability to establish and maintain harmonious relationships with staff, YMCA members, program participants, parents and the general public is essential.
Address: 21 Locust Avenue, Rye, NY 10580
Email: This email address is being protected from spambots. You need JavaScript enabled to view it.
Phone: 914-967-6363
Fax: N/A
Website: www. ryeymca.org
Salary: TBD

Date Received: 10/3/2022
Job Title: Head Teacher (School-Age)
Program Name: Ossining Children’s Center
Job Description: Historic childcare center seeks Lead School Age Teacher for before and after school program. Candidate should have experience working with school aged children in a congregate care setting. In addition, candidate should also have some classroom management and supervisory experience. Responsibilities include: training and supervising assistant teacher, keeping regular communication with parents, addressing behavioral problems appropriately, reporting to the director as needed, maintaining a clean, safe, and healthy classroom environment, activity planning, homework assistance, light food service, and record keeping. This is a before and after school program. Staff work split shifts: 7:00am-9:00am & 1:00pm-6:00pm (35hrs/week). Proof of vaccination against COVID19 required.
Requirements: Minimum: High School Diploma or equivalent -Preferred: BA in Early Childhood Education or completed post-secondary coursework leading to a BA in Early Childhood Education
Address: 32 State Street, Ossining, NY 10562
Email: This email address is being protected from spambots. You need JavaScript enabled to view it.
Phone: 914-941-0230
Fax: 914-762-4893
Website: www.ossiningchildrenscenter.org
Salary: $17.50/hr

Date Received: 09/26/2022
Job Title: Head Teachers/Assistant Teachers
Program Name: Athena Montessori Children’s Program
Job Description: We are looking for Head Teachers and Assistant Teachers who love working with children of 18 months-6 years of age. The qualified candidate will be responsible for several tasks including taking care of children and following our philosophy and protocols.
Requirements: Applicant must have AS degree in early childhood education or CDA. Montessori training is not required at this time.
Address: 20 Greenridge Ave, White Plains, NY 10605
Email: This email address is being protected from spambots. You need JavaScript enabled to view it.
Phone: 914-417-4303
Fax: N/A
Website: athenamontessoricp.wordpress.com
Salary: TBD

Date Received: 09/22/2022
Job Title: Teaching Assistant
Program Name: Christ’s Church Nursery School
Job Description: Assist the head teacher in implementing lessons for two-year-olds
Requirements: Experience working in a daycare or school environment preferred
Address: 2 Rectory Street
Email: This email address is being protected from spambots. You need JavaScript enabled to view it.
Phone: 914-471-3018
Fax: N/A
Website: N/A
Salary: TBD

Date Received: 09/20/2022
Job Title: Head Teacher
Program Name: The Little Disciple Learning Center
Job Description: Plan and implement all classroom activities and individualized plans in accordance with the program curriculum. Set behavioral limits in conjunction with other staff members and clearly define them to children and adults. Provide day-to-day classroom direction and instruction to Assistant Teacher, Special Services Aide, volunteers, parents, and substitutes. Welcome and encourage parents to participate in classroom and center activities. Conduct Developmental Screening and Assessments throughout the year. Maintain anecdotal classroom records for each child monthly and prepare developmental summaries of each child at year-end. Submit timely record keeping including monthly reports and all other reports as assigned. Serve on Agency committees, including those planning and implementing fundraising events and activities. Attend and participate in meetings and trainings.
Requirements: Early Childhood Experience/Certification
Address: 348 S. Lexington Ave White Plains, NY 10606
Email: This email address is being protected from spambots. You need JavaScript enabled to view it.
Phone: 914-428-4727
Fax: N/A
Website: www.Littlediscipleswp.com
Salary: Starting at $43,000.00

Date Received: 09/20/2022
Job Title: Assistant Teacher
Program Name: Bright Beginnings Preschool
Job Description: We are a licensed pre-school in Yorktown Heights, NY and we are looking to hire an Assistant Teacher for our nursery class 3 to 5 year olds, and for our toddlers class, 18 months to 3 years old, full time.
Requirements: Minimum High School Diploma with experience working with children. CDA or ECE studies in progress also accepted.
Address: 1974 Commerce St
Email: This email address is being protected from spambots. You need JavaScript enabled to view it.
Phone: 914-962-2929
Fax: 914-962-2963
Website: brightbeginpreschool.com
Salary: $15-$16/hr

Date Received: 09/15/2022
Job Title: Part-time Assistant
Program Name: 1234 Playhouse Day Care
Job Description: Schedule available Tues-Wed-Thursdays 7am-2pm Receiving the kids and completing all required daily forms Preparing foods Assisting to bathroom and doing pampers changes Creating and doing learning activities Preparing weekly menu plus groceries list Doing Daily cleaning on all areas Experience is not requires we will teach the candidate if needed.
Requirements: 2 Year Child Care assistant Experience preferred. 2+ experience in cleaning and keeping clean work area.
Address: 175 Clunie Avenue, Yonkers, NY 10703
Email: This email address is being protected from spambots. You need JavaScript enabled to view it.
Phone: 914-207-0548
Fax: N/A
Website: N/A
Salary: TBD

Date Received: 09/14/2022
Job Title: Head Teacher
Program Name: Woodlot Christian Preschool
Job Description: Woodlot Christian Preschool is looking for a Head Teacher in the 3.5 year old room. JOB RESPONSIBILITIES: 1.Plan both long and short-range activities in accordance with curriculum objectives, developmentally appropriate practices, and program philosophy using Creative Curriculum, SRA Open Court, and Scripture Bites as primary resources. Knowledge of the development domain areas is expected and should be incorporated in the design of curriculum. 2. Keep room in order, arranging furniture and materials so that children work independently as well as in groups. Materials should be restocked and maintained daily in all Learning Centers. 3. Follow procedures that encourage children to meet their own physiological needs with only minor assistance (e.g. toilet, washing hands, etc.) 4. Encourage independence and cooperation in children, giving assistance and guidance when needed. 5. Maintain a safe and healthy environment: Daily Check of classroom: outlets covered, cabinets closed; sharp utensils away from children’s reach; outdoor playground and equipment safe before children enter space; broken equipment removed and placed in Janitor’s room. 6. Take time to listen to children and respond to their questions seeking to connect, build self-esteem and scaffold learning. Pick up on children’s interests by watching and listening 7. Be open to changing pre-arranged plans in order to follow through on interest of children. 8. Provide an atmosphere of warmth and respect for each child, being sensitive to bruised egos. In a conflict, seek reconciliation of all parties involved by promoting apology, restitution, and forgiveness. (“5 Step Conflict Management”) 9. Encourage assistant teachers to contribute to curriculum planning at weekly meetings and share in instructional time in classrooms.
Requirements: EDUCATION AND EXPERIENCE REQUIRED: A baccalaureate degree in Early Childhood Education and 1 year experience related to caring for children. or A college degree with 9 credits in Childhood Development, 2 years experience related to caring for children, and a plan to complete a Child Development Associate credential.
Address: 25 Oakland Avenue, Tuckahoe, NY 10707
Email: This email address is being protected from spambots. You need JavaScript enabled to view it.
Phone: 914-779-0368
Fax: 914-779-0368 (call before faxing)
Website: www.woodlotchristianpreschool.com
Salary: $15-$17/hr

Date Received: 09/14/2022
Job Title: Assistant Teacher
Program Name: Oak Lane Child Care Center of Pleasantville Inc.
Job Description: ASSISTANT TEACHER We have an immediate opening in our Toddler & Preschool Classrooms for an Assistant Teacher. We are a not for profit year-round, full-day child care program located in Chappaqua, New York. Must be able to work a flexible schedule between the hours of 7AM and 6PM. Wonderful working environment with good benefits including medical insurance, holidays, paid time off. Equal Opportunity Employer.
Requirements: Early childhood education experience with a current CDA, or related Associate Degree is a requirement.
Address: 49 Memorial Drive, Chappaqua, NY 10514
Email: This email address is being protected from spambots. You need JavaScript enabled to view it.
Phone: 914-238-3756
Fax: 914-238-3757
Website: www.oaklaneccc.org
Salary: TBD

Date Received: 09/13/2022
Job Title: Associate Teachers, Teachers, Substitute Teachers
Program Name: Bright Horizons – All Westchester Centers
Job Description: 9/22/22 – In person hiring event from 11am-3pm. Event location: Bright Horizons at Timberridge, 15 Old Post Road, Armonk, NY 10504, 914-273-4411
Requirements: Candidates must pass required state and company background checks, and meet state and company minimum education and experience requirements: At least 18 years of age with a high school diploma or GED required. Demonstrated experience working with children; child care, daycare, or preschool preferred. Early childhood coursework, CDA, or degree preferred. Excellent benefits, hiring incentives
Address: 77 Executive Boulevard, Elmsford, NY 10523
Email: This email address is being protected from spambots. You need JavaScript enabled to view it.
Phone: 914-273-4411
Fax: N/A
Website: www.brighthorizons.com/careers
Salary: TBD

