Schools for three year olds near me: Preschool Programs for Ages 3

Опубликовано: October 31, 2022 в 9:38 am

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Категории: Miscellaneous

Early Education Programs / Prekindergarten: 3-year-olds

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  • Prekindergarten: 4-year-olds


    • Pre-K 4 Availability at Campuses


    • Frequently Asked Questions / Preguntas Frecuentes


  • Prekindergarten: 3-year-olds


    • Pre-K 3 Availability at Campuses


    • Frequently Asked Questions / Preguntas Frecuentes


  • Kindergarten


    • Kindergarten Acceleration


  • Early Head Start


  • New Student Online Enrollment


  • Beyond the Bell After School Program

  • 2022-2023 Pre-K 3 Pre-Registration

    Our Pre-K 3 Program is currently at capacity and is no longer taking pre-registrations.

    Nuestro programa de pre-k 3 está actualmente lleno y por el momento no estamos tomando solicitudes.


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  • Pre-K 3 Overview

    Grand Prairie ISD is honored that you are considering placing your child at one of our Pre-K facilities. We want to make the registration process for Pre-K as simple as possible, so we have developed these guidelines to help along the way.

    The Pre-K program in GPISD has been developed using the TEA’s guidelines and early education best practices, including dual language at a majority of our campuses.  Our program provides a rigorous environment addressing the developmental and social needs, academic content, and readiness skills essential for children’s success.

    Our focus is on bringing families together in an educational community that provides a rich environment in which students can develop and reach their potential. We intentionally develop strong relationships with students, their families, and our community.

    Class Ratio: 2 Staff (Teacher & Paraprofessional):  18 Students


    Comments (-1)


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  • Step-By-Step Process: Registration is as easy as 1-2-3!

    Step 1 – Pre-Registration

    Fill out the online pre-registration (English and Spanish).

    Step 2 – Enrollment

    After completing the pre-registration form, you will receive an email with your confirmation number and a second email with enrollment instructions. You will need to complete the New Student Online Enrollment and have the ability to upload the required documents listed below to complete the enrollment process.

    Step 3 – Register

    Complete the registration process for the 2022-2023 school year.


    Comments (-1)


  • We are here to help!

    Contact us: Email [email protected] or call Mayra Aceves-Diaz at 972-237-5478.


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  • Tuition-Based Pre-K 3

    For students who do not meet the federal guidelines, GPISD offers tuition-based Pre-K 3 at:

    • Bonham Early Education School

    • Crockett Early Education School

    • Dickinson Montessori Academy

    For students who qualify under the FREE Pre-K state criteria, GPISD offers the choice of one-way dual language, two-way dual language, ESL, or general English curriculum.

  • Is my child eligible for FREE Pre-K 3?

    If your child will be three years old by September 1, 2021, he/she may be eligible for FREE full-day Pre-K. The Federal qualification criteria includes: 

    • unable to speak and comprehend the English language

    • is educationally disadvantaged (eligible to participate in the National School Lunch Program)

    • is homeless, as defined by 42 USC, §11434a

    • is the child of an active duty member of the armed forces of the United States, including the state military forces or a reserve component of the armed forces, who is ordered to active duty by proper authority Has ever been in state foster care

    • is the child of a member of the armed forces of the United States, including the state military forces or a reserve component of the armed forces, who was injured or killed while serving on active duty

    • is or has ever been in the conservatorship of the Texas Department of Family and Protective Services (foster care) following an adversary hearing held as provided by Family Code §262. 20

    • is the child of a person eligible for the Star of Texas Award as a police officer, firefighter, or EMT

  • Required Documents

    What will I need to for enrollment once I have completed the online pre-registration?

    Once you receive a confirmation to enroll. You will then complete the New Student Online Enrollment with the ability to upload the required documents listed below to complete the enrollment process. If you have any difficulties with the registration process, email [email protected] for assistance.  

    • Official birth certificate (any country)

    • Child’s social security card

    • Current proof of address (utility bill with address)

    • Parent/Guardian picture ID from any country

    • Income verification (such as a current pay stub or W2 form)

    • Up-to-date immunization record

    As a state requirement All children are required to have this on file with the school before they may attend their first day of school.

    District staff can assist families needing additional documents.

  • Child Find

    Grand Prairie ISD identifies children ages three, four, and five who may be eligible and would benefit from a Preschool Program for Children with Disabilities (PPCD). Request for a Child Find Meeting may be made by parents, other concerned persons or Head Start.  ECI case workers will initiate the referral process for children that have been identified with a delay. GPISD completes Child Find Meetings and/or evaluations during the school year.

    For information on referring children enrolled in GPISD suspected of having a disability, contact the GPISD special education department or your child’s campus RTI team. 

    For information on referring children not enrolled in GPISD suspected of having a disability, contact:

    • The GPISD Child Find Departmentfor children 3 and above, call 972-522-3152

    • For services for children less than 3 years old contact Dallas Metrocare – Early Childhood Intervention Services at 214-333-7076

Three-Year Old Homeschool Preschool – This Little Home of Mine

In past generations, small children learned (and learned a lot) through their play, daily interactions at home, etc. Schooling toddlers and preschoolers is a fairly new phenomenon, and I would go as far as to say that formal schooling for your toddlers and preschoolers is actually not a necessity. With that being said, please understand that when it comes to Three-Year Old Homeschool Preschool, you can not mess it up – I promise!

Homeschool Preschool is simply a way to describe you taking advantage of opportunities to guide your little learner as they discover the world around them. When I chat about homeschooling preschoolers, I’m talking about reading with them, playing with them, and involving them in those day-to-day life moments that have the power to teach.

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When my oldest turned two, I decided to begin venturing into the world of Homeschool Preschool. I felt that we would both benefit from the structure and routine it would provide during our days together, and as a former classroom teacher, I must admit I was especially excited to plan learning activities for him.

I simply couldn’t help myself!

While I am a firm believer that children learn best through play as well as through interactions with others, I thought it would be fun to have just a few minutes each day dedicated to these learning activities – definitely something that can be practiced while simply playing and reading books aloud with your little one, but I decided to take it a step further – just for fun.

Are you wanting to do the same? If so, simply choose the areas where you would like to focus with your little one, and then gather resources that will assist you in meeting those goals. Please don’t drive yourself crazy overthinking the details. I assure you that there is no wrong way to do this. The only danger is trying to take on too much at once – overwhelming yourself and your child. My first piece of advice for two-year old homeschool preschool?

Keep it simple – Keep it fun.

I assure you it will make all the difference!

This post will provide you with tips and ideas that will make it possible for you to navigate Three-Year Old Homeschool Preschool at home with your child, and my hope is that you and your little one will have a lot of fun learning together!

Three-Year Old Homeschool Preschool

What Do I Want My Three-Year Old to Learn?

For the three-year old year, I like to focus on the following areas:

Your goals for your little one may differ, but this list will provide you with a good starting point!

  • Letter Recognition
  • Letter Tracing
  • Letter Sounds
  • Counting to 20
  • Basic Shapes
  • Colors
  • Sorting/Classifying
  • Cutting/Pasting
  • Gross Motor Skills/Fine Motor Skills
  • Memorization

What Curriculum Resources Do I Use?

