Kids are special daycare: All Kids Are Special ChildCare and Learning Center New Kensington

Kids R Special, Inc. | Fairmont WV

About the Provider

Description: Kids R Special, Inc. is a Regular Child Care Center in Fairmont WV, with a maximum capacity of 133 children. This child care center helps with children in the age range of 0 Years 3 Months – 12 Years 11 Months. The provider does not participate in a subsidized child care program.

Program and Licensing Details

• Capacity:
  133
• Age Range:
  0 Years 3 Months – 12 Years 11 Months
• Enrolled in Subsidized Child Care Program:
  No
• District Office:
  West Virginia Dept of Health & Human Resources – Division of Early Care and Education
• District Office Phone:
  (304) 558-1885 (Note: This is not the facility phone number.)
• Licensor:
  ROBERTA CARPENTER

Inspection/Report History

Where possible, ChildcareCenter provides inspection reports as a service to families. This information is deemed reliable,
but is not guaranteed. We encourage families to contact the daycare provider directly with any questions or concerns,
as the provider may have already addressed some or all issues. Reports can also be verified with your local daycare licensing office.

Corrective Action Plan Start	Corrective Action Plan End	Outcome Code	Issue Completed Date
2020-01-13		Pending
Non Compliance Code: 10.3.c. Groups of children are assigned a qualified staff member
2019-11-21	2020-01-13	Achieved	2020-01-13
Non Compliance Code: 15.5.c.1. Has a personally labeled toothbrush with bristles in good condition,
2019-11-21	2020-01-13	Achieved	2020-01-13
Non Compliance Code: 15.4.h.2.A. The child’s first and last name;
2019-11-21	2020-01-13	Pending
Non Compliance Code: 20. 2.a. Premises, furnishings, equipment and supplies are in good repair
2019-11-21	2020-01-13	Achieved	2020-01-13
Non Compliance Code: 19.7.b. Center documents at least 2 fire drills a month
2019-11-21	2020-01-13	Achieved	2020-01-13
Non Compliance Code: 19.4.a. Center has written, daily roster that includes names of each child used during field trips
2019-11-21	2020-01-13	Achieved	2020-01-13
Non Compliance Code: 16.11.e.3. Have the parent clearly label each bottle of breast milk
2019-11-21	2020-01-13	Achieved	2020-01-13
Non Compliance Code: 16.11. e.2. Have the parent clearly label each bottle with the child’s name,
2019-11-21	2020-01-13	Achieved	2020-01-13
Non Compliance Code: 13.4.i.8. A center shall change soiled bedding
2019-11-21	2020-01-13	Not Achieved	2020-01-13
Non Compliance Code: 10.3.c. Groups of children are assigned a qualified staff member
2019-11-21	2020-01-13	Achieved	2020-01-30
Non Compliance Code: 4.4.b.5. Positive Fire Safety Inspection by State Fire Marshal
2018-09-19	2018-12-17	Achieved	2018-12-18
Non Compliance Code: 7.4.c. Names, physical addresses, and telephone numbers of emergency contact
2018-09-19	2018-12-17	Achieved	2018-12-18
Non Compliance Code: 15. 5.c.3. Uses toothpaste that is dispensed in a sanitary manner
2018-09-19	2018-12-17	Achieved	2018-12-18
Non Compliance Code: 19.7.b. Center documents at least 2 fire drills a month
2018-09-19	2018-12-17	Achieved	2018-12-18

If you are a provider and you believe any information is incorrect, please contact us. We will research your concern and make corrections accordingly.

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All Kids Are Special Childcare

All Kids Are Special Childcare – Care.com New Kensington, PA Child Care Center

Costimate^™

^$186

per week

Ratings

Availability

Costimate^™

^$186/week

Ratings

Availability

At Care.com, we realize that cost of care is a big consideration for families. That’s why we are offering an estimate which is based on an average of known rates charged by similar businesses in the area. For actual rates, contact the business directly.

Details and information displayed here were provided by this business and may not reflect its current status. We strongly encourage you to perform your own research when selecting a care provider.

All Kids Are Special Childcare is a childcare provider that serves the community of New Kensington PA. It offers a nurturing environment and provides age-appropriate programs that foster holistic development among children. The center promotes balanced learning by integrating recreational activities with academics.

In business since: 2010

Total Employees: 1

Care.com has not verified this business license.
We strongly encourage you to contact this provider directly or

Pennsylvania’s
licensing
department

to verify their license, qualifications, and credentials.

The Care.com Safety Center
has many resources and tools to assist you in verifying and evaluating
potential care providers.

Type

Child Care Center/Day Care Center

Costimate^™

^$186/week

At Care.com, we realize
that cost of care is a big consideration for families. That’s
why we are offering an estimate which is based on an average of
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actual rates, contact the business directly.

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Child Care / Daycare / Daycare in New Kensington, PA / All Kids Are Special Childcare

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The Family Center for Children and Youth with Special Health Care Needs (Family Center)

Welcome to the Family Center for Children and Youth with Special Health Care Needs (Family Center)! The Family Center is the statewide parent-directed center within Children’s Special Health Care Services (CSHCS) and the Michigan Department of Health and Human Services (MDHHS).

The Family Center offers emotional support, information, and connections to community-based resources to families of children and youth with special health care needs. This includes all children who have or are at an increased risk for: physical, developmental, behavioral, or emotional conditions. Children do not need to be enrolled in CSHCS to receive services from the Family Center. 

The Family Center also provides parental perspectives and input on health care matters while focusing on families’ access to coordinated systems of care. The Family Center works from a family-centered care approach and promotes family/professional partnerships at all levels of care. This ensures that families participate in the decision-making process and are satisfied with the services they receive.

How to reach us:

1. Call the Family Center Direct Line at 517-241-7630
2. Call the CSHCS Family Phone Line at 1-800-359-3722 
3. Send an email to:  [email protected]

Services Include:

• Information and Referrals
• Support
• Sibling
• Bereavement
• Family/Youth Transition
• Parent-to-Parent
• Family Phone Line
• Peer Support
• CSHCS Questions
• Quarterly Newsletters
• Camp and Conference Scholarships
• Parent Mentor Trainings
• Bereavement Parent Mentor Trainings
• Connect families to community-based resources
• Support to Local Health Departments
• Family Leadership Network
• Trainings on CSHCS and the Family Center

Important Links and Resources

The Family Center for Children and Youth with Special Health Care Needs staff understands this is a difficult time for families across the State of Michigan.  We recognize that families who have children and youth with special needs have many additional concerns related to the Coronavirus. There are many resources out there for families. Please click the link below to access information and resources to assist you during this time.

www.michigan.gov/coronavirus

Michigan Family Connections Newsletter, Spring 2022

Michigan Family Connections Newsletter, Winter 2022

Michigan Family Connections Newsletters 2014 – 2022

Conference Scholarship Application Packet

Michigan Resources for Grieving Families

Family Leadership Network (FLN) – Our Family Leadership Network (FLN) works with MI Family to Family Health Information Center and the Family Center for Children and Youth with Special Health Care Needs. The FLN helps us stay connected with resources and families across Michigan. Up to two FLN members come from each of the 10 Michigan Prosperity Regions. Learn more about the FLN and see current openings here:  Family Leadership Network – Michigan Family to Family (f2fmichigan. org)

Epilepsy Resources

Beneficial Apps for Children and Youth with Epilepsy

Health Care Transition Resources for Youth with Disabilities

Meet Me

Check out a great new tool called Meet Me which utilizes a concept called Shared Decision Making. Shared Decision Making relies on mutual trust and understanding. The Patient and Family Advisors to Michigan’s Pediatric Epilepsy Project recommend patients and families set the stage for partnership before the first visit by sharing key information about yourself or your child with your health care provider.

Family Voices Telehealth Webinars

Family-centered telehealth is a way of receiving health care services.

As part of an award, the national Family Voices created webinars titled the Nuts and Bolts of Telemedicine: Essentials for a Family-Centered Experience.

Here are the four webinars:

1. Are you Connected?
2. Do you Have a Device?
3. Can You “See” Your Provider?

Upcoming Trainings

Professional Connect Calls

Professional Connect Call – Children with Special Needs (CSN) Fund, Thursday, July 14, 2022, 11:00 am to 12:00 pm EDT.

Registration Link:  https://www.eventbrite.com/e/professional-connect-call-csn-fund-tickets-348960609577?aff=ebdsoporgprofile

Parent Connect Calls

Parent Connect Call – Negative Self-Talk, Wednesday, July 20, 2022, 11:00 am to 12:00 pm EDT.

Registration Link:  https://www.eventbrite.com/e/parent-connect-call-changing-negative-self-talk-tickets-350595589847?aff=ebdsoporgprofile

Upcoming Virtual Bereavement Parent Mentor Trainings

This training is open for parents/caregivers who have had a child with a special health care need, experienced the loss of their child and would like to help other parents that they are looking for support in their journey with grief.