Date Received: 09/11/2022
Job Title: Teachers Assistant
Program Name: Dare To Dream Child Care Center
Job Description: Providing a safe, loving and nurturing environment for Social and Academic growth. Cultivating relationships with children, parents and guardians. Monitor and supervise children to ensure their safety. Conducting daily duties such as preparing and serving meals, changing diapers, putting children to sleep, outside play, implementing a learning curriculum specific to child’s age.
Requirements: High school diploma or equivalent. A minimum of 2 years experience in child care/working with children and/or college equivalency. First Aid/CPR training recommended. Excellent communication skills. Must meet state specific guidelines.
Address: 615 Park Avenue, Yonkers, NY 10703
Email: This email address is being protected from spambots. You need JavaScript enabled to view it.
Phone: 914-207-8203
Fax: N/A
Website: dare2dreamchildare.com
Salary: TBD

Date Received: 09/08/2022
Job Title: Assistant Teacher
Program Name: Mount Kisco Child Care Center
Job Description: Mount Kisco Child Care Center is a non profit, NAEYC accredited Child Care Center, whose mission is to provide high quality care for every child in the community regardless of a family’s ability to pay. We are seeking Assistant teachers who love children and want to be part of our MKCCC family. The Assistant teacher will work alongside the Head teacher to implement the curriculum, support and nurture children during their play and through daily routines. We encourage all staff to share in the success of every child and to help create loving classroom environments that encourage children to reach their potential. Come join a team dedicated to making the difference in the life of a child. Child Development Associate (CDA) or Associates Degree in Early Childhood Education preferred, but willing to train the right person. To view a virtual tour of MKCCC, click here.
Requirements: High school or equivalent (required), CDA or Associate’s degree (preferred), Early childhood experience: 1 year (preferred)
Address: 95 Radio Circle Drive, Mount Kisco, NY 10549
Email: This email address is being protected from spambots. You need JavaScript enabled to view it.
Phone: 914-241-2135
Fax: N/A
Website: mkccc.org
Salary: $16-$18/hr

Date Received: 08/25/2022
Job Title: Preschool Teacher
Program Name: RABY Stem Childcare
Job Description: The program is seeking a preschool teacher to work in a classroom setting with 11 to 15 students. Benefits including free childcare if you have your own child.
Requirements: Child Development Associate (CDA) or an Associate’s degree in Early Childhood Education or earning a simliar degree. Candidate must also have 1 year experience working in a classroom setting.
Address: 356 Nepperhan Avenue, Yonkers, NY 10701
Email: This email address is being protected from spambots. You need JavaScript enabled to view it.
Phone: 914-613-8480
Fax: 914-613-8481
Website: N/A
Salary: TBD

Date Received: 08/24/2022
Job Title: Preschool Lead Teacher
Program Name: Lois Bronz Children’s Center
Job Description: The program is seeking a Head Start preschool teacher to provider educational services to toddler’s ages 3-5 years old. These responsibilities include providing leadership of the day-to-day operations of the Head Start classroom including communication with the children’s families, working collaboratively with assistant teachers to ensure the successful functioning the classroom and following additional program protocols.
Requirements: Bachelor’s degree is required, NYS Early Childhood Teaching certificate, along with 2+ years preschool experience. Following Covid-19 procedures while working for the program is a must.
Address: 30 Manhattan Avenue, White Plains, NY 10607
Email: This email address is being protected from spambots. You need JavaScript enabled to view it.
Phone: 914-761-6134
Fax: N/A
Website: loisbronzchildrenscenter.org
Salary: TBD

Date Received: 08/24/2022
Job Title: Infant/Toddler Teacher
Program Name: Lois Bronz Children’s Center
Job Description: This position entails the teacher to create and provide an appropriate environment and experience to foster the physical, social, emotional, and cognitive growth of infants and toddler and required to develop strong relationships with parents to support the growth and development of their infants and toddlers.
Requirements: Child Development Associate (CDA) or an Associate’s degree in Early Childhood Education, along with 2+ years preschool experience. CPR Certification preffered. Following Covid-19 procedures while working for the program is a must.
Address: 30 Manhattan Avenue, White Plains, NY 10607
Email: This email address is being protected from spambots. You need JavaScript enabled to view it.
Phone: 914-761-6134
Fax: N/A
Website: loisbronzchildrenscenter.org
Salary: TBD

Date Received: 08/24/2022
Job Title: Special Education Preschool Teacher
Program Name: Lois Bronz Children’s Center
Job Description: The selected candidate must be professional, punctual, be organized, have the ability to effectively execute teaching to preschoolers collaborate with co-teachers and support staff. Candidate must have provide these qualities: excellent communication, writing skills (behavioral goals and objectives for each student based on the IEP curriculum) along with preparing daily activities schedule for the group and each individual in the group, and most importantly following protocols and needs for the program.
Requirements: Master’s degree and certification in Special Education is required. Following Covid-19 procedures while working for the program is a must.
Address: 30 Manhattan Avenue, White Plains, NY 10607
Email: This email address is being protected from spambots. You need JavaScript enabled to view it.
Phone: 914-761-6134
Fax: N/A
Website: loisbronzchildrenscenter.org
Salary: TBD

Date Received: 08/15/2022
Job Title: Toddler Teacher/Primary Assistant Teacher/After School Teacher
Program Name: Athena Montessori Children’s Program
Job Description: The qualified candidate will be responsible for taking care of children 18 months-5 years of age and following our protocols.
Requirements: Associate degree in Early Childhood or CDA. Some experience working/supervising children.
Address: 20 Greenridge Avenue, White Plains, NY 10607
Email: This email address is being protected from spambots. You need JavaScript enabled to view it.
Phone: 914-417-4303
Fax: N/A
Website: anthenamontessoricp
Salary: TBD

Employment Opportunities – Child Care Resources

Regional CACFP Director of Operations (MD/PA) Richmond, Virginia

Responsible for training child care center staff on CACFP regulations, developing or updating training manuals, ensuring compliance at sponsored sites, administering review visits, conducting outreach/onboarding, and preparing for and assisting in State Administrative Reviews.

The successful candidate will have 5+ years experience at the State Agency level reviewing or administering the CACFP, have excellent communication skills, able to work autonomously, know how to find answers to CACFP questions in the regulations, and has ability to work with a team of professionals. Looking for someone who knows the CACFP inside and out.

Bachelor’s degree in related field. Master’s preferred.

Job requirements:

Able to conduct virtual training via Zoom, excellent computer skills. Ability to travel independently via car, train, plane, hotels. Software used: MinuteMenu/KidKare, Zoom, Dropbox, Adobe Pro, Outlook, Excel, Word, Colyar. Ability to conduct workshops on CACFP related topics. Ability to follow schedule to ensure center visits are complete within CACFP regulations. Ability to analyze reports to detect data anomalies. Excellent organizational skills. Ability to explain complex processes, their purpose, and use to State Agency staff.

Child Care Resources headquarters is in Richmond, Virginia. The candidate must be based in Maryland or in Richmond, Virginia. Virtual travel is in effect now; however, after the Public Health Emergency ends, travel will be required with overnight stays for 9-20 days per year.

Salary: Full-time or Part-time at $65,000-$95,000 or equivalent depending on experience and education. Full, Executive-Gold health care insurance (100% of health, dental, vision, and prescription insurance meaning nothing comes out of the paycheck to pay for this benefit), upgraded physician access, 401K retirement plan with 4% employer match, company credit card, mileage and per diem for travel, professional development conferences, and company laptop.

Masters (preferred). Job Type: Full-time at Richmond Headquarters

Pay: $65,000-$95,000 per year

Claims Processor Data Team Member Richmond, Virginia

Responsible for assisting in the administration of Federal Nutrition Program administered by Child Care Resources, Inc. including child care centers, afterschool programs, community centers, Elementary schools, libraries, and adult daycare centers participating in the USDA Child & Adult Care Food Program (CACFP) under the sponsorship of Child Care Resources. This position includes all aspects of Monthly Claim Reviews.

Specific Duties and Responsibilities

Entering data
Scanning Forms
Extensive computer use
Organizing files (both physical and digital)
Answering questions about CACFP Regulations, and using appropriate judgment, considering the consequences of disclosure
Communicating tactfully and sensitively.

Required Education

Education: Bachelor’s Degree (Preferred)
Skills: Excellent written and verbal skills.

Base Salary (Based on education and/or relevant experience):

$25,200-$35,500

Full Time, permanent, with full benefits

Extensive training is provided for this position.

