Tests for children with disabilities psychologist. Topic: “Methods of psychological and pedagogical diagnostics of children with disabilities. Word formation skills - points

Topic: "Methods of psychological and pedagogical diagnosis of children with disabilities"

1. Methods of psychological and pedagogical study of children with disabilities;

2. Characteristics and classification of psychodiagnostic methods;

3. Neuropsychological diagnosis of the causes of school failure.

4. Diagnostics of the cognitive sphere of schoolchildren with disabilities: perception, attention, memory, thinking, imagination, the state of oral and written speech;

5. Diagnosis of personality traits of children with disabilities;

6. Diagnostics of the emotional-volitional sphere of schoolchildren;

7. Diagnosis of the formation of educational activities of children with disabilities.

In a full-fledged diagnostic examination, a harmonious combination of both methods is necessary.

I.P. test Pavlova

Numerous data on the functional specialization of the cerebral hemispheres make it possible to correlate Pavlov's concept of two signaling systems with the peculiarities of the work of the hemispheres and the "distribution" of roles that exists in their joint activity. A prerequisite for diagnosing children is their ability to read. Testing is recommended to be done individually.

Instruction: Arrange three cards into three groups so that each group has something in common.

visual material: nine cards; one word is written on each: “crucian”, “eagle”, “sheep”, “feathers”, “scales”, “wool”, “fly”, “swim”, “run”.

Evaluation of results

1st option:

a) "carp", "eagle", "sheep";

b) "run", "swim", "fly";

c) "wool", "feathers", "scales".

In this variant, common essential features are highlighted. The second signal system predominates. Thinking type. Logical thinking. Dominance of the left hemisphere.

2nd option:

a) "crucian carp", "swim", "scales";

b) "eagle", "fly", "feathers";

c) "sheep", "run", "wool".

Here, objects and phenomena are summarized according to their functional characteristics. The first signal system prevails, the artistic type, imaginative thinking, the dominance of the right hemisphere, the synthesis of a holistic image.

3rd option:

simultaneous execution of the 1st and 2nd test options. Mixed type.

Technique for identifying the correlation of signal systems K.A. Klimov.

The subjects are presented with nine different pairs of circles of the same size, in one case - with verbal, and in the other - with color designations (pink, blue, red, green, yellow, etc.). Exposure time - 30 seconds. They are invited to remember the presented pairs of stimuli. After presenting circles with verbal designations, the subjects must write (say) what they remember (function of the left hemisphere). After showing the colored circles, the subjects must arrange them in the presented combination (function of the right hemisphere).

The number of correctly reproduced verbal and color pairs of stimuli is counted. An indicator of the ratio of signal systems is the ratio of the values of the memorized color and word pairs (K).

K \u003d A / B, where A is the number of pairs of colored circles; B - the number of pairs of circles with the verbal designation of the word. The predominance of the first signaling system (dominance of the right hemisphere) is present if K > 1.05. The predominance of the second signaling system (dominance of the left hemisphere) is present if K< 0,95.Смешанный тип (равнополушарность), если К = 0,96- 1,04.

Diagnostic material for examination

2nd grade students

Grocery Tour Guide

confectionery

Metropolitan Waterworks

Glazier Regulator

Librarian Shipbuilding

Pa-ba-pa-ba Cha-cha-cha

Dy-you-doo Ru-lu-lu-ru

Ga-ka-ha Za-zha-za-zha

Sa-sha-sa So-so-sho-so

Sha-sha-sha Jo-sho-sho-jo

at the elephant cubs- in a dog

at the camel - at the pig -

at the deer - at the horse -

at the badger - at the cow -

at the donkey - at the sheep -

· :

blueberry jam - cardboard box -

silver spoon - brick house -

silk dress suede jacket

millet porridge - plum juice -

tiled roof - aluminum cookware -

· :

a man is called for courage

a man for honesty is called-

if it snows during the day, then the day

if it rains during the day, then the day

if the wind blows, then the day

· :

bird's beak

rabbit muzzle

horse's tail

shark teeth-

body of a cow

pear, grandmother, granddaughter, giving

car, by, go, road

Sweater, put on, woolen, Lena, warm,

Dad, interesting, watch, magazines, in the evening

· Verification of proposals:

The sun is illuminated by the earth.