Saturday, September 10, 2022, 9:00 am to 3:30 pm EDT.

Registration Link:  https://www.eventbrite.com/e/virtual-saturday-bereavement-parent-mentor-training-tickets-350621346887?aff=ebdsoporgprofile

Weekday Virtual Parent Mentor Trainings

Tuesday – Wednesday, 9am – 11:30 am and Thursday, 9:00 am – 12:00 pm EST.

July 19 – 21, 2022

Registration Link:  https://www.eventbrite.com/e/virtual-parent-mentor-training-tickets-348966757967?aff=ebdsoporgprofile

August 16 – 18, 2022

Registration Link:  https://www.eventbrite.com/e/virtual-parent-mentor-training-tickets-350610925717?aff=ebdsoporgprofile

September 13 – 15, 2022

Registration Link:  https://www.eventbrite.com/e/virtual-saturday-parent-mentor-training-tickets-350626833297?aff=ebdsoporgprofile

Saturday Virtual Parent Mentor Trainings

Saturday, August 20, 2022, 9:00 am – 3:30 pm EDT.

Registration Link:  https://www.eventbrite.com/e/virtual-saturday-parent-mentor-training-tickets-350618568577?aff=ebdsoporgprofile

Saturday, September 24^, 2022, 9:00 am – 3:30 pm EDT.

Registration Link:  https://www.eventbrite.com/e/virtual-saturday-parent-mentor-training-tickets-350626833297?aff=ebdsoporgprofile

Free Online Trainings

https://courses. mihealth.org/PUBLIC/home.html

The Family Center’s Parent Mentor Training
What is Children’s Special Health Care Services?
Transition to Adulthood Services

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Daycare for Kids with Special Needs

Donate

Eligibility and
Weekend Adventures

At Jill’s House Weekend Adventures (JHWA), our desire is to provide an excellent camp experience for kids with intellectual disabilities, ages 6-17. In order to accomplish this goal, we need to ensure that we can safely provide the level of care needed for every camper.  

New Campers

Jill’s House has a thorough intake process to collect all the necessary information for your child. Part of this process requires our parents to visit their health care provider and our team before your child arrives for their first visit. 

Health Condition Details

In order to ensure the safest weekend possible environment for all our campers, staff, and volunteers in addition to providing peace of mind for the families of our campers (so they can truly enjoy their respite!), JHWA cannot adequately support campers with the following health and behavioral conditions. This is not an exhaustive list, each child will be thoroughly evaluated through the intake process to determine eligibility. 

Medical

• Diabetes – JHWA cannot accommodate 24-hour monitoring
• Trach or ventilator dependent campers
• G-tube/J-tube/NG tube for liquid diet feeding or medications
• Any form of urinary catheter
• Any form of Ostomies for bowel elimination
• Any type of port requiring access or care
• Individuals requiring transfers with a Hoyer lift
• Children with a history of tonic clonic seizures must be seizure free for one year.

  (Campers with a a seizure disorder accepted on a case by case basis, depending on seizure type, frequency, and necessary treatment.)

Behavioral

• Physical aggression toward others while at camp. 
• Property destruction or theft
• Verbal misconduct toward staff members, visitors, or other individuals.
• Sexualized behaviors, sexual language, or expression of inappropriate physical affection
• Exposure of private body parts.
• Threats to harm self, peers or staff
• Attempting to injure self or creating a dangerous situation for others

Food & Allergies

JHWA can accommodate all gluten free and dairy free dietary restrictions. If families prefer to send food from home, JHWA is able to accommodate that as well.  We cannot guarantee campers with anaphylactic allergies will not experience a trigger while at camp.

For example, despite attempts to restrict our campers from bringing peanuts, we cannot guarantee that other individuals on the camp premises will not bring peanuts.

Overview of our Intake Process

Intake Application
Process Details

The intake team is made up of various Intake Mangers, who will assess your child’s eligibility for any program provided through Jill’s House.

Inquiry Form

Step 1

To begin the intake process, please fill out our inquiry form. 

Step 2

Following this form, an Intake Manager will schedule an initial call to gather some general information about your child. This is a great opportunity to ask any questions that you may have about our program.

Step 3

After the initial call, you will receive the first round of paperwork via email. This first round of paperwork includes: information about your child’s Individualized Education Plan (IEP), specific care needs, and health history.

Step 4

The intake team will then review this paperwork to determine eligibility. If your child is eligible, you will receive the second of paperwork via email. The second round of paperwork includes: consent forms, legal documents, and medical paperwork.

Step 5

One of our Local Program Managers will schedule a meet and greet at a public location convenient for both parties. At this meeting, the child’s individualized support plan (ISP) can be discussed, and the second round of paperwork can be handed in or emailed.

Step 6

Once your child’s ISP and paperwork are approved, your Local Program Manager will be able to assist you in scheduling your child’s first visit.

Careers

Register

 © 2019 Jill’s House

Eligibility and
Weekend Adventures

At Jill’s House Weekend Adventures (JHWA), our desire is to provide an excellent camp experience for kids with intellectual disabilities, ages 6-17. In order to accomplish this goal, we need to ensure that we can safely provide the level of care needed for every camper. 

New Campers

Jill’s House has a thorough intake process to collect all the necessary information for your child. Part of this process requires our parents to visit their health care provider and our team before your child arrives for their first visit. 

Health Condition Details

In order to ensure the safest weekend possible environment for all our campers, staff, and volunteers in addition to providing peace of mind for the families of our campers (so they can truly enjoy their respite!), JHWA cannot adequately support campers with the following health and behavioral conditions. This is not an exhaustive list, each child will be thoroughly evaluated through the intake process to determine eligibility. 

Medical

• Diabetes – JHWA cannot accommodate 24-hour monitoring
• Trach or ventilator dependent campers
• G-tube/J-tube/NG tube for liquid diet feeding or medications
• Any form of urinary catheter
• Any form of Ostomies for bowel elimination
• Any type of port requiring access or care
• Individuals requiring transfers with a Hoyer lift
• Children with a history of tonic clonic seizures must be seizure free for one year.

  (Campers with a a seizure disorder accepted on a case by case basis, depending on seizure type, frequency, and necessary treatment.)

Behavioral

• Physically aggressive behavior toward staff members, visitors, and other individuals receiving services.
• Destroying or stealing property
• Verbal abuse toward staff members, visitors, or other individuals.
• Sexual behaviors, sexual talk, or expression of inappropriate physical affection.
• Exposure of private body parts.
• Threats to harm self, peers or staff
• Attempting to injure self or create a dangerous situation for others

Food & Allergies

JHWA can accommodate all gluten free and dairy free dietary restrictions. If families prefer to send food from home, JHWA is able to accommodate that as well.  We cannot guarantee campers with anaphylactic allergies will not experience a trigger while at camp.

For example, despite attempts to restrict our campers from bringing peanuts, we cannot guarantee that other individuals on the camp premises will not bring peanuts.

Intake Application
Process Details

The intake team is made up of various Intake Mangers, who will assess your child’s eligibility for any program provided through Jill’s House.

Inquiry Form

Step 1

To begin the intake process, please fill out our inquiry form. 

Step 2

Following this form, an Intake Manager will schedule an initial call to gather some general information about your child. This is a great opportunity to ask any questions that you may have about our program.

Step 3

After the initial call, you will receive the first round of paperwork via email. This first round of paperwork includes: information about your child’s Individualized Education Plan (IEP), specific care needs, and health history.

Step 4

The intake team will then review this paperwork to determine eligibility. If your child is eligible, you will receive the second of paperwork via email. The second round of paperwork includes: consent forms, legal documents, and medical paperwork.

Step 5

One of our Local Program Managers will schedule a meet and greet at a public location convenient for both parties. At this meeting, the child’s individualized support plan (ISP) can be discussed, and the second round of paperwork can be handed in or emailed.

Step 6

Once your child’s ISP and paperwork are approved, your Local Program Manager will be able to assist you in scheduling your child’s first visit.

Careers

Register

 © 2019 Jill’s House

Child Care and Nutrition > Specialized Programs > Child Development > Resources > Child Care for Your Child with Special Needs

This webpage has been copied from http://www.cde.ca.gov/sp/cd/re/caqspecialneeds.asp at CDE.
As we are implementing the child care transition to CDSS,
there may be additional modifications made to these webpages.

It is the right of every child to have high-quality, safe, and nurturing child care. It is your responsibility to choose the best care for your child and help providers know that they CAN meet the special needs of your child—and that you’ll help them do it.

All children have special needs. However, some children, because of physical, emotional, or learning needs, may require extra support in the child care setting. It is very important to choose child care that meets your basic requirements first—then address your child’s unique needs with the provider.