Field Monitor Philadelphia, PA

Responsible for assisting in on-site compliance review visits for the Federal Nutrition Program administered by Child Care Resources, Inc. at child care centers, afterschool programs, community centers, Elementary schools, libraries, and adult daycare centers participating in the USDA Child & Adult Care Food Program (CACFP).

Specific Duties and Responsibilities

Visiting centers, providing constructive feedback, being the face of Child Care Resources, providing one-on-one training, being a mentor, offering technical assistance, being a problem solver, filling out review forms, turning in review forms.

Education: Bachelor’s Degree (Preferred)
Skills: Excellent written and verbal skills.

Base Salary (Based on education and/or relevant experience):

$12.50-$17/hour

Part Time without benefits/Full Time permanent with full benefits

Extensive training is provided for this position.

Field Monitor – Northern Virginia, DC, Baltimore

Specific Duties and Responsibilities

Education: Bachelor’s Degree (Preferred)
Skills: Excellent written and verbal skills.
Base Salary (Based on education and/or relevant experience):

$12.50-$17/hour

Part Time without benefits/Full Time permanent with full benefits

Extensive training is provided for this position.

Child Care Resources, Inc, a 501c3 non-profit organization, is a national anti-hunger organization administering the Child & Adult Care Food Program (CACFP)—an offshoot of the National School Lunch Program. We help to provide federal nutrition resources to impoverished neighborhoods. The successful candidate will have good computer skills, excellent communication skills, and a sense of humor.

BENEFITS

100% Health Insurance (Employee pays zero premiums)
100% Prescription Insurance (Employee pays zero premiums)
100% Dental Insurance (Employee pays zero premiums)
100% Vision Insurance (Employee pays zero premiums)
Optional 401K Retirement Fund with 4% Employer Match
Health Club Subsidy
Tuition Reimbursement
Personal Computer Software (Microsoft Suite of software for personal use at home and on phone for all staff)
Paid Time Off and Holiday Pay
Conference Travel Opportunities

Child Care Resources is dog-friendly, surrounded by running trails, the James River.

Jobs, Volunteer Opportunities, and Contracts

Supervisory Physician
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This position is with the Department of Health and Human Services, Administration for Children and Families, Office of Refugee Resettlement, Unaccompanied Children Programs, Division of Health for Unaccompanied Children, in Location Negotiable. Salary: The salary range indicated in this announcement will be adjusted to include locality payment for selected duty location. Pay tables may be found under Salaries & Wages. Physicians’ Comparability Allowance (PCA) is authorized for this hiring.

Location: Albuquerque, New Mexico

Apply By: 10/14/2022

Supervisory Information Technology Specialist (INFOSEC)
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This position is located in the Department of Health And Human Services, Administration for Children and Families (ACF), Office of the Chief Information Officer (OCIO), located in Washington, District of Columbia. **This announcement will be open for 10 business days OR until the first 200 applications have been received, whichever happens first.**

Location: Washington, District of Columbia

Apply By: 10/11/2022

Program Management Specialist
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This position is located in the Department of Health And Human Services, Administration for Children and Families, Office of Refugee Resettlement, located in Location Negotiable After Selection, United States. Salary: The salary range indicated in this announcement will be adjusted to include locality payment for selected duty location. General Schedule locality pay tables may be found under Salaries & Wages.

Location: Albuquerque, New Mexico

Apply By: 10/14/2022

Contract Specialist
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This position is located in the Department of Health And Human Services, Administration for Children and Families, headquartered in Washington, District of Columbia.

Location: Wallops Island, Virginia

Apply By: 10/17/2022

Senior Policy Advisor
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This position is in the Department of Health And Human Services (DHHS), Administration for Children and Families (ACF), Administration on Children, Youth and Families (ACYF), Family and Youth Services Bureau (FYSB), Division of Evaluation, Data, and Policy (DEDP), located in Anywhere in the U.S. (remote job). **This announcement will be open for 10 business days OR until the first 75 applications have been received, whichever happens first.**

Location: Wallops Island, Virginia

Apply By: 10/21/2022

Senior Policy Advisor
Visit disclaimer page

This position is in the Department of Health And Human Services (DHHS), Administration for Children and Families (ACF), Administration on Children, Youth and Families (ACYF), Family and Youth Services Bureau (FYSB), Division of Evaluation, Data, and Policy (DEDP), located in Anywhere in the U. S. (remote job). **This announcement will be open for 10 business days OR until the first 75 applications have been received, whichever happens first.**

Location: Wallops Island, Virginia

Apply By: 10/21/2022

IT Cybersecurity Specialist (INFOSEC)
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This position is located in the Department of Health And Human Services, Administration for Children and Families, Office of the Chief Information Officer (OCIO), located in Washington, District of Columbia. *This announcement will remain open for 10 business days OR until the first 200 applications have been received, whichever occurs first*

Location: Washington, District of Columbia

Apply By: 10/24/2022

Trainer
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This position is located in the Department of Health And Human Services, Administration for Children and Families, Administration for Children and Families located in Location Negotiable After Selection, United States.

Location: Albuquerque, New Mexico

Apply By: 10/20/2022

Adolescent Pregnancy Prevention Program Specialist
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Location: Washington, District of Columbia

Apply By: 10/25/2022

Adolescent Pregnancy Prevention Program Specialist
Visit disclaimer page

This position is located in the Department of Health And Human Services, Administration for Children and Families, Administration on Children, Youth and Families (ACYF), Family and Youth Services Bureau (FYSB), Adolescent Pregnancy Prevention, located in Washington, District of Columbia *This announcement will remain open for 10 business days OR until the first 75 applications have been received, whichever occurs first*

Location: Washington, District of Columbia

Apply By: 10/25/2022

Peculiarities of development and care of a child with disabilities

Kozyreva Alla Mikhailovna
Teacher-psychologist

From birth, each person for his normal development for a long time needs not only care and satisfaction of his physical needs for food, warmth, safety, but also in communication with loved ones who love him. Through this communication, the values that make us human are transmitted: the ability to empathize, love, understand ourselves and other people, control our aggressive impulses and not harm ourselves and others, achieve our goals, respect our own and other people’s lives. These spiritual values can only be perceived in the joint experience of the life events of an adult and a child.

General psychological and pedagogical recommendations when working with children with disabilities:

– Accept the child as he is.

– Communicate with your child as often as possible.

– Avoid overwork.

– Use relaxation exercises.

– Do not compare the child with others.

– Encourage the child immediately, without delay.

– Help to increase his self-esteem, but praising the child he

should know why.

– Address the child by name.

– Do not make high demands on the child.

– Try to make comments as little as possible.

– Remain calm in any situation.

Consider some of the categories:

With Down syndrome.

– Doctors usually make a diagnosis of Down’s disease very early, more often in the maternity hospital – the outward signs of this disease are too typical and obvious. Children with Down’s disease (syndrome) are similar, their appearance is the same:

reduced skull, often slightly oblique at the back,
oblique arrangement of eyes far apart, superciliary arches,
deformed structure of the auricle,
sunken nose bridge,
small button nose,
half-open small mouth,
Spotted blush on cheeks.

Causes causing changes in the chromosomal mechanism of heredity have not yet been fully elucidated. It is believed that most often these changes are caused by various health disorders during pregnancy: inflammatory diseases, poisoning, etc. Above average, the percentage of the disease in children born to elderly or very different parents.

Features of physical development:

The physical development of children with Down syndrome is impaired: there is a lag in growth, dysplastic physique, short fingers and toes. Muscle tone is reduced; this results in excessive joint flexibility.

The movements of children are often clumsy, clumsy, unsteady gait. Children are characterized by anxiety, an increased desire for movement, the so-called psychomotor agitation. However, there are also children who are not temperamental, but inhibited. By nature, children are soft, affectionate, good-natured, willing to make contact, friendly.

Features of mental development

The disease significantly affects mental abilities. Memory is reduced, attention is unstable, cognitive activity is significantly weakened; children for a long time do not understand the purpose of environmental objects, do not master actions with them.

There is also a noticeable lag in the development of speech: often children with Down syndrome begin to speak only after 3-4 years, they speak unclearly, indistinctly, with various defects, they do not always understand the speech addressed to them.

Day-to-day care of a child with Down syndrome is almost the same as care of any other child. An important aspect of daily care is the daily regimen, which gives guidance, streamlines his day.

Children with Down syndrome from the first months of life show a developmental delay:

get tired quickly;
movements of their limbs are impaired;

react poorly to relatives;

such children begin to fix their heads only by 3 months, and sit down by one year, they start walking at the age of about 2 years.

If during the first year of a child’s life to establish disciplinary boundaries and teach him to control his behavior, this will contribute to the formation of positive character traits, the development of successful social interaction with various people.