  • Abeka’s Phonics Charts 1 & 2
  • Abeka’s Letters & Sounds for 3’s
  • Abeka’s Numbers & Skills with Button Bear

As part of our daily exercises, we use Abeka‘s Phonics Charts 1 & 2. These two charts lay the foundation for Abeka’s entire phonics program.

The Letters & Sounds book will assist you in creating a strong phonics foundation for your little one. As you go throughout this workbook, you will see your three-year old grow in the following areas:

  • letter recognition
  • tracing skills
  • letter/word association

The Numbers & Skills book offers great counting practice – but it also includes a variety of pages that will encourage:

  • color recognition/application
  • reasoning skills

ABC Jesus Loves Me is just one of many websites that offer letter/number printables to use at home! I printed mine on cardstock and laminated them. They have been great for all kinds of different activities. For example, when we are learning about letter B, we might cover of B‘s with plastic bugs or colorful buttons or craft blocks (pictured below) or blue pom poms.

For letter C, we roll and cut play dough to create Cs on our mat.

For letter V, we might form Vs using vegetables!

POST UPDATE: It has come to my attention that the ABC Jesus Loves Me website has changed in its set up – If you find it difficult to access these particular ones, there are lots of other great freebies out (Check Pinterest for sure!) or you might be interested in what Bitty Beginnings offers along these lines! I have really liked her resources!

Check out my favorite laminator! – Laminating sheets available here.

How Do I Stay Organized?

As with the approach we use for two-year old homeschool preschool, I like to focus on one letter of the alphabet each week – starting with A and working our way through Z over a period of 26 weeks. Out of order works great, too if you prefer to do it that way! This letter-a-week approach serves as the framework for my lesson planning (I use that term loosely. ), and books like this have been great resources.

I simply use my personal day planner to jot down three things:

  • #1 – Each Monday is marked with a note of the letter of the alphabet we will be focusing on that week.
  • #2 – On each day of the week, I make note of any workbook pages I want to complete.
  • #3 – On each day of the week, I list the activities that I want to do.

Check out my favorite planner: Simple & Inexpensive!

I typically plan out 1-2 months at a time – leaving room for any holidays, out-of-town trips, etc. that would take us away from our usual routine. There is no need to be strict and rigid with your schedule. One of the most beautiful things about homeschooling is the flexibility it provides. Don’t be afraid to embrace that.

What Do My Lesson Plans Look Like?

Each day begins with our morning time where we do the following:

  • Read from our Children’s Bible
  • Practice Memorizing Psalm 23
  • Recite The Pledge of Allegiance
  • Sing the Days of the Week Song

(Sung to the Tune of “Yankee Doodle”)

Sunday, Monday, Tuesday, Wednesday, Thursday, Friday, Saturday.

Don’t ask me to sing again, because I’ll do it anyway.

Sunday, Monday, Tuesday, Wednesday, Thursday, Friday, Saturday.

Sunday, Monday, Tuesday, Wednesday, Thursday, Friday, Saturday.

  • Sing the Months of the Year Song

(Sung to the Tune “Michael Finnegan”)

January, February, March, and April

May and June

July and August

September, October, November, December

These are the months of the year.

  • Practice Abeka Phonic’s Charts 1 & 2

These are all daily practice activities that we go through each morning and then we walk through the worksheets/activities planned for each day.

We typically do one Letters & Sounds for 3’s worksheet and one Numbers & Skills with Button Bear worksheet each Monday and Wednesday with a third Letters & Sounds for 3’s worksheet either on Tuesday or Thursday  – for a total of five worksheets per week.  Five worksheets?! Five worksheets a week?! For a three-year old?! Let me clarify! Each of these worksheets are very basic with a simple activity of either tracing [for example] one uppercase and one lowercase letter or tracing a single number and coloring a picture that goes with it. Simple. Simple. Simple. I am absolutely not in favor of overwhelming little ones with an over abundance of worksheets!

Here’s an example of what our first two weeks of three-year old homeschool preschool might look like:

Week #1: Letter A

Monday, September 1st: Letters & Sounds for 3’s Page 3 and Numbers & Skills Page 3; Color or Paint the Letter A page from the Melissa & Doug Easel Tablet; Cut up an apple – Count the pieces – Eat the apple.

Tuesday, September 2nd: Read animal books; Use the A alphabet stamp to “stamp” A‘s on a flat piece of play dough; Play with alphabet stickers; Serve asparagus with dinner.

Wednesday, September 3rd: Letters & Sounds for 3’s Page 5 and Numbers & Skills Page 5; Count to 10 with counting chips; Complete cutting/gluing Activity; Attend Storytime/Musictime at the local library.

Thursday, September 4th: Sing the alphabet using letter flashcards; Letters & Sounds for 3’s Page 11; Trace zigzags with highlighter; Play shape-matching game.

Friday, September 5th: Play with alphabet puzzles; Use popsicle sticks to create the Letter A; Paint with q-tips; Interact with Starfall website; Attend drop-in art class at the local art center.

Now I Eat My ABCs Available Here

Week #2: Letter B

Monday, September 8th: Letters & Sounds for 3’s Page 7 and Numbers & Skills Page 7;  Color or Paint the Letter B page from the Melissa & Doug Easel Tablet; Trace student’s name with a highlighter; Blow bubbles; Make banana icecream.

Tuesday, September 9th: Read bug book; Using an B-shaped cookie cutter, “cut” B‘s out of play dough; Play with alphabet magnets; Serve beans with dinner.

Wednesday, September 10th: Letters & Sounds for 3’s Page 9 and Numbers & Skills Page 9; Count to 10 with counting bears; Complete cutting/gluing Activity; Attend Storytime/Musictime at the local library.

Thursday, September 11th: Sing the alphabet using letter flashcards; Letters & Sounds for 3’s Page 13; Sing a song while passing a ball back and forth; Using a letter B alphabet stamp [and washable ink pad], cover a piece of construction paper with letter B‘s; Play shape-matching game

Friday, September 12th: Read bear books; Cut large, colorful letter B‘s out of a magazine, and allow your little one to glue them to a piece of construction paper; Interact with a favorite preschool math YouTube channel;Attend drop-in art class at the local art center.

*Some of our favorite YouTube Channels: Super Simple Learning, Maple Leaf Learning, Oh My Genius, Storybots, Edewcate, Jack Hartmann, Patty Shukla, and Mother Goose Club.

Complete A-Z Alphabet Letter Learning Packet Available from Bitty Beginnings

As you can see, I like to keep the activities as simple as possible – No complicated crafts and projects here! I only list ideas that I know can realistically be carried out in our day-to-day, and I keep my list short and sweet – unless I need to make additional notes to trigger my memory regarding the details of a specific activity.

For example, Monday’s notes for Week #2 might simply say: 

  • Color Letter B
  • Trace Name
  • Banana Icecream
  • Bubbles

Alphatales Big Book Available Here

Alphatales Book Bundle Available Here

This quick list is all I need to guide me in carrying out the activities I have brainstormed for each day. You may find that a different method works for you, but my goal is to keep things simple and fun!