Things to consider

• If a child care provider has never cared for a child with special needs, he may be fearful or uncomfortable until he gets to know your child. You are the most knowledgeable person about your child’s needs, so it is important for you to share with the provider information and ideas that you have found work best.
• Children often act differently in the child care setting than at home, so don’t be surprised if your suggestions don’t always work out.
• Caring for a child with special needs is a partnership among the family, child care providers, and any specialists involved.
• The Americans with Disabilities Act (ADA) requires child care programs to make “reasonable” efforts to accommodate a child with a disability. 

There are other resources that can help you. Family resource centers provide parent-to-parent support and training. Regional centers link families of children ages birth to three years who have or are at risk of developmental disabilities to early intervention programs in each county. You can call 1-800-515-BABY to get the number of your local family resource center or regional center. 

Children ages birth to three who qualify for early intervention services receive an individualized family service plan (IFSP). The IFSP identifies the special services and who will provide them.  Once your child turns three, if he is eligible for special services, such as speech therapy, they are provided by the school district through an individualized education program (IEP). These plans describe the goals for your child and the services to help meet them.

Finding child care

Some child care resource and referral agencies match families with caregivers who specialize in working with children with special needs. Call the child care provider and ask about policies, fees, schedules, and activities to determine if this setting is a good fit for your child before discussing the disability. AFTER you feel comfortable with a provider, let her know about your child’s special needs in a way that is nonthreatening and supportive. This lets the child care provider know that you are concerned with her skill and ability to help your child and you will provide her with the necessary resources, training, and support to care to care for your child’s special needs. 

If you feel that a child care program is discriminating against your child because of her disability, you can get legal advice from the Child Care Law Center at 415-394-7144.

Choosing special needs care

When choosing child care for a child with special needs:

1. Interview caregivers as you would for any child.
2. Ask for references and check them out.
3. Visit without your child first. Make sure you are comfortable with the type of care provided.
4. Then bring your child to the child care setting and observe how she reacts or adjusts to the staff, the materials, and the other children.
5. When you are ready, start your child’s care for an hour or so, gradually increasing the time until he gets used to the provider and the provider is secure in meeting his needs.

Children with special needs require different levels of support and care. The willingness and openness of the provider to work with specialists in coordination and partnership with the family is crucial in providing high-quality child care for your child.

In your search for quality child care, the following checklists may be helpful:

Caregiver considerations

• Has special training, skills, or experience with children with special needs.
• Works as a team member with family and specialists.
• Communicates regularly about the child’s development and any concerns as they arise.
• Maintains confidentiality and with your permission answers questions regarding the child’s special needs.
• Has a system to record medication, special feedings, or other procedures.

Environmental considerations

• Facility is accessible and safe for the child, accommodates adaptive equipment (e.g., wheelchairs, walkers).
• Toys and play materials are within the child’s reach.
• There are enough adults present to meet children’s individual needs.
• The overall group size is not too large to be overwhelming for the child.
• The environment does not create too much or too little stimulation for the child.

Parent responsibilities

• Provide caregiver adequate training for special procedures (e.g., nebulizer, g-tube feeding, finger-prick testing).
• Photocopy written information about the child’s special needs for the provider.
• Invite the child care provider to the IEP or IFSP meetings.
• Request consultation with the child care program be written into the IEP or IFSP.
• Plan a method of communication among the family, the child care provider, and any specialists the child sees.

Choosing Occasional Child Care

Care About Quality Table of Contents

Questions:  Early Learning and Care Division | 916-322-6233

Resources for Families | Division of Child Care Services

NYS Early Childhood Family Guide

The New York State Council on Children and Families has updated the NYS Early Childhood Family Guide on early childhood services to include information on a range of supports for families.

Request for Child Care

To help ease the burden on families in their search for child care, OCFS, in partnership with the Early Care and Learning Council, Inc., has created a common Request for Child Care form. Parents can complete this form one time and submit it to any child care provider they may be interested in using to care for their child(ren).

Help Paying for Child Care

The Office of Children and Family Services is committed to providing assistance with child care costs to eligible families through the Child Care Subsidy Program. Child care subsidies can help parents/caretakers pay for some or all of the cost of child care services.

Read general information about child care subsidies and find out if you are eligible for assistance.

Child and Adult Care Food Program (CACFP)

CACFP provides aid to child and adult care institutions and family or group day care homes for the provision of nutritious foods that contribute to the wellness, healthy growth, and development of young children, and the health and wellness of older adults and chronically impaired disabled persons. For more information go to the United States Department of Agriculture website at www.fns.usda.gov/cacfp/child-and-adult-care-food-program or the New York State Department of Health website at www.health.ny.gov/prevention/nutrition/cacfp/aboutcacfp. htm.

Temporary Assistance for Needy Families (TANF)

Temporary help for needy men, women, and children. If you are unable to work, can’t find a job, or your job does not pay enough, temporary assistance may be able to help you pay for your expenses.  Families that need information about Temporary Assistance (TA) should visit their local department of social services or go the New York State Office of Temporary Disability Assistance (NYSOTDA) website at otda.ny.gov/workingfamilies/

myBenefits – New York State Office of Temporary and Disability Assistance

OTDA’s myBenefits.ny.gov is a prescreening tool that provides a quick, easy way for New York State residents to find benefits they might be eligible to receive. Searching this page may take about ten minutes. The information is confidential.

Head Start and Early Head Start Programs

Head Start and Early Head Start are comprehensive child development programs. Head Start serves children ages 3 to 5 and their families.   Early Head Start serves pregnant women and their families and children birth to age 3 and their families.  Families looking for Head Start and Early Head Start Programs should visit the New York State Education Department website at eservices.nysed.gov/countymap/index.html and search for programs by county.

Home Energy Assistance Program (HEAP)

HEAP is a federally funded program that assists eligible households in meeting their home energy needs. Families can apply on line at otda.ny.gov/workingfamilies

Supplemental Nutrition Assistance Programs (SNAP – formerly known as Food Stamps)

SNAP issues monthly benefits redeemable at authorized retail food stores.  Families can apply for SNAP on line at otda.ny.gov/programs/applications/

Infant Formula Assistance

Resources if you or someone you know can’t find infant formula for your baby: Infant Formula Shortage Assistance.

Women, Infants, and Children Program (WIC)

WIC helps families pay for formula and other nutritious foods.   Families can check their eligibility for this program on line at otda.ny.gov/workingfamilies/

New York State of Health Market Place

You and your family have many new, low cost, quality health insurance options available through the Individual Marketplace. You can quickly compare health plan options and apply for assistance that could lower the cost of your health coverage. You may also qualify for health care coverage from Medicaid or Child Health Plus through the Marketplace. You can check your eligibility on line at otda.ny.gov/workingfamilies/

Individuals with Disabilities Education Act (IDEA) Early Intervention Program

In New York State, the lead agency for the Early Intervention Program (EIP) is the Department of Health (NYSDOH). Primary referral sources, including health care providers, social service providers, child care providers, providers of EIP services, and a range of professionals involved in caring for young children, are required to refer children at risk for or suspected of having a disability to the EIP, unless the parent objects to a referral. For children at risk, the EIP coordinates screening and tracking to ensure that children are referred for EIP services if they experience developmental delay or disability.

Families interested in obtaining more information about EIP should visit the NYS Department of Health, Bureau of Early Intervention website at www.health.ny.gov/community/infants_children/early_intervention/ or contact the Bureau of Early Intervention at (518) 473-7016 or via e-mail at [email protected].

Preschool Special Education Program and Services

The New York State Education Department (NYSED) administers, through local school districts, preschool special education programs and services for preschool students with disabilities, ages 3 to 5 years of age. The Board of Education (BOE) or trustees of each school district are required to identify all students with disabilities who reside in the school district and establish a register of children who are entitled to attend public schools in the district or to attend a preschool program during the next school year. In addition, various people can refer a child to the Committee on Preschool Special Education (CPSE), such as the parent, doctor, judicial officer, designated person in a public agency, or someone from an Early Childhood Direction Center, an approved preschool program or the Early Intervention Program (EIP). Parents seeking additional information about preschool special education program and services should visit the New York State Education Department at www.p12.nysed.gov/specialed/quality/parents.htm.

Bureau of Housing and Support Services (BHSS)

The Bureau of Housing and Support Services administers an array of programs to address the problems of homelessness in the State. These programs provide a continuum of services for homeless, at risk and low-income households. BHSS programs are designed to prevent homelessness, provide shelter for the homeless, construct supportive housing for the homeless and offer essential services to stabilize housing situations and increase levels of self-sufficiency. To accomplish this, BHSS administers the Homeless Housing and Assistance Program (HHAP), as well as a range of support services programs for homeless and at risk families and individuals, including the Solutions to End Homelessness Program (STEHP), New York State Supportive Housing Program (NYSSHP), Housing Opportunities for Persons with AIDS Program (HOPWA), Emergency Needs for the Homeless Program (ENHP), and the Operational Support for AIDS Housing Program (OSAH).