Naturally, with such features of development, only patience and their consistent actions that support the growth of the baby will help the child acquire all the skills and abilities necessary for life.

Also:

The development of sensory skills is very important: fixing the gaze, directing auditory attention, etc.
Since the leading form of activity of a preschooler is a game, all classes are held in a playful way – so that the child is interested.
It is very important to teach a child to properly use a toy, the right object – this is how elementary motor skills and abilities will be formed, spatial and temporal representations will be refined.
In the form of a game, classes are also held to develop self-service and hygiene skills: a child is taught to dress, wash, make a bed, develop the habit of cleanliness, the skill of neat food.
It is very important to use the tendency inherent in such children to imitate others.
The behavior of adults close to the child should always be calm, even, without any nervousness and underlined manifestations of pity. There should not be an atmosphere of unhappiness around him.
And, of course, it is absolutely unacceptable when a child is laughed at, teased, etc.

With infectious diseases:

Approximately 25% (and according to some sources up to 30%) of disabled children became disabled due to an infectious process.

Each infectious disease has its own characteristics. However, common to all diseases is the presence of certain stages in the development of the disease.

With all infections, after infection, the disease does not appear immediately: before the first signs of the disease appear, the so-called incubation (latent) period passes, during which the child remains outwardly healthy. The duration of the incubation period is different for different diseases: with measles it ranges from 8 to 14 days (after inoculation of gamma globulin – up to 28 days), with scarlet fever – from 2 to 12 days, with diphtheria – from 2 to 7 days, with whooping cough – from 3 to 21 days (usually 8-12 days), with influenza and influenza-like diseases – from several hours to 2-3 days.

An infectious process in children is almost always accompanied by a reaction from the nervous system that is expressed to one degree or another. These reactions are most often non-specific and do not have pathognomonic symptoms for a particular infectious disease. There is also a large number of pathogens of infectious diseases that have a tropism for the nervous system, which is expressed in specific lesions of various departments of the latter – central and peripheral.

Both nonspecific reactions of the nervous system and its specific lesions can be quite severe and have an unfavorable prognosis.

A feature of infections in young children is their tendency to protracted course, which often leads to a delay in the physical development of the child and may affect his mental development.

The outcome of an infectious disease can be a complete recovery, residual changes, sometimes very serious, up to severe disability, a chronic course, death. The concept of “residual effects” usually includes a violation of the normal activity of any organs that persists after infection (for example, a violation of the musculoskeletal system after poliomyelitis).

The smaller the child, the shorter the incubation period.

During the incubation period, microbes multiply in the body, and all the forces of the body are directed to combat the microbes and the toxins they release. Although outwardly the child gives the impression of being healthy, however, with careful observation of him, it is often possible to note increased irritability, fatigue, sleep disturbance and a decrease in appetite.

It is very important at this time to provide the child with good care, proper sleep and wakefulness, rational nutrition with plenty of vitamins, possibly more exposure to clean air, frequent airing of the room. All this helps the body to resist the disease and successfully fight it.

The incubation period is followed by the development of the first signs of the disease, which are different for different diseases. However, in almost all infectious diseases (except whooping cough), an acute onset is observed, characterized by common symptoms: fever, general malaise, loss of appetite, headache, sometimes vomiting, less often loss of consciousness and convulsions. All these symptoms are caused by poisoning the body with toxic substances – toxins secreted by microbes – pathogens.

Simultaneously with the general phenomena, signs develop that characterize each disease: rash and sore throat with scarlet fever, development of catarrh of the upper respiratory tract with measles, etc. The duration of the acute period of the disease is different and depends both on the characteristics of the infectious process, and on the severity of the disease and on measures to fight the disease.

After a while, the signs of the disease begin to gradually disappear, along with this, the child’s well-being improves, appetite appears – the recovery period begins. The child at this time is in a very unstable state and, despite seeming well-being, the changes that have occurred in his body during the illness have not yet disappeared, and errors in the child’s regimen may adversely affect his condition. At this time, it is imperative to observe the regime according to the characteristics of each disease, proper nutrition, and the maximum use of fresh air.

Early diagnosis and timely isolation of the patient is of great importance in organizing care for children with infectious diseases. Basically, two forms of isolation of patients are used – hospitalization and hospitalization.

An infectious diseases hospital, unlike a somatic hospital, has a number of features. The device and principles of work of this institution are subordinated, in particular, to the task of preventing the spread of infections, primarily nosocomial ones. To separate sick children, they are placed in the boxes of the Meltzer system. The patient’s belongings are put into bags and sent for disinfection. In the future, they are stored in a warehouse until the patient is discharged.

An important step in caring for a patient with an infectious disease is strict adherence to the sanitary and epidemiological regime, aimed at preventing the spread of infection. Carefully 2-3 times a day, wet cleaning of the premises is carried out using a water-soap solution. Care items, bed linen, diapers are treated with a 0.5% solution of chloramine for 30 minutes or other disinfectant solutions.

It is important to keep the patient’s bed and linen clean, as this creates comfort and improves mood. Underwear and bed linen are changed as needed (at least once a week), and if soiled, the linen is changed immediately. Dry laundry must not be used. Before each change of underwear, the patient’s body is wiped dry with a towel. If the patient is not able to use the bath or shower on his own, then it is necessary to wipe the skin, paying attention to the treatment of skin folds. Fever is not a contraindication to hygiene measures.

Care of the sick regardless of the infectious disease is an important part of treatment. For the speedy recovery of the child and the prevention of the development of complications, it is necessary to observe a protective regimen that provides the patient with mental and physical peace. Wash hands thoroughly with soap.

Children with infectious diseases react differently to changes in the environment, which can be explained both by the characteristics of the development of the disease and by individual characteristics. Some sick children at the height of the disease are closed, laconic, reluctant to make contact, their sleep is often disturbed, while others, on the contrary, are excited, talkative, and inadequately assess their condition.

Intractable infectious diseases include: HIV, hepatitis C, syphilis and tuberculosis.

A person who carries the HIV virus does not get sick himself: he does not have AIDS (acquired immunodeficiency syndrome), but you can get infected from it sexually (unprotected sexual contact), through blood (blood transfusion; instruments that have not been sterilized: needles, syringes), from mother to child (a mother can transmit the virus to her baby during pregnancy, childbirth, breastfeeding). The therapy includes taking pills and is paid for by the state. With proper therapy, an HIV carrier has a normal life expectancy.

Hepatitis C, transmitted through blood. The virus can be cured. Treatment is long and expensive. The state allocates funds for this, but in order to obtain medicines, regional peculiarities have to be taken into account.

Syphilis, sexually transmitted, less commonly through saliva during a kiss, through any object of common use (spoon, cup, toothbrush, lipstick, cigarette, etc.), on which there is a non-dried discharge containing pale treponema. To avoid infection with household syphilis, you just need to follow basic hygiene standards, for example, do not use one toothbrush and thoroughly wash dishes with hot water after use.

Syphilis is a bacterial infection that antibiotics are great for. Children who have received treatment for congenital syphilis (all forms) are observed by a doctor for five years, then they are completely removed from the register. Treatment is free.

Tuberculosis is a bacterial infection caused by a microbacterium (tuberculosis bacillus, Koch bacillus). It affects any organ, except for hair and nails (there are 14 forms of tuberculosis in total). Most often they become infected by airborne droplets: when coughing, sneezing, talking, the patient secretes sputum with tuberculosis microbacteria. Less commonly, the infection is transmitted through household utensils.

The basis of tuberculosis treatment is multicomponent anti-tuberculosis chemotherapy, which lasts about 6 months or more. Sanatorium treatment, provision of medicines, free treatment are provided.

Parents must follow certain rules:

surround the child with love, care and attention;

provide him with full and rational nutrition;

ensure that the child receives all necessary vaccinations;

keep the house clean;

observe all hygiene rules for all family members and the child himself;

organize outdoor activities for the child;

make sure that the child sleeps and rests;

talk more often, play with the child, hug him;

give prescribed medicines on time and correctly;

help the child lead a normal life, organize his communication with peers;

carefully monitor the child’s well-being and behavior.

With mental impairment

Mental impairment is a severe disorder of mental development, in which, first of all, the ability to social interaction and behavior suffers. These children have intellectual developmental disorders that occur in the early stages of development. Children with mental disorders have a number of specific features that manifest themselves: in the delay in the timing and pace of development; inertia, passivity, noted in all spheres of the child’s life; significant underdevelopment of motor and speech functions; unformed cognitive activity; primitive interests, needs, motives; decrease in cognitive interest; violation of the emotional-volitional sphere. The degree of manifestation of these disorders varies from mild to profound forms.