The dog went into the booth.

The bird flies high under the forest.

An airplane is flying across the sky.

There are colored pencils on the table.

· Use of prepositions:

A seagull flies ... with water.

Trees rustle ... winds.

The last leaves fall .. birches.

The car stopped .. the entrance.

The boy hid .. by a tree.

· Completion of sentences:

Sergey came home late from school because….

The girl was hungry though…..

The long-awaited winter holidays have arrived.

Determine the number of syllables in words: complaint, raspberry;

Determine the number of sounds in the words: cat, cabin;

Name the 3rd syllable in the word raspberry;

Name the 6th sound in the word runner;

Name the 3rd sound in the word carpenter;

name the sound in the word holiday standing after the sound p;

· Retelling of the text.

3rd grade students

(adapted version of the methodology of Fotekova T.A., Akhutina T.V.)

1. Study of the syllabic structure of the word:

Baseball cap volleyball player

Tractor driver jumped

transport librarian

plumber air flight

Ten-story programmer

2. Phonemic perception:

Pa-ba-pa-pa Cha-cha-cha-cha

Doo-doo-doo-tu Ru-lu-roo-lu-roo

Ha-ka-ka-ha Za-zha-za-zha

Sa-sha-sa-sa So-so-sho-so

scha-scha-scha-scha Jo-jo-sho-jo

3. Study of word formation skills:

· formation of nouns in a suffixal way:

rabbit cubs- in a dog

at the tiger - at the pig -

at the frog - at the horse -

at the badger - at the cow -

at the squirrel - at the sheep -

· formation of relative adjectives:

pear jam - salad with meat -

rowanberry jam - chicken salad -

raspberry jam - maple leaf -

porcelain doll - birch leaf -

tiled roof - pottery made of clay -

· formation of quality adjectives:

a person is called for kindness -

a person is called for tenderness -

if the day is cold, then the day is

if the day is warm, then the day

if the wind blows, then the day

· formation of possessive adjectives:

badger muzzle

camel muzzle

bull's tail

sparrow's head

body of a crane

4. Study of the grammatical structure of speech:

· Word agreement in sentences:

librarian, lend out, books

Dog, booth, about, lie

Lena, cat, milk, pour, fresh

Grandson, grandmother, felt-tip pens, buy, colorful

· Verification of proposals:

The car drove into the garage.

Planes are flying in the sky.

Snowman made boy.

The plane flies high under the houses.

A hare sits well under a bush.

· Use of prepositions:

The pencil rolled up .... the table.

The girl came out .... the entrance.

Children walked ... ... at home.

Grandmother got a headache…..heat.

Soup is poured ... plates.

· Completion of sentences:

Lena got dirty in the yard because….

Sergei caught a cold, although ... ..

· Changing nouns by numbers and cases:

Games "One-many", "Many things"

5. Study of language analysis skills:

Determine the number of words in the sentence:

The boy did a difficult homework.

Name the 3rd word in the sentence;

Determine the number of syllables in words: cubes, planes;

Determine the number of sounds in the words: bank, cow;

Name the 3rd syllable in the word airplanes;

Name the 5th sound in the word banker;

Name 3 sounds in the word cow;

name the sound in the word machine standing after the sound with;

6. Study of coherent speech:

Drawing up a story based on a series of plot pictures;
Text retelling.

Diagnostic material for the examination of students in grades 4 (beginning of the year) (adapted version of the methodology Fotekova T.A., Akhutina T.V.)