For more information about the Office of Temporary and Disability Assistance – Bureau of Housing and Support Services, please visit their website at: otda.ny.gov/programs/housing/

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How to prepare a special child for kindergarten

Parents can help themselves and their child not be afraid of going to kindergarten if they take care of everything in advance

Attending kindergarten is the first stage of the child’s socialization. In order for it to go smoothly and be as useful as possible for the child, parents and the baby need preparation. Galina Yuryevna Odinokova, candidate of pedagogical sciences, talks about how to cope with possible problems associated with being in kindergarten.

Entering a kindergarten is an extremely difficult period for both adults and the child himself. Getting into an unfamiliar environment, the baby is hard going through separation from his mother. Changes in the usual rhythm and way of life, strangers, new environment, the need to comply with the rules and requirements common to all can negatively affect his emotional state and lead to stress. Any child is acutely experiencing a period of breaking the habitual situation, and it is hard for parents to see the despair of their baby.

Special children have their own difficulties

Difficulties in adapting (from the Latin word adaptatio – adaptation) to new conditions are present in all children entering educational organizations, but in special children, getting used to new conditions may have peculiarities. They are associated both with their developmental disorders and with the inconsistency of the organization of the environment with their capabilities and needs.

The unpreparedness of a special child to attend a kindergarten, traditional views on the first stay of a child (“cry and calm down”), difficulties in interacting with other children who are also adapting – all this creates additional difficulties and can detain a special child in the zone of discomfort for a long time.

In this case, there may be a temporary loss of skills and abilities (he knew how to eat himself – now he refuses, he said a few words – now he is silent), the child begins to get sick often. As a result, parents may wonder: “Does my child need a kindergarten?”

Contact with peers helps in development

Of course, a child who has problems with health and development definitely needs communication with other children. And today, and tomorrow, and in the future, he will have to live among people. Family members should be guided by the fact that the child’s communication is not limited only to the immediate environment.

The ability to communicate does not develop overnight. A favorable period for establishing contact with peers is precisely an early age, and this period should not be missed.

In addition, peers themselves represent an extremely developing environment for a special child: they involve the child in their contacts, games and encourage the child to be active. A special child in an environment of typically developing peers, if he is comfortable in it and is drawn to it, develops better, he “pulls himself up” to other children.

The number of children with special educational needs in kindergartens is increasing every year – in 2019 there were 546,768 of them. More than 40 thousand groups of combined and compensatory orientation functioned for them (10.3% more than in 2018).

What parents should pay attention to

Recommendations for preparing a special child for kindergarten are aimed at children in their third and fourth years of life and are of a general nature. For children with different categories of impairments (with visual impairments, musculoskeletal disorders, etc.), their own specific recommendations will be added.

1. Approximately six months before the planned visit to the kindergarten, you need to choose the preschool institution itself and get to know it. Find out about the requirements for entering kindergarten and about the daily routine. Plan that in the first month of the child’s visit to kindergarten, the mother should be next to the baby.

2. It is necessary to work specifically on the child’s independence skills. It is important that your child knows how to eat and drink by himself, before eating, wash his hands, and also know how to use the potty (toilet). These are the basic requirements of the institution for the skills of a child with disabilities. The lack of such skills and abilities will complicate the work of the educator, who needs to ensure compliance with the daily routine and pay equal attention to all children, who can be 25–30 people in a group.

3. Approximately 1–2 months before visiting kindergarten, the child should be gradually transferred to the daily routine of the institution. For example, parents often complain that a child falls asleep late at night and wakes up late in the morning. Pediatricians rightly remark: “A child’s daily routine begins from the time the child woke up.” From the moment of waking up in the morning, everything is built: food, walks, morning and evening sleep. If a child falls asleep late, he should be gradually awakened earlier so that he usually gets up at 7:00 or 7:30 before visiting kindergarten.

4. It is important to take care that the child does not shun or be afraid of other children. For this, it would be good for a mother with a child to meet with other pairs of mothers and children on the street, to go to visit where there are small children. Often, mothers of special children say that they do not visit playgrounds, they are afraid of unnecessary questions from others. Uncomfortable questions can be answered briefly, for example: “Yes, we don’t walk/talk yet, but we are seen by good specialists. Soon the baby will walk / talk”, “The baby was born prematurely, so he does not walk yet.”

It is not necessary to name the diagnosis and introduce other parents to the developmental features of the child. It is better for mothers in conversations with other parents to support common “childish” topics: about food, about sleep, games and toys.

Walking on playgrounds allows you to watch children together, learn to play on a slide, ladder, swing, face the situation “This is mine”, “Let me play”, in which you need to negotiate with other children (at first, this is done by the mother instead of the child, and later – mother with the child, only after that the child will be able to cope with the conflict situation on his own).

5. It is necessary to acquaint the child with such an experience when the mother leaves, and he remains with a close adult (grandmother, father). It is important here that the person replacing the mother should put aside their affairs and take care of the child: play, read books, talk with him.

At first, mother leaves for a short time – to talk on the phone in another room, then returns. Mom always warns the child about leaving, when she returns, she says that she has returned.

Gradually the time of mother’s absence grows. Later this time can be increased. For example, say that the mother will go to the store, and the baby will stay with the grandmother. It is important that the child has and strengthens the confidence that the mother is gone, but she will definitely return.

6. It is important to interest the child and motivate him to attend kindergarten. 1-2 months before coming to the garden, the mother and the child can walk around the institution during the morning walk of the children from the garden (usually from 10 am to 12 pm). Together you can watch how the children play, while the mother calls everything: “The boy is digging sand. They are playing with the girl. The kids are running. They are having fun. The girl is crying. The teacher consoles her. Everything is fine. What a beautiful house. The children ran into the house and hid.”

Mom speaks positively about children (good, friendly), their emotions (interesting, funny, joyful), educator (kind, sympathetic). The attitude of the mother and her comments form a positive attitude towards the kindergarten in the child.

If parents take care to prepare the child for attending kindergarten, then the adaptation period will be milder both for the parents themselves and for the children.

Photo: Collection/iStock

Group “Special child” – Kindergarten №8 “Romashka” Gulkevichi

Every child is special, that’s for sure. And yet there are children who are referred to as “special” not in order to emphasize the uniqueness of their abilities, but in order to indicate the special needs that distinguish them – these are children with disabilities (HIA).

At present, there is an urgent need for understanding their problems, respect and recognition of their rights to preschool education, desire and willingness to include them in the children’s community.

Educators of the SPECIAL CHILD group

Bondarenko Svetlana Aleksandrovna – educator

Education: higher, graduated from the federal state budgetary educational institution of higher professional education “Adyghe State University”.

Qualification category: first.

Pedagogical experience 28 years.

Work experience in this institution 28 years.

Gayanova Olga Yurievna – teacher.

Education: higher. Graduated from Armavir Pedagogical University, 2010. Specialty: “Organizer-methodologist of preschool education and teacher-defectologist for working with children of preschool age with developmental disabilities.”

Qualification category: highest.

Pedagogical experience 27 years.

Work experience in this institution 23 years.

Gritsaenko Natalia Aleksandrovna – teacher-speech therapist.

Education: higher, graduated from Armavir State Pedagogical University. The qualification “Teacher-defectologist for working with children of preschool age with developmental disabilities and a special psychologist” was awarded.

Qualification category: first.

Pedagogical experience 26 years.

Work experience in this institution 26 years.

Suglobova Tatyana Vyacheslavovna – teacher-psychologist.

Education: Higher. Graduated from St. Petersburg Russian State Pedagogical University named after A.I. Herzen. Specialty: Teacher of preschool pedagogy and psychology. Teacher of preschool education, specialty “Preschool Pedagogy and Psychology”
Pedagogical experience 24 years.
Work experience in position 4 years.

The “Special Child” group is attended by 7 people, aged 3 to 8 years, who are accompanied by affectionate and caring teachers. This is an island of warmth and homeliness, kindness and comfort. The main task of the educators of this group is to create emotional well-being for children with disabilities, the children’s lifestyle is sparing, protective. The desire of teachers to make the stay of children in kindergarten interesting and relaxed, unforgettable and varied led to the decision to focus on activities in a playful way, games and fun due to the educational process with an increase in the time spent by children in the fresh air. An action plan has been drawn up for each day, which has its own name, individual work is planned for each child, since each child is in the teacher’s field of vision, the age characteristics of the child, the gender-role education of children, the diagnosis of each baby, and the type of temperament are taken into account. To achieve maximum pedagogical impact, any games, fun games are held only if there is a positive emotional attitude on the part of both the child and the adult. The teacher builds his work in such a way that there is praise, tactile contact between an adult and a child, encouragement in the form of a gift or word.

Advice for parents with disabled children.