Children with intellectual disabilities have a number of specific features that manifest themselves: in the delay in terms and pace of development; inertia, passivity; significant underdevelopment of motor and speech functions; primitive interests, needs, motives; decrease in cognitive interest; violation of the emotional-volitional sphere. Work with such children should be aimed at developing speech, objective activities, games, self-service skills, streamlining behavior, contact, developing fine motor skills, and developing a “hand”.

Mild mental retardation ( F 70) In such children, there is a delay in physical, sensorimotor development, a delay in speech development (speech is formed later, with violations of the grammatical and phonetic structure of speech, active is poor and significantly less passive), concrete thinking, focused on solving everyday problems, there is some emotional underdevelopment (poorly recognizes emotions of other people, therefore, they experience difficulties in communication, moral, aesthetic feelings are formed with some difficulty, but some children may experience emotional attachment), a decrease in criticality, strong-willed qualities suffer, social immaturity is noted (lack of independence, suggestibility, tendency to imitate). Such children achieve complete independence in self-care, practical and household skills. Difficulties are observed in the field of school performance, so children study in a correctional school of the VIII type.

A person who has reached the age of majority and is diagnosed with mild mental retardation is fully capable.

In children who have experienced the trauma of losing their biological parents, who are brought up in orphanages, subjected to violence, abuse, it is difficult to distinguish between symptoms of mental retardation and socio-pedagogical neglect. When living conditions change to more favorable ones, these children, as a rule, give good dynamics in development, and sometimes their diagnosis can be withdrawn and revised.

Moderate mental retardation ( F 71). Moderate mental retardation is the average degree of mental underdevelopment. In such children, the unformedness of cognitive processes manifests itself already at an early and preschool age. With a noticeable delay, physical development occurs, motor awkwardness, uncoordinated movements are often canceled. Speech is formed slowly, with a large delay, with significant impairments. Children diagnosed with “moderate mental retardation” are recognized as disabled. They are able to experience emotional attachment, help in everyday life, take care of other family members. As a rule, children sufficiently master self-service skills, master reading, writing, and simple counting operations at one level or another. Special educational programs aimed at social adaptation, the formation of skills, self-service, feasible labor training can give them the opportunity to maximize their potential. After graduation, most often they can perform simple practical work. There is an official list of professions and specialties recommended for the training and employment of persons with moderate mental retardation. They can be very hardworking and diligent, but not able to plan their activities to the right extent, they need guidance and support at all stages of the process.

With psychological and pedagogical correctional work and the absence of aggravating factors, persons with moderate mental retardation socialize well, are able to establish and maintain contacts, communicate, create emotional ties, they are quite mobile and physically active. Completely independent living is possible in rare cases. They can live under the guidance of people who are significant to them or in a specially organized space. Unfortunately, in our country, most of these people (if they have no relatives or relatives are not ready to leave them in the family), live in psycho-neurological boarding schools (PNI). When a child gets into favorable social conditions (in a family), with adequately carried out psychological and pedagogical rehabilitation, it is possible to revise, in rare cases, the complete removal of the diagnosis of “mental retardation”.

Severe mental retardation ( F 72)

Severe mental retardation of all mental functions is detected at an early age and is characterized by severe mental retardation. In most children, there is a gross delay in physical development, underdevelopment of motor functions, significant motor disorders are noticeable. Almost always there are neurological and somatic symptoms, often there are malformations of the musculoskeletal system and internal organs, dysgenetic signs.

People with this diagnosis may partially acquire speech. Vocabulary is poor, focused on the designation of one’s own desires and needs. Thinking is very concrete, unsystematic, lacking the ability to communicate. Self-service skills and elementary work skills are formed with great difficulty and in an extremely limited amount.

Subject to the creation of an adequate developmental environment and a system of classes, such children are willing to study, study well and socialize, many master elementary self-service skills. Almost all children are able to recognize and emotionally respond to significant adults, many of them are emotionally warm and responsive, capable of forming attachments.

Orphans with this diagnosis usually live in orphanages for mentally retarded children (IDI), after graduation from the IDD, as a rule, they are recognized as incapacitated and live in neuropsychiatric boarding schools for adults (PNI).

Profound mental retardation ( F 73).

People with this diagnosis, as a rule, are severely limited in movements, do not control physiological functions, almost always have complex multiple malformations. Reduced thresholds of sensitivity, disturbed sensations. Thinking, active speech, self-service skills are practically not formed. Communication is possible at a primitive level. Children show emotions, can recognize and respond positively to significant adults, express pleasure and protest.

The experience of Russian and foreign organizations involved in the development and training of people with severe intellectual disabilities shows that for any child, you can choose an educational program that matches his abilities. The world experience of working with children with severe developmental disorders clearly shows the expediency of living in families for such children. Families raising such a child need support from state and public organizations.

Orphans with this diagnosis usually live in orphanages for mentally retarded children (IDI), after graduation from the IDD, as a rule, they are recognized as incapacitated and live in neuropsychiatric boarding schools for adults (PNI).

Interaction with children with mental disabilities:

Such a child may have difficulty understanding speech addressed to him. When explaining or teaching him something, it is better to use visibility: for example, draw pictures and hang them in the right places in the apartment; hang a picture with a plate and a spoon over the table in the kitchen so that the child gets used to what they eat in the dining room; paste and brush hang in the bathroom, etc. When teaching, it is better to use the “Do as I do” method – showing by example or by performing the necessary actions with the child’s hand. At the same time, all actions still need to be spoken so that the child’s vocabulary grows.

Children with mental disabilities find it difficult not only to establish causal relationships, but also in the perception of time, in the sequence of actions in everyday life. It is important that the house has a daily routine that is understandable to the child. The adaptation of such a child in the family will greatly facilitate the implementation of the daily routine. In order for the child to remember the regime, you can make a set of pictures that are laid out on the tablet in a certain order: getting up, exercising, breakfast, walking, etc. If the daily routine changes, then the child is informed about this and explained what will happen and for what (for example, a long walk or a trip to visit). Children may react with behavioral disturbances or tantrums to a sudden change in the daily routine, to a deviation from the usual order.

It is not necessary to overload the child with vivid impressions during the adaptation period. You should not take him to crowded places, arrange noisy holidays with a large number of guests, etc. The child’s brain gets tired of the abundance of impressions, the child ceases to orientate in what is happening, may fall into hysterics or become inhibited. It must be remembered that a child with mental disabilities needs more time to “digest” impressions.

Such a child is less receptive to explanations and rational arguments, but very receptive to the emotional attitude of an adult. If you want to shape positive behavior, praise and support your child. Respond emotionally to his manifestations so that the child clearly understands what you are angry about, what you praise for.

It is important to understand that the adjustment period may be longer for these children. It is difficult for children to change the habitual ways of responding and behaviors characteristic of children from the institutions where they arrived.

With multiple developmental disorders

The category of children with multiple developmental disorders includes children with deviations in 3 or more body systems – deviations in the development of sensory functions (vision, hearing) in combination with intellectual disability (mental retardation).

The following groups of children are distinguished:

– mentally retarded, deaf or hard of hearing;

– mentally retarded, blind (or partially seeing), visually impaired;

– deaf-blind;

– mentally retarded, deaf-blind;

– deaf and dumb;

– with disorders of the musculoskeletal system in combination with hearing and vision disorders.

According to the combination, more than 20 types of complex and multiple disorders can be distinguished:

– visual impairment and systemic speech impairment;

– impaired hearing and movement;

– impaired vision and movement.

It is also possible to combine all types of defects with mental retardation of varying degrees.

The classification was based on the time of onset of the defect and the presence of a combination of sensory and intellectual impairments. Accounting for the time of onset of violations is especially important for children with sensory impairments.

Complex disorders can be divided into the following groups:

– with a congenital or early complex defect;

– with a complex disorder manifested or acquired at a younger or older preschool age;

– with a disorder acquired during adolescence.

In the case of a complex disorder, it is customary to single out children with simultaneous impairments. These can be various cases of hearing and vision loss at different times (one is congenital, the other is the result of an injury or a progressive hereditary disease at a later age.

A congenital or very early onset complex disorder extremely complicates the development of the child and requires the closest attention from specialists in various fields throughout his life.

With all the variety of complex developmental disorders, two main categories of children can be distinguished according to the difficulty of adapting to the outside world: children with potentially intact intellectual and personal development and children with severe mental retardation (with deep lesions of the central nervous system). Children capable of independent, active, meaningful activities, and children who need constant encouragement and guidance in activities, as well as full or partial service from others.

Knowledge of all the features of the child’s condition makes it possible to adequately provide medical and correctional-pedagogical assistance. Children of each group require unique pedagogical approaches, but they equally need love and understanding from adults.

Mentally retarded deaf or hard of hearing children

Underdevelopment of the hearing organs deprives the child of one of the important sources of information, which causes a lag in mental development. The main reason for the mental retardation of a child with hearing impairments is a violation of the development of speech.