1. Study of the syllabic structure of the word:

Bread slicer

Vegetable Store Librarian Parachuting

Structure

2. Phonemic perception:

Pa-ba-pa-pa Cha-cha-cha-cha

Dy-you-dy-you Ru-lu-lu-ru

Ha-ka-ka-ha Za-zha-za-zha

Sa-sha-sa-sa So-so-sho-so

Sha-sha-sha-sha Jo-sho-jo-jo

3. Study of word formation skills:

· formation of nouns in a suffixal way:

the deer has cubs - the chipmunk has -

at the lion - at the pig -

the chicken has chicks - the horse has -

at the dove - at the cow -

at the camel - at the sheep -

· formation of relative adjectives:

cast iron pan - pomegranate juice -

granite slab - satin jacket -

ware from copper - a plate from marble -

millet porridge - flannel shirt -

lingonberry juice - bean soup -

· formation of quality adjectives:

a person for sensitivity is called -

a person is called for rudeness -

if the sun is in the afternoon, then the day is

if it snows during the day, then the day -

if the wind blows, then the day

· formation of possessive adjectives:

squirrel paws

stellate sturgeon muzzle

badger's tail

crow's head

monkey's body

4. Study of the grammatical structure of speech:

· Word agreement in sentences:

Dasha, doll, dress, sew;

Seller, products, buyer, sell;

Forest, lumberjack, firewood, in, chop;

Bird, nest, roof, twist, on;

Village, children, in, let's go, holidays, on.

· Verification of proposals:

Mom cook delicious soup.

The bus pulled up to a stop.

The children ran out for a walk from the yard.

Birds flew under our house.

Grandfather bought purple scarves for his grandchildren.

· Use of prepositions:

The boat sailed…. coast.

The student answered ... boards.

Oleg looked out ... the corner.

The train was approaching.. the station.

The children ran out ... of the canopy.

· Completion of sentences:

The children will go south in the summer if….

The children will come to school when….

· Changing nouns by numbers and cases:

Games "One-many", "A lot of what?"

5. Study of language analysis skills:

Determine the number of words in the sentence:

The car sped along the freeway.

Name 5 words in the sentence;

Determine the number of syllables in the words: strawberry, badger;

Determine the number of sounds in words: portrait, monument;

Name the 3rd syllable in the word waffle;

Name the 5th sound in the word chocolate;

Name 3 sounds in the word waffle;

Name the sound in the word coach after the sound t;

6. Connected Speech Research:

Drawing up a story based on a series of plot pictures;
Text retelling.

Grade

3 points - accurate and correct reproduction at the pace of presentation;

2 points - tense or slow playback;

1 - assimilation of syllables with self-correction;

0 - assimilation, distortion, reduction in the number of syllables or refusal.

Maximum score for this task is 30 points.

3. Study of word formation skills:

a) Naming baby animals

Grade

3 points - correct form;

1 - a form that is available in the language, but not used in this context ("chanterelles", "lambs" instead of "foxes", "lambs", etc.);

Maximum rating for the task is 30 points.

b) Formation of relative adjectives

Grade

3 points - correct form;

2 - self-correction or correction after stimulating assistance;

1 - a form available in the language, but not used in this context (creamy jam);

0 - incorrect form of the word or refusal to name.
Maximum rating for the task is 30 points.

c) Formation of quality adjectives

Grade

3 points - correct form;

2 - self-correction or correction after stimulating assistance;

1 - a form available in the language, but not used in this context (rain, wind);

Maximum score-15 .

d) Formation of possessive adjectives

Grade

3 points - correct form;

2 - self-correction;

0 - incorrect form of the word or failure.

Maximum score- 15 .

The maximum score for the entire series is 90 points.

4. Study of the grammatical structure of speech (inflection skills):

a) Compilation of sentences from words in the initial form

Grade

2 - incorrect word order, omission of one member of the sentence, use of help in the form of one question;

1 - non-rough agrammatisms, omission of several members of the sentence, the need for detailed assistance in the form of several questions;

0 - gross agrammatisms, a combination of several errors from the previous paragraphs.

Maximum rating is equal to 15 points.

b) Verification of proposals

Grammar Structuring Assessment

3 points - correct execution;

2 - the use of stimulating assistance in identifying or correcting an error;

1 - an error was detected, but not corrected, or corrected with grammatical errors or simplification of the sentence structure;

0 - no error detected.

Maximum rating for the task 15 points.

c) Supplementing the sentence with prepositions

Grade

3 points - correct execution;

2 - self-correction:

1 - correction after stimulating assistance ("think again");

O - incorrect execution even after help or refusal.