Shapes Trace-n-Erase Chalkboard: by Chalk Full of Design

Please know that these specific activities have been tailored to fit the needs of my little ones and you may find yourself drawn to different ideas for your learner. Another beautiful thing about homeschooling is that you can plan your lessons specifically for your child, so don’t hesitate to do just that!

Overwhelmed by the way I just explained my lesson planning?

Maybe this view will help:

Our Weekly Schedule:

Monday:

Bible Reading/Bible Memory/Memory Songs

Abeka Phonics Charts 1 & 2

Letters & Sounds Tracing Worksheet

Numbers & Skills Counting Worksheet

Hands-On Letter/Number Activities

Tuesday:

Hands-On Letter/Number Activities

Wednesday:

Bible Reading/Bible Memory/Memory Songs

Abeka Phonics Charts 1 & 2

Letters & Sounds Tracing Worksheet

Numbers & Skills Counting Worksheet

Hands-On Letter/Number Activities

Visit to the Library

Thursday:

Bible Reading/Bible Memory/Memory Songs

A Beka Phonics Charts 1 & 2

Letters & Sounds Tracing Worksheet

Hands-On Letter/Number Activities

Friday:

Hands-On Letter/Number Activities

Visit to the Art Center

Interested in having access to ALL of my lesson plans A through Z? I’ve released them HERE!

Yes, I’ve done all the work for you – providing you with a multi-sensory approach to teaching more than JUST the alphabet: Library Lists, Snack Ideas, STEM Activities, Sensory Explorations, Art Experiences, Outdoor Play, and more!

Now, for my #1 homeschool organization tip: On Sunday night, I gather any workbooks/supplies I want to use in the coming week – usually placing everything down in a basket. Once a busy week begins, everything I need is right there at my fingertips…which ensures the activities will actually happen as I hope.

Where Do I Find My Supplemental Activity Ideas?

I like to brainstorm ahead of time about what kinds of activities my child will enjoy doing. Does your child love board books? Puzzles? Do you own any educational toys/games that they especially enjoy? Is your little one artistic? Musical? Consider these kinds of questions and then tailor your activities to their interests. This guarantees they will enjoy learning with you, and that is most definitely the number one goal!

Alphabet Animal Flashcards Available Here

If you find that an activity isn’t working well (and there can be a variety of different reasons why this might be the case), don’t stress. Simply stop what you’re doing and redirect. No worries!

If you’re having trouble coming up with ideas for your little one, I have one word for you: Pinterest! Hey, even if your creative juices ARE flowing, I would still suggest checking out Pinterest. Search “Letter of the Week Activities”, and you will be all set with fun ideas to last you from A to Z...and then some! Free letter/number printables, simple alphabet-related craft ideas (Have I mentioned that I’m all about simple?), tasty snack suggestions for each letter of the alphabet, and more – It’s all there for you! In fact, you will discover more ideas than you could ever possibly do, so just pick a few that sound especially fun [and do-able], and you will be all set for a great year.

FREE A-Z Do-a-Dot Packet Available Here – Another great FREE Set Here

Do-A-Dot Markers* Available Here – *These have also been spotted at Marshalls/TJ Maxx!

In the early days, that is what I did- putting all of my favorite activities together in this resource that I make available here at This Little Home of Mine:

Where Do I Find My Supplemental Resources:

Most of my educational supplies/toys have come from yard sales, thrift stores, and consignment sales! You can even find great resources at the dollar store/in the dollar spot! You do not have to spend a lot of money to provide great resources for your children.

A Few Final Thoughts:

Some educators feel that Abeka’s curriculum is too traditional, but I love the strong foundation it provides! This is not to say that the program is for everyone! Every child is different…every parent teaches in their own unique way…but this is simply why we have chosen to use it for our preschoolers. Some parents may feel overwhelmed by the thought of learning Abeka’s phonics curriculum. I can completely understand this as it may seem like a foreign language to those who have never taught it; but I promise that after a little bit of time, it becomes second nature to you and your child! Abeka‘s preschool curriculum allows you to start with basic concepts and then grow from there as your child moves along in the program.

Curious about how to extend Abeka’s Phonics program on in to the four-year old year? Click here!

In addition to the above lesson plans, we also like to incorporate Kumon workbooks in to our at-home learning routines. We have used Kumon workbooks throughout the school year as well as during the summer months. They provide great reinforcement, but I would highly suggest testing the waters to see what your child is able to do as you definitely do not want them to feel overwhelmed.

My First Book of Uppercase Letters Available Here

My First Book of Lowercase Letters Available Here

My Book of Numbers 1-30 Available Here

There are so many great [age-appropriate/developmentally-appropriate] workbooks and activity ideas out there – find what your little one loves and let that be your guide! Don’t over think it. Don’t compare to others. Allow their play to guide you, and you will be amazed what your preschooler will learn!

FREE Alphabet Printables Available Here

Whether we realize it or not, lots of learning is going on during typical childhood activities: rigorous outside play, building with blocks, assisting with household chores, coloring/painting at an easel, cutting/pasting with paper and glue, designing with play dough, creating with Legos. Especially at this age, it is important that we value these things!

My kids love when I read aloud to them! They are big fans of play dates at the park and trips to the library for music time/story time. They enjoy going to the art center and doing little projects in the garage with their dad. They love taking “nature walks” and playing outside with water, bubbles, sand, and chalk. These daily experiences are where so much learning is happening, and in my mind, Homeschool Preschool is simply for reinforcement and enrichment.

Want access to a printable that you can use to brainstorm fun activities for your little ones?

Interested in more information about homeschooling your preschooler? I offer the following posts:

  • Two-Year-Old Homeschool Preschool
  • Three-Year-Old Homeschool Pre-school
  • Four-Year-Old Homeschool Pre-school

as well as a free Homeschool Preschool e-course designed to encourage you as you get started!

Want to read more about our family’s Lifestyle of Homeschooling? Our daily schedule? A look at our week? I would be honored to share with you how we have adopted a lifestyle of living and learning together and how you can do the same with your own family:

Welcome to the Early Learning Programs Page

DEED provides support to the early learning community that serves children ages 3-5 years of age.   DEED does this through hosting the pre-elementary approval to operate system, the Alaska Developmental Profile assessment for children entering kindergarten, AK CLIMBS assessments, and through administering grants to pre-elementary programs in public schools and non-profit partners.

Pre-Elementary School

As defined by Alaska Department of Education & Early Development Regulations, pre-elementary schools are primarily designed to prepare children, 3-5 years of age, for elementary school; regularly serves a group of five or more children; and is operated by a school district or a Head Start agency as defined in 42 U.S.C. 9852c.

Pre-Elementary School Requirements

Programs that meet the abovementioned description must: 

  1. Complete an initial or renewal application for approval to operate at Pre-Elementary Approval to Operate application [4 AAC 60.036]

  2. Implement the Early Learning Guidelines and conduct appropriate assessments for each child on all domains [4 AAC 60. 170(a)]

  3. Submit an end-of-the-year report to DEED annually by June 30 at Pre-Elementary Approval to Operate End-of-Year Report [4 AAC 60.170(b)]

School district pre-elementary programs must also assure that:

  1. All teachers employed by the school district hold valid teacher certificates [4 AAC 12.300]

  2. All para-professionals employed by the school district meet the requirements outlined in 4 AAC 04.220

For more information about Pre-Elementary Approval to Operate, please contact Kristen Spencer at (907) 465-4862.