Positive thinking exercise for parents

Say this text to yourself every morning. Encourage yourself to take action. Don’t forget to say words of encouragement to yourself. Think of courage and happiness, strength and peace. I wish you success.

1. Just today I will have a calm day, and I will be happy. Happiness is the inner state of every person. Happiness does not depend on external circumstances. My happiness lies within me. Each person is as happy as he wants to be happy.
2. Just today I will join the life that surrounds me and will not try to adapt it to my desires. I will accept my child, my family, my work and the circumstances of my life as they are, and try to fully comply with them.
3. Just today I will take care of my health. I will exercise, take care of my body, avoid unhealthy habits and thoughts.
4. Just today I will pay attention to my general development. I’ll do something useful. I will not be lazy and will make my mind work.
5. Just today I will continue my moral self-improvement. I will be useful and necessary to my child, family, myself.
6. Just today I will be friendly to everyone. I will look much better, be kind and generous with praise. I will not find fault with people and try to correct them.
7. It is today that I will live with the problems of today only. I will not seek to solve the problem of my child’s health right away.
8. It is today that I will outline the program of my affairs that I want to carry out. This program will save me from haste and indecision, even if I cannot accurately execute it.
9. Just today I will spend half an hour in peace and solitude, completely relaxing.
10. Today I will not be afraid of life and my own happiness. I will love and trust that those I love love and trust me.

Master class for parents of children from the “Special Child” group “Play with fingers”

Monthly Safe Kuban in the group Special child

Open event with children with disabilities in the group

Special child: how we were looking for a kindergarten

• Kateryna Gorodnycha
• For BBC Ukraine

January 19, 2017

Author of the photo, Kateryna Gorodnycha

take pity?” These and a dozen more flawed formulations were spinning in my head when it was time for the first time to think about kindergarten for my silent one.

A simple but expensive solution soon emerged. The son went to a private kindergarten, where they ground food with a blender, he did not know how to chew and choked. They fed only white food, as he turned away from others even before sniffing. They drank only water, because no drink seemed suitable to him.

There were only 4-6 children, so the caregivers, like me, learned to determine at a glance what he needed.

But it couldn’t go on like this for long. Besides, now I know about private gardens, where they know how to work methodically with special children. And with our educators, we went at random. The child had to be integrated into less refined conditions.

At that time there was no electronic queue in municipal gardens. I went to the offices of the heads of state kindergartens. Telling that I have an unusual child, I kind of apologized for it.

Now I get annoyed when I remember this behavior. Neither of them even wanted to hear about the features. They gave me a list of what the child must be able to do at the age of three in order to get a place in the garden. And they looked at my attempts to convey my list to them as an attempt to steal time from them.

• Special children: if they are silent, you need to act
• How not to yell at children
• Living with autism: the story of my family
• “Why did you give birth to him”: how to change the attitude towards special children?

Days and nights I spent my days on moms forums looking for options for a garden.

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, I have allocated leggings, I was allocated for myself. It was only later that I did not understand why I had not thought of them in the first place. However, why should I know about it? This knowledge is not basic, and no one was going to tell me for sure.

They weren’t going to listen to me either. But not because the children in them also owe something to someone, but only because they get there in the direction of the Kyiv City Psychological, Medical and Pedagogical Commission. I received it. Don’t ask how. Has got, it is possible to tell in a departing train. All processes with the commission had to be started in February. I found out about its existence in May.

In September, we finally got to the speech therapy kindergarten. There are 10 children in the group. With them is a teacher, a nanny and a speech therapist. It was our first unique hit at the right time in the right place. There is a catastrophic lack of staff in kindergartens, teachers change like frames in a video clip, while the son ended up in a group with a teacher who cared.

I brought the same child who doesn’t chew, doesn’t talk, and doesn’t leave the house without a pot, because he just doesn’t know how to do it any other way, even on the street. I was secretly allowed to bring a pot.

Already on September 1 he stayed in the garden from 8 am. I took him home from the duty group at 7 pm. He was all right. He liked having children around. The adults took care of him. Dream? Yes. But I understand that this is luck.

Children in the group had different levels of language problems. Only one boy had additional hyperactivity and aggression. In order to neutralize his outbursts, the teacher and the nanny were enough. At the same time, I personally saw that no one yelled at him.

My toddler had one of the most severe language problems of the ten children. Every evening after kindergarten, we went to additional classes with a speech therapist and a correctional teacher. Then every morning. Breakfast was left for him in the garden, because we traditionally did not have time for it.

During the two months of the garden, he stopped eating everything that was edible and white at home, because he began to eat in the garden. Hunger is not an aunt. He began to chew. Herd instincts at their best. Do what others do and you will survive.

The pot was returned to me a month later. The toilet is man’s best friend.

The author of the photo, Kateryna Gorodnycha

In a separate line, just for fun, it is worth remembering the children’s parties in the speech therapy garden. You should have heard these verses! But we, parents, were not allowed to laugh in the hall, because we were all in the same boat.

Every child had to recite something. Even if he mumbled. Anyway, in the program of any holiday there was a poem performed by each pupil.

I will never forget my parents’ cheerful hysteria in the hall, when the actors began to sob one by one. Moreover, this misfortune “mowed down” only “mushrooms”. The “bunnies” and “bear cubs” worked out, bravo chewed their texts with their jaws, and the “mushrooms” then, probably, were “spoiled” by the woodman, because in the end there was not a single one left on the stage – everyone moved to their parents’ knees.

Three years have passed in the garden. The time has come for the commission, which was supposed to decide the fate of the children – to school, special school or leave in the garden.

We were warned right away: everyone who is six years old will go to school one way or another. Even if ten psychologists write a conclusion about the unpreparedness of the child for school. But in general, this is not true. I felt for myself how parents are frankly manipulated, taking advantage of the fact that they do not know the rights of their child.

I firmly decided to leave my son in the garden for another year. I felt that now, at six, only a language special school shines for him, and before seven there is a chance to shake his brain to a level that will allow him to go to a regular school. The dynamics of development gave hope for this.

We went to the senior group for the second time. But in a different garden. Following our teacher, who went to work there.

Even then we felt the common truth: it is not the institution that matters – the person is important.

Special Kindergarten

Children with disorders of the musculoskeletal system, cerebral palsy, autism and Down syndrome have been going to Zvezdochka, which is located in the fourth district of Kachkanar, for five years now. Today, Zvyozdochka has several exercise machines and specialized rooms at its disposal, where special classes are held for children. Kindergarten teachers assure that disabled children are not abandoned today and thank Evraz

The director of the kindergarten, Elena Ryabova, proudly leads us through the corridors.

— Now, at ten in the morning, not all the children have come to the kindergarten yet. We have children here with a free schedule, so parents wait for the children to wake up, and then bring them to us. Someone comes at nine in the morning, and someone at 11. We have children with disabilities. There are autistic and downy children among them. They are attended by a defectologist, a speech therapist, a psychologist, a music director and a physical education instructor who has undergone special training for classes with special children. Such classes are called “Adaptive Physical Education”. We have such a unique kindergarten in the city.

She says that children with disabilities work in two groups. Each has eight people. – Each group has one or two healthy children. Their parents expressed their desire for their children to attend an extraordinary group. GOST allows this.

— We also have a counseling center in the kindergarten, where parents of special needs children can turn if they need help with upbringing.

Deputy director Svetlana Borodulina is responsible for the kindergarten and knows everything about the needs of children.

“Our kindergarten has a sensory room and a Montessori room for the kids,” she explains. – For children with impaired musculoskeletal functions, there is a separate room. It is decorated with crafts created by educators. The figurines of jellyfish hanging from the ceiling are their work.

On the floor of the room there are green paths with a special coating with bulges that allow children to enhance the tactile sensations when walking. Closer to the center is a structure with a ramp, steps and handrails. Here, children are taught to climb the hill with their feet.

– Who can, climbs the stairs. Others can climb the ramp on this playground, sit on it, because for these children, the most important thing is tactile sensations. When walking on this hill, children develop joints.

A device similar to gymnasts’ parallel bars is also installed there.

— This piece of equipment expands and adjusts to the child’s height. We can move it anywhere. On the uneven bars there are special fasteners for hands, with the help of which they can move without falling. Since many of our children do not walk, the availability of such equipment is very important for us. There are special chairs for them.

A lot of special equipment for the children was purchased with Evraz money. One of the latest acquisitions is a special bike.

– The child’s hands are fixed on the handlebars of the bicycle, where special devices are located. So it can’t fall off during the trip. In summer, children go for a walk.

Svetlana Borodulina shows another device purchased thanks to Evraz. It looks like a colored ski walking machine.

– This is for leg and back training – only for those who can move their legs.

There is a music simulator in the kindergarten, specially assembled by order of the preschool institution. It was also purchased with Evraz funds. A simulator with a harp, a turntable, a drum and much more – musical instruments were selected with the expectation that children learn not only music, but also develop hand motor skills. According to teachers, classes on these instruments are very useful for children with motor dysfunctions.