Maximum score for the whole task 15.

d) Sentence completion

Grade

15 points - both sentences are completed correctly;

10 - independent and correct completion of one of the proposals, the use of stimulating assistance when working with the second;

5 - correct completion of only one sentence or the presence of grammatical errors in one or both sentences;

0 - Incorrect completion of both sentences or failure to complete.

i) Plural formation of nouns in the nominative and genitive cases

Grade

3 points - correctly formed form;

2 - self-correction;

1 - correction after stimulating assistance;

0 - incorrect word form or failure.

Maximum score equals 30.

Maximum score for the entire block: 90 points

5. Study of language analysis skills:

Grade

3 points - correct answer;

2 - self-correction;

1 - correct answer after stimulating help ("wrong, think again");

0 - wrong answer after stimulating assistance.

You can separately analyze the results of the first five tests, which allow you to judge the formation of the language analysis, and the last five tests, checking the sound analysis.

Maximum score for the series 30.

6. Study of coherent speech:

a) Drawing up a story based on a series of four plot pictures

Instruction: put these pictures in order and make up a story.

The criterion of semantic adequacy and independence of implementation

15 points - the pictures are laid out independently and correctly, the meaning of what is happening is correctly conveyed in the story;

10 - the use of stimulating help when laying out pictures, or when understanding the meaning of what is happening, or at both stages;

5 - when laying out the pictures or interpreting what is happening, detailed help was needed in the form of leading questions, or, with correctly laid out pictures, one's own interpretation of events was given;

0 - the impossibility of an adequate understanding of what is happening even when providing the second type of assistance.

15 points - the story contains all the main semantic units in the correct sequence, there are links between them, there are no difficulties in switching;

10 - the omission of individual semantic links, or the absence of connecting elements, or unjustified repetitions of the same type, simplified connecting elements;

5 - a pronounced tendency to text fragmentation, enumeration of details, events without a generalizing storyline, repeated repetitions of words, grammatical structures, or the presence of unproductive words, or a combination of several errors from the previous paragraph;

0 - the impossibility of independent construction of a coherent text.

15 points - the story is grammatically correct using complex and varied grammatical structures;

10 points - the story is grammatically correct, but monotonous or there are violations of word order;

5 points - there are single non-rough agrammatisms or paragrammatisms (non-compliance with grammatical obligations);

0 points - multiple agrammatisms.

15 points - adequate use of verbal means;

10 - long search for words with actualization of unproductive vocabulary or single close verbal substitutions;

5 - pronounced poverty of the dictionary, repeated verbal substitutions (semantically close), distortion of the sound structure of words;

Total score is made up of marks for all four criteria and, with the most successful execution, is equal to 60.

b) Retelling of the text

Criteria for semantic adequacy and independence of implementation

15 points - correct and independent retelling, correct understanding of the meaning of what is happening;

10 - an inaccurate description of the situation with correct answers to questions indicating an understanding of the hidden meaning, or a correct and complete description of the situation with an understanding of the meaning after clarifying questions;

5 - correct description of the situation with a literal understanding of the meaning of the story, even after clarifying questions;

0 - distortion of the situation during retelling, inadequate interpretation of the meaning, even in conditions of assistance.

Criteria for the possibility of text programming

15 points - the retelling contains all the main semantic links in the correct sequence, there are connections between them, there are no difficulties in switching;

10 - the omission of individual semantic links or the absence of connecting links, or unjustified repetitions of the same type of connecting elements;

5 - a tendency to text fragmentation, to enumeration of events without a generalizing storyline, unreasonable repeated repetitions of words or grammatical structures (stereotypical design), the need for leading questions to build a text, or a combination of several errors from the previous paragraph;

0 - the impossibility of building a coherent text even in the conditions of help in the form of questions.

Grammar Criteria

15 points - the retelling is grammatically correct using complex and diverse grammatical structures;

10 - the retelling is grammatically correct, but monotonous, or there are violations of word order;

5 - there are single non-rough agrammatisms or paragrammatisms (non-compliance with grammatical obligations);

0 - multiple agrammatisms.