Pre-Elementary School District Grants

Alaska Pre-Elementary Grants promote school readiness and positive outcomes for participating children.  Information is gathered from funded programs to inform the longer-term implementation of accessible, affordable, mixed delivery, and high-quality early care and education. Alaska Pre-Elementary Grants are awarded to Alaska’s school districts.  The following school districts were awarded funds for the 2021-2022 School Year:

  • Alaska Gateway     

  • Aleutians East Borough     

  • Anchorage    

  • Bristol Bay Borough 

  • Chatham Schools   

  • Chugach Schools 

  • Fairbanks North Star Borough

  • Hydaburg

  • Juneau Borough

  • Kake City     

  • Kenai Peninsula Borough

  • Kodiak Island Borough

  • Lower Kuskokwim

  • Sitka Borough

  • Southeast Island

  • Southwest Region

  • Yukon-Koyukuk

For questions about school district pre-elementary grants, please contact Kristen Spencer at (907) 465-4862.


Alaska Early Childhood Coordinating Council


The Alaska Early Childhood Coordinating Council (AECCC) promotes positive development, improved health outcomes, and school readiness for children prenatal through age eight.  The AECCC is co-chaired by the commissioners of the Department of Health and Social Services and the Department of Education and Early Development and members include early childhood state staff, non-profit staff, trbial staff, parents, and early childhood educators.  The council meets quarterly. 

For more information, please go to the Alaska Early Childhood Coordinating Council website or email [email protected].


Early Learning Assessments


Alaska CLIMBS

DEED provides an online observation-based assessment tool to all public Alaskan Pre-Elementary Programs. The assessment is in alignment with Alaska’s Early Learning Guidelines.  The assessment data informs programs about each child’s growth as well as provides information about classroom, site, and program efficacy.   The state uses the data to document success of pre-elementary programs and informs statewide systems and services.    

  • Alaska CLIMBS Assurance Page (docx)

Alaska Developmental Profile (ADP)

The ADP is Alaska’s Kindergarten Entrance Assessment. It is an observation-based assessment tool used to identify, record, and summarize the skills and behaviors students demonstrate at the beginning of their kindergarten year.    DEED releases an annual report with this information. 

Alaska Developmental Profile (ADP) website

Frequently Asked Questions (FAQs)

For more information about Early Learning Assessments, please contact Supanika Ordonez at (907) 465-8707.


Early Childhood Programs


Head Start 

There are 15 Head Start Programs serving 3-5 year old children in the classroom setting in Alaska.  DEED provides funding to those programs through an equitable funding formula.

DEED also houses the Alaska Head Start Collaboration Office.   The Head Start Collaboration Office facilitates partnerships between Head Start agencies and state entities who provide services to children from low-income families.

For more information about Alaska’s Head Start programs, please click the link or contact Supanika Ordonez at (907) 465-8707.

Parents as

Teachers (PAT)

DEED collaborates with the Department of Health & Social Services Maternal Infant Early Childhood Home Visiting (MIECHV) Division to fund the Parents as Teachers program.  This program provides support for early learners (birth to 5) by empowering their caregivers through personal and group visits.  The following are the recipients of grants for the 2021-2022 school year:

Alaska Family Services

Kid’s Corp

RurAL CAP

SEA-AEYC

For more information about PAT, please contact Emily Urlacher at (907) 269-3405.

Early Childhood Resources

Information

♦  Alaska’s Early Learning Guidelines

♦  Licensed Child Care Facility Database

♦  Pre-Elementary Programs Database

♦  Reducing Early Childhood Exclusionary Practices in Alaska

Organizations

♦  All Alaska Pediatric Partnership (A2P2)

♦  Anchorage Association for the Education of Young Children (A-AEYC)

♦  Best Beginnings

♦  Home-Visiting Resource Network

♦  Northern Interior Alaska Association for the Education of Young Children (NIA-AEYC)

♦  Southeast Alaska Association for the Education of Young Children (SEA-AEYC)

♦  thread

 


“Such schools are comfortable and safe for everyone” – Picture of the Day – Kommersant

At the beginning of September, a discussion on the Russian Internet about the right of children with special needs to study in general education schools resumed. The reason was partly the message on social networks of the director of the charity fund “House with a lighthouse” Lida Moniava that her ward Kolya would go to a comprehensive school. Clinical psychologist Tatyana Morozova, expert of the Naked Heart Charitable Foundation, visiting professor at the Department of Child Neurology at the University of New Mexico (USA), told Kommersant special correspondent Olga Allenova, why children like Kolya need to study in general education schools and what this will give them and others.

Clinical psychologist Tatyana Morozova

Photo: Naked Heart Foundation

Clinical psychologist Tatyana Morozova

Photo: Naked Heart Foundation

“Until there are children like this in schools, inclusion will not happen” What is inclusion?

— Inclusion starts with acceptance. And probably, the conflict that we observed on social networks around Kolya’s admission to school is connected precisely with this – not everyone is ready to accept that special children can generally go to the street, to a hairdresser, to a cafe, somewhere else. Therefore, the first step in building inclusion is a change in minds. People need to accept that a person with special needs has exactly the same rights that all other people who develop in a typical way have. All special services, all special types of assistance will be meaningless if there is no acceptance that this is a person.

When society recognizes the right of such children to be near the rest, even if there are no special opportunities for such children in schools, this is already a good start. This is not yet inclusion, but already integration. And inclusion is the inclusion of a person with disabilities in the life of society while creating such conditions so that he has the same access to all services as the rest. Access to transport, cultural, educational and leisure institutions. And this already requires much greater changes in society – not only a willingness to accept, but also deeper professional knowledge. Because the presence of a ramp and a lift, the presence of specialists with diplomas does not mean that we understand the needs of people.

Integration, acceptance and humanity are not enough for true inclusion.

And this is where specialist knowledge, professionals and considerable resources are really needed. And they can not be taken from the ceiling. All over the world, the first attempts to include people with disabilities in the educational process, in leisure, in other areas of life began with the fact that such people were simply brought into society. It was difficult for them to participate in the life of society, because there was no special equipment, there was no possibility of access to buildings, there were no adequate support programs, but without this it was impossible to achieve the construction of the system. Gradually, more knowledge appeared, more people with disabilities began to live in society, and not in boarding schools. Scientists and specialists had to learn to understand the needs of these people, and they consist not only in the fact that a person is fed and clothed. It was necessary to understand how they can function in society and how society can interact with them. Understanding each other is already inclusion, this is a huge shift in society. In our country, this process is in its infancy, because special knowledge in this area still exists in some places.

— You spoke about the human right to be close to the rest of society. That inclusion starts with acceptance. That is, if today there are neither special teachers nor a special resource environment at the school, a child with a disability can still come there?

— Of course, because if the child does not come there, then there will be no inclusion. This precedent will not arise. But the presence of a child with special needs at school and even the presence of a ramp and specialists does not mean that the child will be able to be included.

— What should be at school for a child to be included?

— The first condition is legislation, and we have it in Russia. The current law on education implies that the child and his parents – and most often, when it comes to children with serious disabilities, these are the parents – have the right to choose any school near their home. When the choice has been made, special educational conditions for such a child should be created in this school, and after that, professionals with special knowledge should come.