Most of the money was spent on equipping the sensory room.

– This is our sand therapy, – clarifies Svetlana Borodulina. – Sand is scattered on the table, the backlight makes it possible to create beautiful drawings. A special atmosphere is created here so that the child feels like being in nature and relaxes: the sounds of nature sound, birds sing, artificial fish swim in flasks with water. Sometimes we turn off the lights in this room, turn on the light bulbs with lighting effects. All this is good for children.

Small blue light bulbs on the wall create the effect of a starry sky. With the help of special lighting, children can feel the special rain.

– And here we have a light panel. It displays four geometric shapes, they glow in different colors. The figures consist of small light bulbs that can be touched, feeling how the figure stands out on a flat canvas. We can give the children a task – to find a triangle. They define it by color and shape.

Everything in the sensory room is aimed at normalizing the child’s emotional state. If he is worried about something, here he is helped to relax.

— Five years ago, we received a child who practically did not move. He went to the cerebral palsy group. This year he transferred to a group of more mobile guys. Doctors respond only in a positive way – they thank us for helping them treat children.

Many pupils do not lag behind their peers in development. There are cases in history when special children became geniuses.

On the second floor there is a gym with treadmills and exercise equipment. The training is led by Yulia Poskrebysheva, who has undergone special training in Yekaterinburg.

“Here we have the Stepper, which is mainly aimed at working the muscles of the legs,” she points out. – Next to him is the Twister, he is needed to strengthen the back. There is a rowing machine, necessary for the muscles of the back and arms. It is regulated by gravity, there are 12 load modes. On treadmills, you can walk, you can run. Some of our children just stand next to the simulator and step on it slowly with one foot. And the last simulator “Running on the Waves”, we use it for cardio training and imitation of skiing movements.

All simulators were also purchased at the expense of Evraz’s charitable funds.

Montessori room furnished with wooden items. Three walls are occupied by hanging boards with training stands. On one of them there are doors closed with different types of valves, which are used everywhere in our everyday life. Children learn to open them on their own. On another stand, there is a shelf with holes of various shapes, where children need to put objects of the corresponding shape. There are several stands and all of them are aimed at developing logic and motor skills in children.

Now children with autism are coming to the kindergarten. They also require special equipment. To get it, the kindergarten traditionally took part in the competition of social projects “Evraz: the city of friends – the city of ideas!”.

“We need special weighted blankets, blankets and vests,” says Elena Ryabova. – The extra weight adds warmth and gentle pressure to the body that mimics a hug. According to doctors’ research, such products can improve sleep, children’s mood, reduce anxiety, anxiety, and help in the treatment of sensory disorders.

Article from the CoC No. 48 dated November 28, 2018

Combined kindergartens / Organizations / Un Certain Regard

/ Organizations
Kindergartens of the combined type

MBDOU Kindergarten No. 55 of the combined type

Phone: +7343 3241583

Email: [email protected]

Website:

City: Ekaterinburg

Group: Kindergartens

Type: Schools

Kindergarten of combined type No.

819

Kindergarten working hours: Monday – Friday from 7.00 am. until 19.00, days off – Saturday, Sunday, holidays. There are 11 groups for preschool children from 2 to 7 years old in the GOU: general developmental, I junior group (from 2 to 3 years old) – 2 groups, II junior group (from 3 to 4 years old) – 2 groups, middle group (from 4 to 5 years old) – 1 group, senior group (from 5 to 6 years old) – 2 groups, preparatory group for school (from 6 to 7 years old ) – 1 group, compensating orientation (for visually impaired children, children with amblyopia and strabismus), II junior group (from 3 to 4 years old) – 1 group, senior group (from 5 to 6 years old) – 1 group, a preparatory group for school (from 6 to 7 years old) – 1 group, Teaching methods: The program of education and training in kindergarten, edited by M.A. Vasilyeva, V.V. Gerbova, T.S. .Komarova. The following special groups work in the kindergarten: nursery group. There is free education. There is a swimming pool. There is security. The kindergarten works on the following profiles of activity: for children with visual impairment, combined type. The following additional classes are held in kindergarten: the development of elementary mathematical concepts, logic, speech development, literacy, familiarization with the outside world, ecology, design, modeling, appliqué, drawing, etiquette, music, physical education, classes with a teacher-psychologist, swimming. Address: Veernaya st., 34, building 3

Phone: +7495 4419391

Email: [email protected]

Website:

City: Moscow

Group: Kindergartens

Type: Schools

Kindergarten of combined type No. 816

Kindergarten No. 816 is open 5 days a week except for public holidays and weekends. The duration of the child’s stay in kindergarten is from 7.00 to 19.00. The kindergarten has all the necessary conditions for a comfortable stay, development and education of children: spacious playrooms and bedrooms, a music and sports hall, an office with play equipment for the intellectual development of children, a folk life museum, a chamber hall, a children’s creative workshop. The conditions of education and upbringing in the kindergarten meet hygienic requirements and are favorable for the health of children. The friendliness of the teachers, the impeccable work of the attendants are a characteristic feature of the kindergarten. During the day, children will find many varied and exciting activities: sports games, competitions, relay races, participation in fairy-tale and theatrical performances, playing musical instruments, acquaintance with folk art and traditions. Teaching methods: The program of education and training in kindergarten, edited by M.A. Vasilyeva, V.V. Gerbova, T.S. Komarova. There is free education. There is security. The kindergarten works on the following profiles of activity: for children with visual impairment, combined type. The following additional classes are held in kindergarten: speech development, the formation of elementary mathematical representations, fine arts, design and manual labor, physical education, musical education, gaming activities. Address: Tashkentskaya st., 3, building 2

Phone: +7495 3762601

Email: [email protected]

Website:

City: Moscow

Group: Kindergartens

Type: Schools

Kindergarten of combined type No. 632

Pre-school state educational institution. Teaching methods: The program of education and training in kindergarten edited by M.A. Vasilyeva, V.V. Gerbova, T.S. Komarova, “Nature is our home”, programs of special (correctional) educational institutions of the IV type (for visual impairment). The following special groups work in the kindergarten: nursery group. There is free education. There is security. The kindergarten works on the following profiles of activity: for children with visual impairment, combined type. The following additional classes are held in kindergarten: physical education, the child and the world around him, the natural environment, speech development, the formation of elementary mathematical concepts, labor education, fiction, visual activity, musical education. Address: Dmitrovskoe highway, 88

Phone: +7495 4882095

Email: [email protected]

Website:

City: Moscow

Group: Kindergartens

Type: Schools

Kindergarten of combined type No. 2403

Groups for visually impaired children are open in the garden. The working hours of the preschool institution are 12 hours (from 7.00 to 19.00), the working week is 5 days. The preschool institution has 10 groups (5 general education and 5 correctional for children with visual impairment), of which: 2 groups of early age (from 2 to 3 years), 8 groups for preschool children (from 3 to 7 years). Parents can also seek help from the Pervotsvetik advisory center, where they can receive professional help from a psychologist and speech therapist on the development and upbringing of a child, even if the child does not attend kindergarten. Teaching methods: The program of education and training in kindergarten, edited by M. A. Vasilyeva, V.V. Gerbova, T.S. Komarova. The following special groups work in the kindergarten: nursery group, part-time group. There is free education. There is a swimming pool. There is security. The kindergarten works on the following profiles of activity: for children with visual impairment, combined type. The following additional classes are held in kindergarten: the development of elementary mathematical concepts, logic, speech development, literacy, familiarization with the outside world, ecology, design, modeling, appliqué, drawing, etiquette, music, physical education, classes with a teacher-psychologist, swimming. Address: Bratislavskaya st., 17, room 2b

Phone: +7495 6588923

Email: [email protected]

Website:

City: Moscow

Group: Kindergartens

Type: Schools

Kindergarten of combined type No. 213

The institution has been carrying out educational activities for preschool children since 1963. The main tasks for us are: the comprehensive development of the child, the strengthening and preservation of health, the development of creative abilities and individual qualities of the personality of pupils. There are 6 groups in the kindergarten, 3 of them are groups for children with visual impairment (amblyopia, strabismus). The preschool institution is equipped with the necessary ophthalmological equipment and computer programs for children of correctional groups. Work with children is carried out by qualified specialists with pedagogical education. The educational process is built on the basis of close cooperation between specialists, teachers, child and parents. Teaching methods: Origins (L.A. Paramonova, T.I. Aliyeva, A.N. Davidchuk), Childhood program authors: V.I. Loginova, T.I. Babaeva, N.A. Notkina and others. The following special groups work in the kindergarten: nursery group. There is free education. There is security. The kindergarten works on the following profiles of activity: for children with visual impairment, combined type. The following additional classes are held in kindergarten: physical education, the child and the world around him, the natural environment, speech development, the formation of elementary mathematical concepts, labor education, fiction, visual activity, musical education. Address: Udaltsova st., 75