Social adaptation of children with hearing impairments is often complicated by

emotional and behavioral disorders that occur in inadequate upbringing conditions, both in a children’s institution and in the family. In addition, behavioral and emotional disorders can also be caused by an organic lesion of the central nervous system.

In many children, the development of upright posture is delayed, they begin to hold their heads, sit, stand, walk much later. There is a lack or a significant decrease in interest in the environment, general pathological inertia (which does not exclude loudness, anxiety, irritability and disinhibition). There is no timely transition to communication with adults on the basis of joint actions with toys, there is no new form of communication characteristic of infancy. This affects the development of the first actions with objects and the development of perception.

Preschool children are also characterized by a lag in the rate of development of visual-active thinking. By the end of the preschool period, not all children are able to perform even such practical tasks as moving an object, using it or changing it. Until the end of preschool age, they actually do not have the opportunity to solve visual-figurative problems, verbal-logical thinking develops slowly. This is primarily due to the difficulty of listening to spoken language addressed to the child. This disadvantage is compensated by the development of the corrective skill of visual perception of speech – lip reading.

By the beginning of preschool age there is no practical activity. Children’s interest in objects, in particular, toys, is short-lived. In the game there is a stereotype, a formality of action, there is no intention, there is no element of the plot.

Self-service skills in preschoolers begin to form under the influence of the demands of others, but even older preschoolers in some cases do not understand the sequence and logic of all actions included in the skill.

Deaf mentally retarded children are taught in special classes according to a special program, simpler than mentally retarded children with normal hearing.

Deaf children with primary mental retardation (PDD)

With the systematic participation of audiologists, they usually have a slight lag in the development of voluntary object-practical activity, in the development of visual perception, visual thinking, figurative memory compared to deaf children without primary mental retardation. But they lag behind other deaf people in the development of verbal speech, in mastering the perception of speech and pronunciation, in mastering the meanings of words denoting objects and phenomena of the immediate environment, in mastering coherent speech. Relatively more successfully they master the most elementary mathematical concepts. When they enter school, they usually correctly set the number of objects within 10, they can add and subtract groups of objects within these limits, but they always use their fingers when counting. When creating favorable conditions for their comprehensive psychophysical development, deaf children with primary mental retardation gradually master the program of first junior and then middle school for ordinary deaf children.

Deaf children with cerebral palsy (CP)

Children who can walk independently and study at school have a peculiar asymmetrical gait, crooked posture of the body, violent movements of the arms and legs. They experience difficulties in visual perception of objects, often there are violations of eye movements, disturbances of accommodation and strabismus. No less difficult for children is subject-practical activity. Particularly difficult is the formation of speech in deaf people with cerebral palsy. In the presence of obsessive movements in the mouth area and often observed dysarthria, it is extremely difficult to form speech pronunciation skills in such children. Due to impaired hand movements, it is difficult for them to master dactyl speech and writing, which are an important link in the formation of the speech of deaf children.

With an individual approach that takes into account the potential of each child, deaf children with cerebral palsy can master the primary and secondary school program for deaf children in a longer period.

Among deaf children with cerebral palsy there are mentally retarded. They lag behind in all psychophysical development, and much more than deaf people with only cerebral palsy.

Deaf children with speech disorders

The peculiarity of these children at school age is sharp differences in the level of development of object-practical activity, processes of perception, visual thinking, figurative memory, on the one hand, and speech and those formed on its basis verbal-logical thinking, verbal memory on the other. According to the level of speech development, they lag behind the deaf with mental retardation, sometimes even correspond to the mentally retarded deaf.

In deaf children with damage to the speech areas of the cerebral cortex, sometimes there is a slight damage to the central nervous system, leading to primary mental retardation. In such children, the retardation and originality in mental development is close to that observed in deaf mentally retarded children.

Deaf children with behavioral disorders

Such children have periods of calmer conditions when they can observe school discipline, study and acquire knowledge and skills. But then, for one reason or another, an exacerbation of a mental illness occurs, which makes it impossible for this person to stay at school. Usually the child is admitted to the appropriate hospital.

Deaf children, somatically impaired

Deaf children, somatically impaired, who have had long-term severe illnesses or have diseases of the heart, lungs, kidneys, liver. They have increased fatigue and reduced performance, which reduces the effectiveness of training. In such children, there is a general lag in mental development, similar to what is observed in children with mental retardation.

Mentally retarded children with visual impairments

Skills and abilities are poorly developed. Movements associated with self-service are uncertain, fuzzy, often slow or, conversely, randomly fussy, not focused enough.

Speech plays an important role in the compensation process. But developmental delay due to mental retardation begins in infancy and continues to accumulate in early childhood. Also not formed: the prerequisites for speech development, objective activity, interest in the outside world, the need to communicate with adults, the articulatory apparatus is underdeveloped. Only towards the end of preschool age is it possible to teach children to read and write in Braille.

Loss of vision also affects the originality of the emotional-volitional sphere and character. Difficulties in learning, playing, everyday problems cause difficult experiences and negative reactions. A clear underdevelopment of the motor sphere is characteristic.

Despite the difficulties caused by severe visual impairment and mental retardation, there is a fairly effective progress in mental development of children. By the end of primary school age, children can make the simplest conclusions, master simple types of labor activity, using specific corrective assistance from an adult.

Deaf-blind children

A feature of children is the almost complete impossibility to receive information through natural channels.

The mental development of deaf-blind children is based on intact and sensory functions: smell, vibration and kinetic sensitivity.

Skin sensitivity and motor memory are a special way for the deaf-blind to cognize the environment. Touch, active feeling of objects with hands or tongue allows you to get acquainted with objects and recognize them in the future.

In most cases, deaf-blind children actively use their sense of touch to get to know the world around them and to communicate even before the start of special education. Special education takes the sense of touch to a new level of use: with its help, children learn to compare and group objects according to a certain attribute, they develop subtle differentiated finger movements that allow them to write and read texts written in Braille. A deaf-blind child relies in everything on his own motor experience.

The experience of teaching deaf-blind children and children with multiple disabilities shows that there are no uneducated children, but children with different learning opportunities. The success of a child is largely due to the courage of his loved ones, their optimism and self-confidence.

With disorders of the musculoskeletal system (ODA):

Movement disorders in children with disorders of the

musculoskeletal system may have varying degrees of severity.

With severe movement disorders, the child does not master the skills of walking and manipulative activity. He won’t be able to serve himself.

With an average degree of movement disorders, children master walking, but walk unsteadily, often with the help of special devices (crutches, walkers, Canadian sticks, etc.) They are not able to move around the city on their own, use public transport. Their self-service skills are not fully developed due to violations of the manipulative function.

With a mild degree of movement disorders, children walk independently, confidently both indoors and outside. However, children may experience incorrect pathological postures and positions, gait disturbances, insufficient dexterity and slowness in movements, reduced muscle strength, and there are shortcomings in the functionality of the hands and fingers.

Such children are characterized by deviations in mental development. The mechanism of these disorders is complex and is determined both by the time and the degree and localization of the brain lesion. An important role in the genesis of mental development disorders is played by restrictions on activity, social contacts, as well as the conditions of education and training.

Recommendations for the physical development of children:

If you start special classes in the early stages of a child’s life, then some compensation and prevention of the formation of pathological motor stereotypes is possible. Interactions with the child on a daily basis, it is necessary to constantly monitor the position of his head, to teach the extension of the upper body. If the child does not hold his head and it falls to the side, special fasteners should be used. If the child does not hold his head and falls on his side, special fasteners should be used. If the child holds his head unsteadily and, while moving, may accidentally hit his head on sharp objects, a special cap or helmet is made to protect against blows. It is necessary to train the skill of crawling and develop the supporting functions of the hand. It is important to stimulate the development of the ability to turn the child from back to stomach and from stomach to back. To the crib, bright toys should be hung that would stimulate him to roll over and grasping movements.

Children who do not have the skills to stand upright and walk should be given a corner at home with special equipment: chair, table, walkers, handrails, rocking chair, gymnastic wall, sports equipment, exercise equipment, etc.

It is of great importance for the development of cognitive abilities of children tactile function. Its insufficiency leads to the fact that the child has a delay in the formation of a holistic view of objects. To overcome such violations, the child should be taught to touch objects of various sizes and shapes, determine the texture of the material, distinguish the surface of objects, select an object by touch according to verbal instructions (playing a wonderful bag), determine its temperature (hot / cold).

One of the problems that arise in children with cerebral palsy is a violation of postural praxis (the ability to perform purposeful motor acts). The child has difficulty grasping an object with his hand. With the help of joint actions, by laying your hand on the child’s hand, you can gradually teach him elementary objective actions.