– Where can I get them?

– The university system is trying, but, unfortunately, this is still at the level of conversations. But in Russia there are some organizations that have been training teachers for many years, they really succeed not only on paper.

— What are these organizations?

— Now there are many organizations that work with different categories of schoolchildren. If we talk about children with autism, then these are Naked Hearts, the Exit Foundation, Autism-Regions, and the Center for Autism Problems. The CLP legal group does a lot for the legal support of inclusion.

— Since the universities are not yet very effective in training teachers to work with special children in a general school, should the school authorities seek help from one of the public organizations that provide such training?

Yes. Because the issues of inclusion and education of a special child are still not the training of specialists in the classical sense, when someone gave a lecture, someone wrote it down, remembered it, can retell it, and everyone fled.

After all, the meaning of such training is that specialists at school can make sure that the child is not only in the same room with others, but also learns with them, communicates, and tries something new.

So that they change something together, adjust, study together. And this is really not fast and requires long-term cooperation with parents, with specialists who know how to do this, and with the school. But until such children appear in schools, inclusion will not happen.

— Let me clarify once again: any child with a disability, even with severe and multiple developmental disorders (SMND), can come to a general education school today, and not wait until something is created for him there?

— Nothing will be created at the school until this child comes there. Because the school cannot know in advance about children with cerebral palsy, children with autism, visual impairments, hearing impairments, learning difficulties, or children who eat or breathe with the help of special devices. And nowhere in the world does a school know all this in advance. But if a child comes to school with certain characteristics and needs, then the school should be provided with sufficiently large and intensive support from the resource center, the department of education or another organization, which must not only know how to teach such a child, but also be able to practice work with it and teach it to the school. This work will take a lot of time.

It is hard to imagine a specialist, even of the highest level, who is very well versed in advance in all the features of development and knows what children with a particular diagnosis need.

Each child is individual, specialists must see him, understand what he is in order to teach him and others to understand each other.

— That is, the school adapts to the child who comes to it?

— Yes, the whole school adjusts, starting with how the building looks, the classroom and what people at school know about these children and their needs. In Russia, a child with a serious disability goes to school with a special individual development program, in this program, experts write what his needs are, what, in fact, the conditions he needs. These programs are very different because children are all different. And the school, in accordance with this program, offers the child classes.

“He was born in this world, he has the right to live in it”

— Let’s take a child like Kolya, he has severe multiple developmental disorders, he spent 12 years in a boarding school and now lies all the time, he has frequent convulsions, and it is not very clear what he feels and how he understands this world. What can and should be taught to Kolya and what would the process of his learning look like in the right school?

— I don’t know Kolya, but if we talk about children with severe disabilities in general, then let’s start with the fact that a child should not lie down all the time, he should have special equipment, because a person with any impairment should lie down all the time not healthy. It is not good for breathing, for digestion, for eating. If the child is not in an upright position at all (not sitting or standing in special equipment), if his bones and joints are not loaded for a long time, this leads to serious difficulties, such as washing out calcium from the bones and increasing the risk of fractures. Therefore, the child should not just lie down. A positioning program should be developed for him, which clearly describes in what positions and with what equipment he needs to be during the day – for example, sitting in a wheelchair, standing in a stand.

What the child will be taught depends on the results of the assessment, which will be carried out by specialists. They will look at what he likes, what he can participate in, what he can enjoy, what he can do and what skills that are in the zone of proximal development need to be worked on.

Someone will be slowly taught to take food through the mouth, even if he is still eating through a gastrostomy, someone will be taught to communicate, for example, not by shouting, but in another way. It is very important to teach the child to express his basic desires so that others do not guess what he likes and what not.

And even for people with the most profound disabilities, it is possible to find a way of communication with which they can show their desires-unwillingnesses, refuse or ask, attract attention in order to communicate, or show that, on the contrary, they want peace and rest.

But the essence of the program is that the child will spend a certain part of the time with typical children. He will learn to simply live in society.

– I understand that part of the time a child with special needs can study separately, and part of the time with the rest of the class. Can you tell us how this part should look like, where everything is together? Let’s say a child with TMND came to school. What lessons will he be in with other children? How will it be taught in the classroom?

– As I said, it depends on the individual child. We need to understand how long he can feel comfortable in a large group of people, how many children are in the class. If we talk about some abstract child, then for some subjects he can come to a regular class, for example, to the world around him, when everyone talks about the existence of oceans, winds, and a child with special needs can learn to distinguish wet from warm. It can be music, it can be drawing, creativity or technology, labor lessons. And while the girls are cooking at the labor lesson, and the boys are hammering something, a child like Kolya will probably improve his self-service.

— Will there be an assistant or tutor sitting next to him who will help him do certain tasks in the general class?

— Yes, it is impossible without an escort.

— If a child with special needs in the general class anyway has his own, special, activities, then what is the point of his being there?

– He was born in this world, he has the right to live in it. To isolate him means to violate his basic rights. He was already isolated once, placed in a boarding school, where he lay in bed for 12 years and probably lost a lot of opportunities in his life. The hospice, where Kolya often visits, has good qualified people and there are many opportunities for children, but this is also an isolated place, and if children go to classes only there, they do not participate in society.

— If we are not talking about basic rights, not about building inclusion and its importance for society, but about each specific child, what does attending a general class give a specific child, if he or she is still studying separately for a significant part of the time? Some parents in social networks ask if it is better for such a child to study in a specialized school.

– If we are talking about children with severe and multiple developmental disorders, then in a regular school such a child will most likely be in a separate class, a small group, because he will solve his problems there.

But, since he lives in society, he will spend some of his time with others – both at recess, during school-wide events, and in individual lessons, if it suits him.

The teacher, who watches over the whole class, includes Kolya in the life of the class. And he plans a lesson for all the children and for a special child. Part of the assigned tasks will be performed by the tutor. You can turn on Kolya at the very beginning of classes so that the guys pay attention to him, say hello to him. Or, in the course of the lesson, approach Kolya and work with him, while the rest of the students are doing a written assignment. This is where the teacher, tutor, and other specialists need this special knowledge. And ordinary children can also see that Kolya is making progress in something, the teacher can discuss this with the class.

— Should this be the first thing to do?

— Yes, we should say to the class that such a child has come to us, his success depends on you and me. And with the parents of other children, the teacher should discuss this topic. How can we help Kolya? What did Kolya learn? In physical education classes, you can tell children: yes, Kolya, Petya or Vasya cannot run and jump, but he can hold his head a little longer, he can raise his hand or, perhaps, move it, and the guys can support him and rejoice at his small successes.

— Internet discussions ask the following questions: does a child with severe disabilities want to go to school? Will he be comfortable there? The decision is made by parents or guardians, but how do you know if the child himself wants to go there? What would you answer such questions?

– To understand if a child wants to go to this school, he needs to try. We know for sure that a child feels bad in a boarding school, simply because children with such disorders do not live there for long and there are generally not the conditions that a person needs. But in order to understand whether a child wants to study at this school and what to do so that he wants to and that he feels good there, we must evaluate his communication skills, understand how he can communicate, including showing whether he is comfortable or not.