Phone: +7495 4315834

Email: [email protected]

Website:

City: Moscow

Group: Kindergartens

Type: Schools

Kindergarten of combined type No. 1782

There are 11 groups with 12-hour stay of children in the kindergarten, of which: 8 groups are specialized for children with visual impairments, 2 groups are of a general developmental type, 1 is an inclusive group. The preschool accepts children aged 2 to 7 years. Teaching Methods: Origins (L.A.Paramonova, T.I.Aliyeva, A.N.Davidchuk). The following special groups work in the kindergarten: nursery group. There is free education. There is a swimming pool. There is security. The kindergarten works on the following profiles of activity: for children with visual impairment, combined type. The following additional classes are held in kindergarten: the development of elementary mathematical concepts, logic, speech development, literacy, familiarization with the outside world, ecology, design, modeling, appliqué, drawing, etiquette, music, physical education, classes with a teacher-psychologist, swimming. Address: Altufevskoe highway, 60-G

Phone: +7499

10

Email: [email protected]

Website:

City: Moscow

Group: Kindergartens

Type: Schools

Kindergarten of combined type No. 1446

The pre-school institution has been operating since March 1984. Currently, there are 9 groups: 6 groups for preschool children (from 2 to 7 years old), 3 groups for visually impaired children (from 4 to 7 years old). Teaching Methods: Origins (L.A.Paramonova, T.I.Aliyeva, A.N.Davidchuk). The following special groups work in the kindergarten: nursery group. There is free education. There is security. The kindergarten works on the following profiles of activity: for children with visual impairment, combined type. The following additional classes are held in kindergarten: physical education, the child and the world around him, the natural environment, speech development, the formation of elementary mathematical concepts, labor education, fiction, visual activity, musical education. Address: st. Yablochkova, 41, building 4

Phone: +7495 6102971

Email: [email protected]

Website:

City: Moscow

Group: Kindergartens

Type: Schools

Combined Kindergarten No. 13

There are 11 groups in the kindergarten: 1 group of early age (from 1.5 to 3 years), 4 groups of general developmental type (from 3 to 7 years), 6 specialized groups for children with visual impairment, including 1 group for total blind children (from 3 to 7 years). Teaching Methods: Origins (L.A.Paramonova, T.I.Aliyeva, A.N.Davidchuk). The following special groups work in the kindergarten: nursery group, part-time group. There is free education. There is a swimming pool. There is security. The kindergarten works on the following profiles of activity: for children with visual impairment, combined type. The following additional classes are held in kindergarten: speech development, the formation of elementary mathematical representations, fine arts, design and manual labor, physical education, musical education, gaming activities. Address: st. 2nd Roschinskaya, 13-A

Phone: +7495 9545363

Email: [email protected]

Website:

City: Moscow

Group: Kindergartens

Type: Schools

Kindergarten of combined type No. 1205

Pre-school state educational institution. Teaching Methods: Origins (L.A.Paramonova, T.I.Aliyeva, A. N.Davidchuk). The following special groups work in the kindergarten: nursery group. There is free education. There is security. The kindergarten works on the following profiles of activity: for children with visual impairment, combined type. The following additional classes are held in kindergarten: physical education, the child and the world around him, the natural environment, speech development, the formation of elementary mathematical concepts, labor education, fiction, visual activity, musical education. Address: st. Sokolnichesky Val, 24-A

Phone: +7499 2645671

Email: [email protected]

Website:

City: Moscow

Group: Kindergartens

Type: Schools

Kindergarten of combined type No. 1188

The kindergarten provides education, training and care for children aged 2 to 7 years. There are 9 groups: 1 group of early age, 2 groups for visually impaired children, 6 groups of preschool age. Teaching Methods: Origins (L.A.Paramonova, T.I.Aliyeva, A.N.Davidchuk). The following special groups work in the kindergarten: nursery group. There is free education. There is a swimming pool. There is security. The kindergarten works on the following profiles of activity: for children with visual impairment, combined type. The following additional classes are held in kindergarten: the development of elementary mathematical concepts, logic, speech development, literacy, familiarization with the outside world, ecology, design, modeling, appliqué, drawing, etiquette, music, physical education, classes with a teacher-psychologist, swimming. Address: Severnaya 9Line 15, building 3

Phone: +7499 7676265

Email: [email protected]

Website:

City: Moscow

Group: Kindergartens

2 Type: Schools

Kindergarten of combined type No. 1132

The institution provides education, training, development and care for children from 2 to 7 years old. There are 9 groups, of which: 1 – 1st junior (2-3 years old), 3 – specialized groups for children with visual impairment, 5 – preschool. The institution employs specialists: a teacher-psychologist, a speech therapist teacher, a typhlopedagogue, a defectologist teacher, an ophthalmologist, an orthoptist nurse, a nurse, a music worker, and a physical education teacher. The necessary conditions have been created in the kindergarten for the treatment and restoration of vision and speech correction in children. Teaching methods: The program of education and training in kindergarten, edited by M.A. Vasilyeva, V.V. Gerbova, T.S. Komarova. The following special groups work in the kindergarten: nursery group. There is free education. There is security. The kindergarten works on the following profiles of activity: for children with visual impairment, combined type. The following additional classes are held in kindergarten: physical education, the child and the world around him, the natural environment, speech development, the formation of elementary mathematical concepts, labor education, fiction, visual activity, musical education. Address: Argunovskaya st., 12, building 3

Phone: +7495 6150537

Email: [email protected]

Website:

City: Moscow

Group: Kindergartens

Type: Schools

Kindergarten of combined type No. 1013

There are 12 preschool groups at the age of 1.5 to 7 years in the GOU: 5 groups of general education, 5 groups for children with visual impairment (amblyopia and strabismus), 2 groups of short stay. The recruitment of groups is carried out on the basis of age according to the ticket of the district recruitment commission. In order to enroll in correctional groups, in addition to a permit, it is necessary to conclude a psychological, medical and pedagogical commission held on the basis of the Center for Children’s Education and Training for children with visual impairments “Davydkovo”. Teaching methods: The program of education and training in kindergarten, edited by M. A. Vasilyeva, V.V. Gerbova, T.S. Komarova. The following special groups work in the kindergarten: nursery group, part-time group. There is free education. There is a swimming pool. There is security. The kindergarten works on the following profiles of activity: for children with visual impairment, combined type. The following additional classes are held in kindergarten: the development of elementary mathematical concepts, logic, speech development, literacy, familiarization with the outside world, ecology, design, modeling, appliqué, drawing, etiquette, music, physical education, classes with a teacher-psychologist, swimming. Address: Kutuzovsky prospekt, 5/3

Phone: +7499 2436325

Email: [email protected]

Website:

City: Moscow

Group: Kindergartens

Type: Schools

GBOU Kindergarten of combined type No. 1879

State educational institution of the city of Moscow. Special (correctional) elementary school – kindergarten III-IV types, 9 groups (compensating ophthalmological groups: early age group – 2, junior, middle – 2, senior – 2, preparatory – 2), 1 group of short stay Teaching methods: Program education and training in kindergarten, edited by M.A. Vasilyeva, V.V. Gerbova, T.S. Komarova, Education and training program in kindergarten, edited by M.A. Vasilyeva. In kindergarten No. 18799 groups work: 3 junior groups (children from 3 to 4 years old), 2 middle groups (children from 4 to 5 years old), 2 older groups (children from 5 to 6 years old), 2 preparatory groups for school (children from 6 to 7 years). The kindergarten is equipped with: a sports ground, a sports hall, a music hall, a swimming pool, a room for fairy tales, a hall for physiotherapy exercises, an office for a psychologist, an office for a speech therapist. The following special groups work in the kindergarten: nursery group, part-time group. There is free education. There is security. The kindergarten operates in the following areas of activity: correctional, for children with visual impairment, combined type, compensatory type. The following additional classes are held in kindergarten: physical education, the child and the world around him, the natural environment, speech development, the formation of elementary mathematical concepts, labor education, fiction, visual activity, musical education. Address: Bestuzhevyh street, 27b

Phone: +7495 2024563

Email: [email protected]

Website:

City: Moscow

Group: Kindergartens

Type: Schools

MADOU Kindergarten No. 99

Kindergarten is located in 2 buildings. The first building (a typical 2-storey panel building) is located on Lebedeva, 115, built in 1988. 13 groups function here, 6 of them are for children with visual impairments. 280 pupils attend this building of the kindergarten. The second building is located on Altaiskaya, 78/1. Previously, this building was the premises of a military medical hospital. In 2012, a comprehensive overhaul and reprofiling into a preschool educational institution began. During the repair, the building was reconstructed, windows, doors, heating, sewage, water supply systems were replaced, external and internal finishing works were carried out, the surrounding area was landscaped, and small architectural forms were installed. The renovated building received 150 preschool children (6 groups with 12-hour stay of children, aged from 3 to 7 years).