It is necessary to master the techniques of massage and normalization of muscle tone. It is also important to develop in children the coordination of hand and eye movements, to conduct special classes on the development of smooth movements of the eyeballs in order to form a holistic perception of objects.

It is important to carefully listen to the recommendations of a speech therapist and strictly follow them. Talk a lot with the child, saying what we are doing with the child or together with the child. It is necessary to constantly formulate the child’s motivation for speech contact.

From an early age to develop in children the need for self-care. The child needs to be taught how to eat independently, how to take a spoon, eat independently, hold a mug and drink from it. So that a spoon, fork, pencil or pen does not fall out of the hands, they use the method of weighting: they put on special nozzles, more often rubber pears, weighted with small metal balls.

Education.

Depending on the severity of the defect, preschool children attend mass kindergartens or compensatory correctional kindergartens for children with musculoskeletal disorders. Children continue further education in public schools, in specialized schools, boarding schools for children with disorders of the musculoskeletal system.

Adolescents who successfully graduate from public schools, institutions for children with disorders of the musculoskeletal system, can graduate from relevant colleges and universities and become lawyers, historians, teachers, accountants, etc.

With sensory impairments

Sensory impairments can lead to developmental delays or peculiarities in a child. The first to suffer are processes whose formation is directly related to the affected sensory system. For a child with impaired hearing – speech, for a child with impaired vision – orientation in space. Underdevelopment of speech or spatial orientation leaves an imprint on the formation of thinking and personality as a whole. Thus, against the background of sensory deprivation, the so-called secondary mental retardation occurs, which is not associated with damage to brain structures.

Hearing-impaired children with high-quality hearing aids and cochlear implants do not need special means of communication and are ready to keep up the conversation. The majority of deaf children have residual hearing, on the basis of which it is possible, if not to learn speech, then to develop orientation in space.

There are many different causes of hearing loss in infants, including birth trauma and hereditary diseases. Hearing problems can develop gradually during childhood. Among the particular causes of acquired hearing loss in children are otitis media.

Hearing-impaired but visually and intellectually impaired children can study in inclusive programs.

Visually impaired children .

The lack of such external stimulation is evident in blind children. Blindness can be thought of as a sensory deprivation that leads to a decrease in activity levels, which affects the rate of development of the child.

It is necessary to pay attention to physical, motor development. Providing full physical development are closely related. By ensuring full physical development, not only in terms of feeding, but also movement, we create a solid foundation for the full development of the child in the subsequent stages of life. The psyche of a person, and especially a child, can develop only in joint activity. To an even greater extent, this can be attributed to the mental development of a blind child.

It is the development of orientation skills in the environment that is the main pedagogical condition for raising a child with visual impairment.

Rules. The life of a child in everyday life, in society

You can not approach a deaf person from behind and grab his hand, slap him on the shoulder. You must speak fluently and clearly at your own pace, in no case should you shout or chant words. No need to repeat the same sentence many times, it is better to rearrange it so that it becomes clearer, or write it on paper (if the child can read). With a small child, you can’t lisp or deliberately distort words. Speech should be simple, perhaps using onomatopoeia understandable to the child, where the b-b is a car, and the cat is meow-meow. The space of the house should be equipped taking into account the peculiarities of the auditory / visual perception of the child. If there is an echo in the apartment, it is better to minimize it with a carpet or a large soft toy, chair, etc. Vibrating alarm helps a deaf person wake up on time.

In case of imperfection of the vestibular apparatus, it is recommended to put special nozzles on the sharp edges of the furniture. Specially organized classes aimed at developing the skills of kinesthetic and visual control over one’s actions allow developing motor skills and improving coordination.

Some children have Usher’s syndrome, a gradual loss of hearing and vision. It is necessary not only to diagnose this syndrome in a timely manner, but also to prepare the child for life in conditions of deaf-blindness.

Lack of vision significantly impoverishes the child’s understanding of the surrounding world, reduces cognitive activity.

Do not talk to your child through a third party, it is important to communicate directly. Do not interfere with the motor and cognitive activity of the child, you need to teach him to cope with different life situations, communicate with different people. The child needs to be gradually introduced to the new place, commenting on all movements and giving time to explore the space. It is necessary to maintain order in the apartment, do not rearrange the furniture.

Residual vision provides great benefits, but on condition that it will be developed. Orientation is facilitated by the coloring of the wallpaper, various marks on cabinets, doors, a night light by the child’s bed, moving or shiny objects. The child should be able to cope with various furniture, choose wardrobes with sliding doors.

Education

Pre-school children attend compensatory correctional kindergartens for children with visual/hearing impairments. Children continue further education in specialized schools, boarding schools for children with visual/hearing impairments. Under the condition of compensation, many of them adapt quite successfully in general education schools.

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Changes in the parental benefit and parental leave system in 2022

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Mother’s parental benefit and maternity leave

Father’s parental benefit and paternity leave

Divisible parental benefit

Parental leave and parental leave of a disabled child

Information for employers on parental and parental leave

Summary of changes

How will the lives of families improve after April 1, 2022, when the changes take effect?

One-stop shop for parental benefits and parental leave. All matters relating to compensation and holidays are now handled by the Social Insurance Board. Previously, in order to ask a question about benefits, parents had to contact both the Health Insurance Fund and the Social Insurance Board, from April 1, all questions related to the system of state benefits for a child are transferred to the jurisdiction of the Social Insurance Board (except in cases when it comes to benefits that are assigned by local government). Most of all, this will affect the procedure for granting maternity leave and maternity benefit, which was previously handled by the Health Insurance Fund.

Instead of maternity leave and maternity benefit, mothers can take advantage of parental benefit and maternity leave. If the EHIF pays the maternity benefit as a lump sum for 140 days, the Social Insurance Board pays the mother’s parental benefit monthly for 100 calendar days. Although at first glance it may seem that the mother’s parental benefit is now paid for a smaller number of days than was previously done under the maternity benefit, this is still not the case – the remaining days are now divided into divisible parental benefit, which can be take advantage of both parents. In this way, not a single day is lost and families can use parental benefit more flexibly.

Parents have the opportunity to simultaneously take parental leave for up to 60 days. From April 1, parents have the opportunity to simultaneously take parental leave of up to 60 days, during which both parents can receive parental benefits. This allows both parents to take care of a small child at the same time.

If earlier, from the moment of the birth of the child, the parents had 71 days to decide which of them will receive parental benefit, then from April 1, as a rule, this decision can be made already on the 31st day from the moment of the birth of the child . In particular, this will allow the father to start staying at home with the child much earlier.

The amount of parental benefit can be divided over several days, which allows parents to more flexibly combine workload and childcare. In the future, the parent will be able to select specific calendar days for which he wants to receive parental benefit – this option can be used until the child reaches the age of 3 years. For example, this allows the parent to work part-time and take care of the child, dividing the time of receiving parental benefit into a longer period. It is also possible that both parents stay at home with the child in turn.

Both parents are entitled to 10 working days of parental leave until the child reaches 14 years of age. Now parents have the opportunity to use parental leave more flexibly, adjusting it to individual needs – starting from April 1, each parent can plan their own vacation, without focusing on when the other parent can go on vacation. It also gives parents the opportunity to schedule their parental leave so that they can go on leave at the same time.

Parental leave days will no longer be calculated on a per-year basis – they will now all be allocated up until the end of the calendar year in which the child turns 14. If before April 1, 2022, the number of days of parental leave was calculated for the whole family (all its members had only three or six days a year), now the calculation system is child-oriented – each parent is entitled to 10 days of leave for each child up to 14 years of age. This right can be exercised before the child reaches the age of 14. Parents can decide when is the best time for them to take parental leave, which can be spread over 14 years. For example, these days can be used when a child starts kindergarten or school and needs extra support.

The possibility of more flexible parental leave planning is now available for the so-called. “patchwork” families, where there are stepbrothers and sisters. In both parental leave and leave of the parent of a child with a disability, the biological parent may waive his or her vacation days in favor of the other parent’s spouse or transfer them to his/her legally registered partner or cohabitant.

Parents raising a child in a foster family have the right to take adoption leave and receive the parental benefit of the adopter. Adoptive parents, as well as adoptive parents who have adopted minors into their family, have the right to adoption leave and parental compensation of the adopter. There is also a new type of parental benefit – the parental benefit of the adopter. The previous system operated as follows: those who adopted a child under the age of 10 into their family had the right to adoption leave and parental compensation of the adopter. The new system operates as follows: adoptive parents and adoptive parents have the right to 70 days of parental leave and parental compensation until the adopted child reaches the age of 18 (with the exception of intra-family adoption, when one of the spouses adopts a child of his spouse). The new order is primarily intended to improve the adaptation of adopted children in a new family.