“In the West, correctional schools are schools for juvenile delinquents”

— Ever since the education reform began in Russia, defectologists have been complaining that correctional schools have been destroyed in the country. Were they really destroyed? Do we need these schools in their Soviet form?

– I think that if a school can’t do its job and really teach a special child, then it’s not a very good school. Correctional schools in Russia are very different. Yes, there are several dozen correctional schools that have always taken special children and really tried to help because of the knowledge that they have. They work well even now. But in most of these schools, children from the social risk group always studied, when for various reasons the family could not properly help the child study, there was simply a simplified program. But “heavy” children were not taken there anyway. To think that any special school is ready to accept any child is as naive as to think that any ordinary school is ready to accept any child. In Russia, special education has several areas – there are schools, kindergartens for children with visual impairments, hearing, speech, intelligence, motor skills, and so on. There are experts on these same violations.

But in the case of a child with multiple disabilities, it often happens that he falls between specializations: in a school where they know how to develop communication and intelligence, there are no specialists who know how to properly seat a child who cannot sit up on his own, or that to do if he still does not use his sight.

The same applies to other types of schools. It turns out that a special school is not always ready to take into account the needs of a child with multiple disabilities, unless additional resources and knowledge are attracted.

— Are separate remedial schools generally needed, or is it still more correct to develop remedial education on the basis of a general education school?

– Let’s define the terminology. Correctional schools are such a Soviet name. In the West, special schools are schools for juvenile delinquents, and when we say that my child with Down syndrome or autism is being taught in a special school, people in the US or the UK open their eyes wide and ask, what did he do, Everyone However, speaking about the education of children with developmental disabilities or special educational needs, we now use the terms “special education”, “special schools”.

And then let’s talk about one more terminological problem. We are talking about inclusion, but at the same time, the specialty that is taught at a Russian university is called a “defectologist”. Recently, I even specifically checked the names of departments and faculties in Russian higher education. This is defectology and oligophrenopedagogy. The name itself, the focus on the “defect” is somehow not very compatible with inclusion. It is clear that people who have this education and work in this position are not at all guilty that they are called defectologists, but this must also change if we want to turn our faces towards people with special needs.

— What is it called in other countries?

– “Special Education”. We are not talking about a defect and its correction, because a defect is generally offensive, and “correction of a defect” implies that now we will “fix” the child, eliminate the defect and return the “correct” one. And if your “defect” is unremovable, then you are hopeless, and from here we had “untrainable children” in the USSR – they just couldn’t correct their feature, and they didn’t know how to teach them. All this is not about inclusion.

— Are there special schools in the US and other developed countries for children with severe developmental disabilities? And do parents have a choice between a regular school and a special one?

— The United States has an education law that gives a child the right to an educational environment with a minimum degree of restriction. Most special educational programs are implemented in general education schools. But there are also separate special schools, there are very few of them – one or two for the entire state. Basically, they work with teenagers with severe behavioral disorders that can cause some kind of physical harm either to themselves or to others. This is a very expensive education, which is paid from the regional or municipal budget. Therefore, most children with special needs study within the walls of a regular school according to their individual programs. How is the training going? Part of the lessons are held in small classes or groups in accordance with the needs and abilities of the child, and part of the lessons are held by children in the general class.

Usually the child is given a first try at a general education school. If the school did not cope with it, then it becomes necessary to transfer the child to a special school. In this case, the local department of education is obliged to pay for the education of this child in a special school.

And then the family may decide to move to a closer school. I have seen schools for children with multiple disabilities in the US, and there are families who are ready to move closer to such a school. Even within Moscow, taking a child to school for one and a half to two hours is difficult and unprofitable for him, and if it is three or four hours a day, then it is generally harmful. But it is always the choice of the family.

And yet, most American children with special needs go to regular schools, where unusual resources are drawn. For example, there are life skills classes. Programs are built in different ways, depending on funding. There are schools that have better resources. There are schools that are worse, and then everyone is worse there – both typically developing and children with special needs.

In addition, one-story schools with an accessible environment are being built in the USA. In our cities, schools are often built in such a way that the gym is on the fourth floor, and the dining room is in the basement, and wheelchair access to these rooms is sometimes limited. When the school is one-story, it is much easier to organize everything there, and besides, it is good from the point of view of fire safety.

“The question of wanting or not wanting to go to school should not be a question at all”

— Now many parents in social networks ask the question why is it necessary for an ordinary school and ordinary children and whether teaching a child with special needs in a general class will take time from other children.

— If we say that a child is being taken away from time, this is no longer inclusion. Because inclusion makes it possible for every child with any need to realize their needs, and not just for children with disabilities.

Research shows that if there really is inclusion in a school, then it is good for any children, both typically developing and those with special needs. And no one is trying to bite off a piece of the pie. When we talk about inclusion, we are not talking about the fact that the whole class is engaged in English grammar, and a child with severe disabilities is simply present in the class with a nanny and does nothing – this is not inclusion.

At this time, he must also do something, learn something – to the extent that is available to him.

— What does inclusion give to normotypical children?

– Many things, such as understanding that people are different, everyone has strengths and weaknesses and the world is quite diverse and different points of view should be accepted. It also allows the normotypical child to understand that he himself can help a particular person.

— What to do if the school tells parents that it does not have the opportunity to accept and teach a child with special needs, because there are no teachers and knowledge? What if other parents do not want a special child in the class with their children? Will it not turn out that this special child will take on all the negativity from the school?

— It seems to me that the question of wanting or not wanting a school shouldn’t be raised at all. Actually, there is a law. If someone is not interested and does not want to provide the very special conditions that the child is entitled to, then this is a violation of the law.

Yes, inclusion requires a lot of resources, it is not only to build an elevator, but there are resources in the country. The money that the state spends on keeping a child in a boarding school is quite comparable to what this child should have received at school and at home. For some, it is special equipment, or specially selected tasks, or the ability to use a communicator instead of answering verbally, or both.

And someone does not need special equipment, but he must have a special organization of the environment, because he needs a place where he will sit in silence and rest, or a place where a teacher will work with him separately.

It is important for someone to cope with behavioral difficulties or learn to work in a group. Someone needs an individual tutor or assistant, and someone is ready to study in a group or in a regular class. In any case, the state spends money on this person, and I would like them to be spent more adequately.

— Is it possible that, for example, in the USA, parents say that they are against teaching a special child in a class with their children? How will the school react to this?

— It’s hard for me to imagine that people who were born and raised in an inclusive society can be against another person exercising their constitutional rights. It’s the same as if I were against someone breathing, drinking water, receiving medical care.

It’s another matter if a child really gets in the way, and other children don’t get enough knowledge in the classroom, this means that something is wrong with inclusion: either there aren’t enough people, or they don’t have enough qualifications.

So, you need to understand what is missing in the learning process. This applies to any child: if an ordinary child lacks the attention of parents or he cannot master basic programs, then something needs to be changed in his life and environment.

— In materials about inclusive experiences in Western schools, I read that there is no bullying in such schools. This is true?

– That’s true.

— What is the reason for this?