Phone: +73822 440674

Email:

Website:

City: Tomsk

Group: Kindergartens

Type: Schools

Teaching at school: how to prepare a blind child for the first grade / “Un Certain Regard”

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Tiflocommentary: color photograph. Wooden school desks stand in a row.

Entering the first grade is an exciting process for both blind children and their parents. Is the child mentally ready for school? What skills should he have by the time he enters the first grade? What do you need to buy and how to organize a workplace for a future first grader? We answer these and other questions together with the parents of blind schoolchildren and the tiflopedagogue, head teacher of the primary classes of the boarding school No. K. K. Grota Anna Nikolaevna Levada.

When it’s time to go to first grade

The age at which a blind child is recommended to go to first grade is no different from the age recommended for a child without visual impairment: he can start school at the period from six and a half to eight and a half years .

“In practice, blind children go to the first grade at the age of seven or eight. It is important that the child be physically ready for school: be active, move well, not be afraid to move in space, navigate in the classroom, in the school building, so that he can run, jump, so that he has an active life position, so that he has everything interesting, it’s not scary that he was not accustomed to sit in one place, ”said Anna Nikolaevna Levada.

Description: color photograph. A dark-haired boy of about seven, wearing blue-rimmed glasses and a gray jacket, is standing in a room with white walls. He stretches out his hand in front of him, clenching two colored felt-tip pens in his fist.

Olga, the mother of the blind boy Roma, said that the specialists of the central psychological, medical and pedagogical commission, which determine what type of institution a child with a disability can study in, did not recommend her to send her son to school at the age of seven.

“He was psychologically unprepared for this, but at the age of eight he was already given a referral to the first grade,” she said.

Olga drew attention to the fact that a blind child must be physically ready to endure not only the stress at school, but also the journey to school.

“In addition to vision, Roma has other health problems, the hour-long journey from home to kindergarten was stressful for him, as a result of which he began to have epileptic seizures. It is best to contact specialists who will help determine his physical readiness for such loads, ”she added.

Olga recommends that parents accustom their child to the daily routine, which will begin in the first grade: wake up early and go to bed earlier.

Kindergarten or home?

“It cannot be said that children who were at home are less prepared for the first grade than children who went to a specialized kindergarten. The degree of preparation of a blind child for school depends on how they were engaged with him, ”said Anna Nikolaevna Levada.

If the child was at home, but the parents worked with him, read books to him, led an active social life, then he will go to school without problems. According to the teacher, there are many rehabilitation centers where children with visual impairments can study with specialists and get ready for school.

Visually impaired Yulia has two blind children: her eldest son Vsevolod is graduating from a specialized school for blind children, and the younger Arseniy is in first grade.

“I myself am visually impaired and for me the environment of a specialized school is familiar and understandable. The youngest child went to the kindergarten at the school for four years, and then entered the first grade. There were no problems. Arseniy studied in kindergarten with teachers, and at home I taught him myself, taught him to touch everything, feel, explore space and not be afraid of anything, ”said Yulia.

Nikolai’s daughter, a blind first-grader Daria, went to a kindergarten for visually impaired children before entering a specialized school, but, according to him, she was not given the necessary classes there.

“My wife had to look for information on the forums for mothers of blind children and on various websites about what classes can be done with blind children. We were in an information vacuum – there is very little information about this on the Internet, there are no clear recommendations from tiflopedagogues, there are no collections of tiflo drugs that are really necessary for preschool children with visual impairment, ”said Nikolai.

Writing and reading

“In our team, we believe that it is not necessary for a blind child to be able to read and write in Braille by the first grade. Sometimes it’s even better for him not to be able to do this, because some teachers have their own approach to teaching writing and reading skills in Braille, and it’s better for them to teach a child from the very beginning than to retrain him, ”said Anna Nikolaevna Levada.

According to the teacher, often parents in the pursuit of the intellectual development of a preschooler forget about elementary things: for example, that he needs to be able to go to the toilet on his own, eat, clean up the dishes, dress and undress, prepare for the lesson, put on place of the toy.

Olga, while preparing Roma for school, made him reading aids with different geometric shapes: the boy had to run his finger along the line with lined up geometric shapes and tactilely identify them. In order to instill in the child a love of reading, she made books with tactile pictures for him.

“Roma, like many blind children, did not develop the ability to touch objects. And we were afraid that he would not be able to learn to read Braille, but at school they coped with this, Braille easily entered his life, ”added Olga.

She believes that a blind child can already be introduced to the six-dots, the cage, and shown to him a device and a lead for writing in Braille already at preschool age.

“In kindergarten, we were told that a child would learn to read and write in Braille in the first grade. If I were preparing my son for school again, I would start introducing him to Braille from a very early age. Sighted babies look at pictures and letters in books and letters naturally enter their lives, and just as naturally Braille letters can enter the life of a blind child. A blind kid should understand that there are books on the pages of which you can run your finger and read the letters. This is my opinion not as a specialist, but as a parent,” Olga said.

According to Yulia, when her son Arseniy started first grade, he could not read and write in Braille. “Of course, we let him touch the embossed letters, thanks to sound tablets he knew what they were called, but he only learned to read and write at school,” she said.

Required skills

Typhlocommentary: color photograph. A boy in a gray sweater sits at a white table, assembles a designer from small black parts.

Anna Nikolaevna notes that it is important for a blind child to have self-care skills by the first grade. In practice, according to her, children come to school who do not know how to dress and eat on their own. Teachers teach them this, but such work requires them to spend time and effort, which is more rational to use for learning.

“It is important to sculpt with a child, to collect building blocks, because it develops his fine motor skills and is a preparation for school. It is necessary to teach him to navigate in his own body, in large and small spaces, for example, on the table,” Anna Nikolaevna said.

According to the teacher, it is good to introduce a blind preschooler to books printed in Braille and tactile pictures: open and close them, find the desired page using a bookmark.

Talking about the preparation for school of his blind daughter Darya, Nikolai focuses on the importance of her social adaptation and the ability to navigate independently in space. On walks, he tried to unite children in games without visual impairment around Daria, so that they would learn to interact and communicate with each other.

“We travel a lot and try to give our blind child information about what surrounds her, so she has learned to navigate well in space and has no problems moving around the school,” Nikolai said.

The process of adaptation to school

The process of adaptation of blind children to school, according to Anna Nikolaevna, takes place individually.

“Both among sighted and blind children, there are those who adapt to school more easily, and there are those who find it more difficult to do so. The fact that the child remains in the boarding school does not particularly affect the adaptation process, but, probably, those children whom their parents take home are more positively disposed towards school, understand what the child is going through at school, and can discuss it with him. Of course, without an important reason, parents try not to leave first-graders in a boarding school, and we support them in this endeavor,” she said.

Workplace

Like any schoolchild, a blind first grader, according to Anna Nikolaevna, it is necessary to organize a comfortable workplace at home. It’s good if it looks like a child’s workplace at school.

“We have a school desk with sides so that the objects placed on it do not fall to the floor. Parents can ask the teacher how the textbook, instrument, stylus are located on the classroom desk of their child, and keep the same arrangement of objects on his desktop at home, ”said the teacher.

Anna Nikolaevna also advises parents to set up a small shelving or shelf next to the workplace in order to place books printed in Braille vertically, and thereby maintain the quality of the embossed type.

Choosing a desktop for Roma, Olga also took into account her convenience.

“I understood that I would help my son do his homework by sitting next to him, so I chose a table that would be comfortable for me to sit too. The convenience of parents is also important. We also marked books and notebooks with embossed stickers so that Roma could distinguish them tactilely,” she said.

And when organizing his daughter’s workplace, Nikolay took into account the factor of good lighting. “Dasha has a very small margin of vision, so having good lighting is important to her,” he said.

Advice for parents

“For parents of blind children who are about to enter first grade, I would advise you to try to enjoy the last weeks before school. In the last days of preschool life, you should try to get a lot of positive emotions, which you can then rely on. Everything that a child could master, he has already mastered, there is no point in learning something else in an accelerated mode. You can take your child to a specialized store and together choose notebooks for school, a Braille writing device, beautiful tactile stickers. Let him have only good impressions from the process of preparing for school and no stress, ”said Olga.

“The main thing is to choose a good school and positively set the child up for the learning process. Of course, it would be good if preparatory classes were organized at the school and teachers would study with the future first-grader, to whom he would later enroll for training. They could give the child those skills that will be useful to him in the first grade, ”Nikolai added.

A Yulia, Arseniy’s mother, believes that the main task of the parents of a blind preschooler is to teach him to do everything on his own: “A blind child should be able to do everything on his own, you need to give him tasks, tell him how to complete them, but not do them for him. Many mothers of blind children think that they are unhealthy, so everything must be done for them, but this is wrong.