NB! Starting April 1, we pay maternity, paternity and divisible parental benefits based on the daily rate. If before that the calculation was monthly, the same amount was paid every month, then starting from April 1, parental benefit is paid at the daily rate. For the recipient of compensation, the change means that in different months the amount differs in some way depending on the number of days in the month. In the future, parents have the opportunity to use and schedule parental benefits for the days of the month on which they wish to use the benefit.

Please note that child care allowance and child allowance are different types of benefits

For children born after August 31, 2019, only child care allowance is no longer granted! Payment of child and other types of benefits will continue in the same order!

Child allowance for the first and second child is 60 euros per month for each child. For the third and each subsequent child, the amount of the child allowance is 100 euros per month. The right to receive child allowance arises from the moment the child is born and up to his 16th birthday (or until 19-anniversary, if the child is studying).

The amount of the child care allowance was 38.36 euros per month from the end date of the parental benefit until the child turns 3 years old. If the family is also raising children between the ages of 3 and 8, the child care allowance for each child was 19. 18 euros per month. Families with 3 or more children under the age of 8 also had the right to receive a child care allowance (19.18 euros).

Learn more about phasing out child care benefits.

On the possibility of hiring a woman who is on leave to care for a child up to 1.5 years old, provided that she retains the right to receive benefits – NTVP Kedr

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Question

How to apply
hiring a woman who is on maternity leave
up to 1.5 years to keep her eligible for benefits?

Lawyer’s answer

After
conclusion of an employment contract, the employee has the right to write a new application for
parental leave and childcare allowance up to one and a half years from
the first day of employment, and the employer, accordingly, will be obliged
grant leave and allowance. In this case, the calculation of the allowance for
child care is carried out on the basis of a certificate of the amount of wages,
issued by the previous employer.

B
the situation under consideration, no restrictions on the part of labor law
employment of an employee with a child under the age of one and a half years to work in
organization is not. Moreover, according to Art. 64 of the Labor Code of the Russian Federation employer
does not have the right to refuse to hire a woman on the grounds that she has children.

Reception
female workers to work is carried out by the employer in the general manner. Labor
the contract must be concluded in writing, drawn up in two copies
(Article 67 of the Labor Code of the Russian Federation). No distinctive features in the content of the labor
contract with a woman who has a child under the age of one and a half years, the law does not
provided. After the conclusion of the employment contract, the employee has the right to write
new application for parental leave and parental allowance
child from the first day of employment, and the employer, accordingly, will
is obliged to provide leave and assign benefits (Article 256 of the Labor Code of the Russian Federation).

Conditions
the amount and procedure for providing benefits for temporary disability, according to
pregnancy and childbirth and child care are determined by federal laws
dated December 29, 2006 N 255-FZ “On compulsory social insurance in case
temporary disability and in connection with motherhood” (hereinafter – Law N
255-FZ) and dated 05/19/1995 N 81-FZ “On state benefits to citizens,
having children” (hereinafter – Law N 81-FZ).

Care for
a child until he reaches the age of one and a half years is recognized as an insured event according to
compulsory social insurance in case of temporary disability and
in connection with motherhood, and the monthly allowance for child care – payment,
which is one of the types of insurance coverage for such an insured event (clause 4
Part 2 Art. 1.3 and paragraph 5 of part 1 of Art. 1.4 of Law N 255-FZ). The employer is obliged
appoint a monthly allowance for the care of a child under the age of one and a half years in
the amount established by the current regulatory legal acts in
in accordance with Art. 15 of Law N 81-FZ.

Regarding
single mothers no other additional payments by the current legislation
provided (unless otherwise provided in local acts
employer).

By virtue of part 1
Art. 13 of Law N 255-FZ appointment and payment of benefits for temporary
disability, pregnancy and childbirth, monthly allowance for caring for
child are carried out by the insured at the place of work (service, other
activities) of the insured person (except for the cases specified in paragraph 3 and
4 of this article).

Allowance
calculated in accordance with Law N 255-FZ. Part 1 of Art. 14 of Law N 255-FZ provides:
monthly allowance for child care is calculated based on the average
the insured person’s earnings calculated for two calendar years,
previous year of parental leave, including
time of work (service, other activities) with another insured (other
insurers). At the same time, if in two calendar years, directly
preceding the year of occurrence of the insured event, or in one of the specified
years the insured person was on maternity leave and (or)
on parental leave, corresponding calendar years (calendar
year) at the request of the insured person may be replaced by previous
calendar years (calendar year), provided that this results in an increase
the amount of the allowance.

Like this
Thus, in order to calculate and assign benefits, the employee must submit a certificate
on the amount of earnings for the previous calendar years, from which it will be
allowance calculated. The certificate must be issued by the previous employer. Besides,
You will also need other documents necessary for the assignment of benefits. Their list
Part 6 of Art. 13 of Law N 255-FZ.

After that
the new policyholder pays a monthly care allowance
child to the insured person in the manner prescribed for payment
wages (other payments, remuneration) to insured persons (part 8 of Art.
13 of Law N 255-FZ).

{Question: …In
organization is arranged by an employee who, from the first day of work, wants
continue parental leave until one and a half years. What is the payment procedure
benefits if the previous employer did not pay it for several
months before she was fired? Is it possible to reimburse the amount of benefits to the FSS of the Russian Federation?
(Expert consultation, 2016) {ConsultantPlus}}

Also
the following point must be taken into account. Article 256 of the Labor Code of the Russian Federation
established that while on parental leave it is possible
work part-time or at home with the right
to receive state social insurance benefits.

Legislation
there is no minimum limit for reducing the working day, which is confirmed and
judicial practice. So, in the Resolution of the Third Arbitration Appeal
court of November 8, 2016 in case N A33-17616 / 2015, the court confirmed this, but at the same time
pointed out that the payment of benefits with a minimum reduction in the duration
working day is contrary to the goals of establishing and assigning the allowance itself. AT
In this case, there will be a formal reduction in working hours due to
than disputes with the FSS of the Russian Federation on reimbursement of expenses are possible.

Purpose
benefits are made on the basis of the submitted documents, the list of which
established by the Procedure and conditions for the appointment and payment of state benefits
citizens with children, approved by the Order of the Ministry of Health and Social Development of Russia dated
12/23/2009 N 1012n. If all necessary documents are available, the employer
required to provide child care allowance.

same
time, at least a minimum time limit for part-time work
is not established by law, the FSS of the Russian Federation has the right to refuse reimbursement of expenses
for the payment of benefits. And in this case, the issue will be decided in court. Analyzing
judicial practice, we can conclude that earlier the courts took the position
organizations, indicating that if all necessary and
duly executed documents, the employer lawfully appointed
temporary disability allowance. This position is reflected in
Resolution of the Fourth Arbitration Court of Appeal dated 06.05.2016 N
04AP-1409/2016 in case N A19-14997/2015.

In 2017 the Supreme Court of the Russian Federation
put an end to this issue, taking the position of the FSS of the Russian Federation. In the definition of
07/18/2017 N 307-KG17-1728 in case N A13-2070 / 2016, the Supreme Court of the Russian Federation indicated that
reduction of working time by less than 5 minutes per day cannot be considered
as a measure necessary to continue caring for the child,
resulting in loss of income.

B
in this situation, childcare allowance is no longer
compensation for lost earnings, but acquires the character of additional material
employee incentives.

Specified
circumstances testify to the abuse of the law by society in order to
providing your employee with additional material support,
reimbursed by the fund.

{Question:
… Is the allowance for caring for a child up to one and a half years old with a reduced
15 minutes a day? (Expert Consultation, 2017) {ConsultantPlus}}

Collection of Documents :

Form:
Application for parental leave (sample)
(Prepared by ConsultantPlus specialists, 2017) {ConsultantPlus}

Form:
Application for payment of allowance for the care of a child until he reaches the age of
one and a half years (sample filling) (Prepared by ConsultantPlus specialists,
2017) {ConsultantPlus}

Article: When
FSS appeals the payment of benefits? (Razumova I.) (“Calculation”, 2017, N 10)
{ConsultantPlus}

Question:
The pharmacist is on parental leave until the age of one and a half.

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Peculiarities of development and care of a child with disabilities

Changes in the parental benefit and parental leave system in 2022

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How will the lives of families improve after April 1, 2022, when the changes take effect?

On the possibility of hiring a woman who is on leave to care for a child up to 1.5 years old, provided that she retains the right to receive benefits – NTVP Kedr

Supervisory Physician
Visit disclaimer page

Supervisory Information Technology Specialist (INFOSEC)
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Program Management Specialist
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Contract Specialist
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Senior Policy Advisor
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Senior Policy Advisor
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IT Cybersecurity Specialist (INFOSEC)
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Trainer
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Adolescent Pregnancy Prevention Program Specialist
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Adolescent Pregnancy Prevention Program Specialist
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