– Schools that think about the needs of children, schools that are ready to adapt to the child, schools where there is trust and where there are enough resources, where teachers are better educated and organized, where they understand more about each child, where they have support from specialists — such schools are comfortable and safe for everyone.

In such a school it will be easier to study for a typical child, a difficult teenager, an adopted child, a child experiencing some kind of family drama, and a child with special needs. A simple analogy: in a house where there is enough food, children do not steal food and do not fight over food, because they have it.

Such a school requires a lot of resources and knowledge, but this investment will fully pay off in the future.

“To take a child from an orphanage and send him to a kindergarten the next day is a wrong step” to get used to the new environment and feel safe?

— Indeed, it is very important for a child who gets into a family to get used to it, and a family needs to get used to a child. And the younger the child, the longer he needs to be with a limited number of people, the same is true for children in the biological family. Basically, if we are talking about small children up to two or three years old, then it is advisable for a child to spend at least a few months with close adults at home, initially limiting the number of contacts with strangers. It has to do with the formation of attachment. But attachment to loved ones is formed in any child of any age.

Taking a child from an orphanage and sending him to kindergarten or school the next day is a wrong step. Even if this is a typically developing child, it takes time for people to get used to each other and for the carer, foster parent, adopter to understand this child, and the child understands where he is, that he is important to his loved ones and his environment is safe. But this cannot go on for years, and it cannot be said that a child with severe disabilities needs a year or five years of getting used to.

If we are talking about Kolya, then this is a 12-year-old boy who has been living in a family for half a year, and I hope that during this time his relationship with his guardian was established and this time was enough for getting used to. Kolya, judging by the photos on social networks, has changed a lot, put on weight, he does not look scared – these are all indicators of good adaptation.

— Example: a three-year-old child came to the family, stayed at home for two or three months, then went to the garden. This is fine? Or another example: a ten-year-old child ends up in a family in the middle of the school year. Can’t he go to school?

– Again, there is no general rule. We don’t know what happened to this or that child. It is possible that the child had a severe emotional trauma, he was subjected to violence, humiliation, and he will need more time to get used to the new home and to cope with the difficulties experienced. Often, specialists are needed to cope with difficulties. But this does not mean that he has no right to go out. If we are talking about an adult child who goes to school, then for some time he still needs to stay at home with his parents in order to get used to it, but if this happened in the middle of the school year, then wait until the next school year starts, probably , not worth it. It is strange to keep each child at home for six months or a year, including depriving him of the needs associated with the peculiarities of age, because the older the child, the more important peers are for him.

Primary school in three or four years: what kind of children it is useful for

Igor Zarembo/RIA Novosti

Some schools have been recruiting classes for “effective “primary” for the second year already. The experiment is not particularly advertised, but there is information for parents on the schools’ websites. They won’t just enroll in a three-year class – you have to pass a selection. So, what is the difference between the “beginning” for three years instead of four? The main differences are in the first year of study. Students must complete the first grade material by December, and from January to May – the second grade material class

Irina Shapovalenko, Head of the Department of Developmental Psychology named after Professor L.F. Obukhova, the Faculty of Educational Psychology of the Moscow State Psychological and Pedagogical University, told RG: “The very idea of ​​shortened, accelerated education in elementary school does not cause me rejection. be useful three-year “starter”?0007

Most likely, these are children who are quite intellectually developed, as if they are quite capable of starting school according to their mental abilities, but having difficulties of various kinds. For example, a child is hyperactive, with difficulty concentrating. Or children are anxious, sensitive, vulnerable, having difficulty in communicating with their peers. Or children who are physically weak, often sick. They get a chance to spend extra time in kindergarten, to overcome some of their weaknesses in the freer atmosphere of preschool classes (especially since the period from 6 to 7 years is very important in terms of brain maturation). And then go to school on a three-year program.

In this case, their parents will be less worried that the smart, but having some difficulties, the child will “sit out”, be late compared to peers … At the same time, the four-year primary school program has its advantages, which allow most children to pace, relying on their own strength to learn the necessary content. What worries me about the implementation of the three-year model, “reduced” or “accelerated” “beginning”? Have new programs been developed? Will it not turn out that the four-year program will be mechanically squeezed into three years? If some classes are moving to three years of study, then the school should have programs for both four and three years of study. You cannot just throw out some sections or cut time, the content of the training must be thought out and restructured. Yes, and textbooks must be brought into line with the new conditions, but has this been done?

Three pieces of advice from Irina Shapovalenko to parents of future first-graders:

1. Under no circumstances should you try to send your child to a three-year primary school program “for the sake of reducing time” or for reasons of prestige. If your child, according to teachers, is not ready to study for three years instead of the usual four, this does not mean at all that he will be less successful than others.

2. It is not worth wasting energy on coaching a child to successfully pass the entrance test at any cost – force him to learn numbers and letters, slip prescriptions. This can only hurt and push the child away from school, cause disgust for the very process of learning.

3. Please note that if a child already knows how to read, has numeracy skills, this does not mean that everything is absolutely in order with “school maturity”. There is a concept of psychological readiness for school. The child must be positively disposed towards school, motivated for this important stage, perceive the teacher, accept the task, be able to get involved in the common work… For all children, this readiness is formed at different times, and not without the participation of interested and caring parents!

What parents need to know about the three-year “starting school”

With a three-year education, a foreign language for children will begin in the first year of study, and homework, too. While in ordinary classes there are no homework assignments in the first year of study, and a foreign language is taught only from the second year of study, in the second grade. If in the usual “start” the mandatory load is 21 hours, then in the accelerated – 23 hours.

December – April – independent diagnostics. Didn’t get diagnosed? As stated in the documents, “in case of unsatisfactory results of independent diagnostics or non-liquidation of academic debt within the time frame set by the school, the number of years for mastering the educational program may be increased to the figure approved in the standard. ” What this will look like in practice is not clear. It turns out that a first-grader, apparently, should be transferred, say, from 1 A, who studies according to an accelerated program, to 1 B, if he goes according to the usual one. And if the whole parallel at school has switched to an “effective “starter”, go to another school? Or switch to individual or home schooling? What if, following the results of the diagnostics, 5-10 students had to be transferred to other classes? In 5 A there will be 25 students , and in 5 B – only 15? If a whole year is deducted from primary school, then fewer teachers are needed. Let it be 1-2-3 teachers, but they will have to be fired?

There are other questions. The main task of accelerated learning is to support motivated children who are very well prepared for school. Yes, there are children who read and write from the age of 4, know the basics of phonetics and know what a phraseological phrase is. But such units! Here are the reviews of parents about what is changing in the accelerated beginning: “copybooks and the alphabet are shrinking, increased homework”, “mathematics is galloping across Europe”, “since January the main thing is English and the multiplication table, and English textbooks are designed for those who already knows how to read and write decently and the study lasts not half a year, but a year.

What should a first-grader in an accelerated school know and be able to do by December? (example of diagnostic work of the MCCS)

Russian language

1. Mark words with a consonant sound at the beginning (berry, iris, nut, peony, ear) 2. Mark the word in which the second syllable is stressed (skirt, luck, mouse, pies) 3. Mark the line where all the words answer the question “what?”