Criteria for lexical design

15 points - adequate use of verbal means; 10 - search for words using unproductive vocabulary or single close verbal substitutions;

5 - pronounced poverty of the dictionary, repeated verbal substitutions (semantically close), distortion of the sound composition of the word (knocked out instead of "kicked out", primrose instead of "accepted", etc.);

0 - distant verbal paraphasias, inadequate use of verbal means. Total score for the task with the most successful execution is equal to 60.

Maximum rating for the entire series 120 points.

We propose to record the calculated points in the protocol of the results of pedagogical diagnostics.

Diagnosis of speech development

Ebbinghaus method.

The technique is used to identify the level of development of speech, the productivity of associations.
Instruction:"Fill in the missing words."

Instruction: "Dot it".

Analysis of results: The speed of finding and the productivity of associations are fixed.

A technique for studying the possibility of comprehending a situation based on auditory or visual perception (understanding the explicit and hidden meaning, linking details into a single whole).

This technique is used to determine the level of development of understanding of grammatical structures.

Exercise 1.

1. "Listen to what I will read to you and tell."
2. "Read and retell."

Jackdaw and dove.

The jackdaw heard that the pigeons were well fed, turned white and flew into the dovecote. The pigeons accepted her as their own, fed her, but the jackdaw could not resist and croaked like a tick. Then the pigeons chased her away. She returned to the jackdaws, but they also did not accept her.

Ant and dove.

The ant wanted to get drunk and went down to the stream. A wave swept over him, and he began to sink. A dove flying past noticed this and threw a branch into the stream. An ant climbed this branch and escaped. The next day, the ant saw that the hunter wanted to go and catch the dove in a net. It crawled up to him and bit him on the leg. The hunter screamed in pain, dropped the net. The dove fluttered and flew away.

Smart jackdaw.

The jackdaw wanted to drink. There was a jug of water in the yard, and the jug only had water at the bottom. Jackdaw could not be reached. She began to throw pebbles into the jug and threw in so many that it became possible to drink.

Most beautiful.

The owl flew. Other birds flew towards her. The owl asked:
- Have you seen my chicks?

And what are they?

Most beautiful!

Analysis of results: taking into account the understanding of the sequence of events,

general and hidden meaning.

Task 2.

Turning to the child, the teacher says: "Listen carefully. I will name several words. Make several sentences from each set (one sentence). If necessary, change these words or add one or more words to the set."

Word sets:

1. Girl, album, drawing.

2. Child, cup, milk.

3. From, cells, siskin.

4. Sasha, skiing, riding, on.

Evaluation scale.

"Listen to a series of words and make sentences out of them."

1. In, sing, choir, girls.

2. Passengers, trams, exit.

Task 3.

Two cards with drawings are laid out in front of the child on the table:

The teacher says: "The boy in the white shirt is called Petya, and the boy in the checkered shirt is called Vanya." Then, under these pictures, the teacher lays out eight separate cards with sentences of different syntactic complexity printed on them. These sentences are a description of situations in which the subject of the action is either Petya or Vanya (active and passive constructions): Vanya drew Petya. Vanya was drawn by Petya. Petya was drawn by Vanya. Vanya is drawn by Petya. Petya drew Vanya. Vanya is drawn by Petya. Petya is drawn by Vanya. Petya is drawn by Vanya. Then the teacher says: "Read these sentences. Put separately those of them that say that Petya drew, and separately those that say that Vanya drew."

Note: If the child is not reading, gestures are used. The sentences are read by the teacher. The child shows with his finger who drew: Petya or Vanya.

Task for in-depth diagnostics.

"Show me where in the picture: - a circle under a square; - a square above a circle;

Circle on a square; - a circle over a square.

Phoneme discrimination and selection test.