– written, cook, kind – white, red, blush – pencils, toys, houses – colored, soft, school

Mathematics

1. Kolya had 5 books on the shelf and 7 books in the cupboard. How many books did Kolya have in total? 2. There were three apples, 7 sweets and 5 pears on the table. How many fruits were on the table? Write down the solution and the answer. 3. Look at the picture (there is a ruler with two segments marked in different colors). Which question needs to be subtracted to answer? Mark the correct answer. By how many centimeters is the length of the lower segment greater than the length of the upper segment? What is the length of the top section? What is the length of the two segments? How to find the length of each segment?

Reading

Read the text and do the tasks (there are eight of them)

During the break at the animal school, first-graders began to get acquainted. They said where they live, what they love. “I live in the field,” said the Rabbit. – Most of all I love my mother and carrots. – My apartment is on a palm tree, – said the Monkey. And I really like bananas. Then the Elephant and the Hedgehog spoke. Only the Kangaroo was silent, as if he had taken water in his mouth. – Where do you live? asked Rabbit. – Are you homeless? – Not homeless. I live with my mother in a bag … – the Kangaroo was offended. – In the bag? – the Elephant was surprised. – And when your mother jumps and jumps, do you also sit there? – Of course. I sleep in this bag, – answered the Kangaroo. “So you live in a jumping house!” – the Hedgehog was delighted.

Tasks, for example:

Mark the book that is most suitable for the read text (poems, fairy tales, stories, songs).

Choose the most accurate title of the text. (“In the Forest”, “Jumping House”, “Change”, “Animal Talk”).

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Alexander Gazetdinov

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Great site. Intuitive. Loading is fast, albeit with a beautiful animation in the background. The “student ranking” section provides an incentive to compete. In the tests, the choice of pictures “Like in the traffic police” was successfully made. I would also like to note my own st…

Shishinova Natalia

Vkontakte page

It is very convenient to use the learning portal. All information is available. Videos are instructive. There is always the opportunity to repeat the topics covered and also to fix them. At any time and in any place, you can solve tests, thereby improving knowledge. There are sti…

Eftodi Yuriy

Vkontakte page

I was very pleased that there are many training programs in the “Professional” driving school, for example, distance learning, thanks to him I chose this particular driving school. I really like the interactive training system “ISO Proftech”! Even my three-year-old son and wife, who received a driver’s license a long time ago, watch video lessons with great interest. The testing system is provided to choose from, and there are statistics where you can see your mistakes and where you need to “push”. In general, I recommend it to everyone, you can put a solid five in absolutely all positions.

Maryam Idiyatullina

Vkontakte page

ISO proftech is the best thing that could be thought of at the moment, one might even say close to perfection, especially when there is no desire to drag around all the time in the evenings to take another lesson, because it takes time, to go there, to come back. And in our case, I allocated 1-2 hours of classes per day and finished no more than a month and a half later. If desired, even earlier. Then you just repeat.

The site is very convenient. Location of icons In order and clear.
There is everything: theory, and a visual video, and a manual, and most importantly, consolidating the knowledge gained – tests, tests.
I wanted to repeat all the rules, I opened the tests arranged in the order I like and conveniently and went through everything in a couple of hours, I’m ready for the exam

Rating, levels and points can also serve as a motivator for someone.

Of course, the network has everything, but the bottom line is that in ISO this business is all streamlined, systematized, collected. And you don’t need to waste time searching, in which you can even turn to some site, article.

Clearly according to plan, I sat down to study, went on to do my own business.

If someone wants to study law, then this is an ideal option for passing the theory.
Served on a silver platter, just swallow.

There were no comments, nothing hung, it didn’t seem to throw back anywhere, but at the expense of the fact that we went through one topic, and there are questions from a new topic in it, on the contrary, it’s good, when going through that very new topic, you are already familiar with it and you just fix this question in your memory and you already understand what it is about.

In general, prosperity and well-being to the creators of the site and ISO proftech itself, so that it is good. Everything is clear, specific, laid out on shelves, convenient

Andrey Andre Slepko

Vkontakte page

Last month I got acquainted with this system and the impressions are extremely positive.
The material is presented in various forms, so that you can learn it in a convenient and familiar way. There are also traffic rules themselves as they are in the documents (well, this is probably everywhere) and there is additional material for them on each topic; tutorials in the form of presentations with pictures and comments, some explanations; video materials, for those who are too lazy or uncomfortable to read.

Personally, it was convenient for me to study material from presentations. So I went through the topics as quickly as possible, and then, if I made a mistake in the tests, I immediately read excerpts from the traffic rules that appear under the test after the answer. Thus, all the gaps in my knowledge were immediately filled.

We wrote above that there are questions, the answers to which are given only in subsequent topics. Personally, I do not consider this a minus, but rather a plus. Before that, I studied some material where this approach was used intentionally. When you get a question that you don’t know the answer to, you have to think about it. And then you no longer just perform the task of “remember – answer”, but you begin to think and understand. And when the answer to this question is found in the next material, then it is already familiar to you and you will definitely remember it and even understand what, why and how. Of course, if such a goal was not set here, then this can be corrected. But there is also such an approach. Such moments met several times, but I do not see anything wrong with it. Yes, I failed the test the first time. But you solve it again and the material will be deposited in your head better.
Also, in addition to the main tests on topics, there are additional tests. Including a huge test containing all the questions and the tickets themselves as in the traffic police.
The section with questions on which mistakes were made is very useful, bold + for this.
And, of course, it’s good that they got confused, albeit with a simple level system and rating. This also motivates to some extent to take tests more often, reinforcing knowledge.
In general, I was satisfied and will definitely recommend to friends and acquaintances!

Valieva Victoria

Vkontakte page

Tomorrow is an exam in the traffic police .., and you know what? I am completely calm, tk. thanks to your site, well prepared! Thank you very much to the whole team that organized such a system of training traffic rules! I won’t be a teapot on the roads, I promise! 🙂

Bukataru Andrew

Vkontakte page

Well, what can you say about this program? It is, of course, new and made a little differently than those that can be found in the play store, but despite this, it does not differ in its complexity. In principle, it takes a couple of minutes to figure it out! Personally, I liked it because it has everything. Not only theory and tickets, but also video tutorials and notes on traffic rules, in which everything is explained in an accessible way. In fact, you no longer need to google some additional information, it has everything in order to pass the exams !!! So I advise!!!!!!

Natalya Shangina

Odnoklassniki page

I really liked the systematic training, it’s convenient, understandable, there are videos, and tests are just cool, you can immediately evaluate your knowledge yourself!

Savrasova Olga

Vkontakte page

Great system for learning theory! I really liked the possibility of choosing tests both by topic, and by tickets and by classes in a driving school.
Notes of classes were also useful – you can always look if you forgot some information. And, of course, statistics in a visual form helps to monitor your results and strive for the best! I recommend!

Alexander Gazetdinov

Vkontakte page

Great site. Intuitive. Loading is fast, albeit with a beautiful animation in the background. The “student ranking” section provides an incentive to compete. In the tests, the choice of pictures “Like in the traffic police” was successfully made. I would also like to note my own statistics, in which you can see your wrong answers by topic and learn them. In general, during the training, no problems with the site were found, no shortcomings were found. Thank you!

Shishinova Natalia

Vkontakte page

It is very convenient to use the learning portal.