The sound discrimination test consists of 8 main tasks and 6 tasks for in-depth diagnostics. The first and second of the main tasks are aimed at assessing phonemic perception, the third and fourth - the state of phonemic representations, the fifth, sixth and seventh - phonemic analysis and the eighth - phonemic synthesis. To assess the state of phonemic perception, the complex includes tasks aimed at recognizing, distinguishing and comparing individual sounds in a series (task 1) and paronymic words (task 2). Particular attention in the tasks is paid to the distinction between whistling and hissing, voiceless and voiced affricates, hard and soft phonemes. If necessary, additional tasks can be used for this purpose. By the time this test is applied, it is necessary to have data on the state of the child's physical hearing. This is due to the fact that even a slight hearing loss in early childhood makes it difficult to distinguish between speech sounds. At the same time, children with normal physical hearing often have specific difficulties in distinguishing subtle differential features of phonemes. These difficulties affect the course of development of the entire sound system.

Exercise 1.

Turning to the student, the teacher says: “Now I will name various sounds. Be careful: if you hear the sound Sh among these sounds, then raise your hand.

T, W, H, F, W, W".

After the student completes this part of the task, the teacher continues the instruction: "Now raise your hand when, among the sounds that I will pronounce, you will hear sound 3" (зъ). Listen:

S", C", 3", T", 3"".

And finally, the teacher says: "Now I will again name the various sounds. Raise your hand only when you hear the sound Z. Listen:

S, H, T, C, C, C, SH.

Note: The sounds Ш, 3", Ц are found twice in the given rows of sounds. Therefore, the total number of correct answers is six. Based on this, the following assessment standards are proposed.

Task for in-depth diagnostics.

"Hearing the syllable TA among other syllables, raise your hand. Listen: YES, HA, TA." After the child gives the answer, the teacher continues: “Now raise your hand if you hear the syllable SYA. Listen:

ZYA, SIA, SA, SIA, TYA.

Task 2.

10 drawings are laid out in front of the child on the table (see below). Then the teacher says: “Look at all the pictures and say, do you know all the objects shown in the pictures? Do you know the names of all these objects? (Usually the child answers in the affirmative.) Now be especially careful. I will show these objects in pairs (according to two words), and you will show them in the drawings. Next, the teacher calls the following pairs:

grass - firewood, duck - fishing rod,

roof - rat, bear - mouse,

barrels - kidneys.

Task 3.

The teacher lays out the pictures below on the table in front of the student (with the exception of two pictures with houses). The names of the objects that are shown in these pictures contain either the sound D or the sound T. Next, the teacher asks: "Do you know all the objects?" The child usually answers in the affirmative. Then the teacher lays out two more pictures: the first shows a white house, the second - a black one. The teacher again addresses the student: "Put pictures of objects with the sound T in their names near the white house, and with the sound D" near the black house.

Task 4.

Addressing the student, the teacher says: "Remember and name as many words as possible that have the sound C. Remember that this sound can be at the beginning of a word, in the middle, at the end."

Task 5.

First, the teacher asks the child to write the word on a piece of paper

"frying pan".

As a rule, the student refuses to do this, referring to the inability to write well. The teacher reassures him, saying: "Well, then we will do otherwise. I will write down the words. To do this, you will dictate to me first the first sound in the word, then the second, third, and so on until the end of the word. But we will start with a short word, and then we will take words that are longer and more complex. Then the teacher calls the words one by one:

nose, spider, school, tent, frying pan.

"Name the first and last sound in the word ELEPHANT."

Task 6.

Four cards are laid out in front of the child on the table (see below). The teacher clarifies whether the student knows the names of the objects depicted on them, asks to name them. Then, turning to the student, he says: "Choose from these four pictures the one in the name of which the first sound is the same as in the word" swallow ".

Task for in-depth diagnostics.

"Choose among the pictures the one that begins with the sound B."

Task 7.

The teacher lays out four letters on the table in front of the child:

Clarifies whether the child knows what these letters are, asks to name them. Then the teacher says: "Now I will say one word - this is the word" cup ". And you select from these four letters (Sh, H, Ts, T) the one that corresponds to the first sound of this word."

Task for in-depth diagnostics.

"Choose from the four letters the one with which the word STORK begins."

Task 8.

Turning to the student, the teacher says: "Now I will name each sound in the word separately, one by one. Listen carefully and say what word will come from these sounds." (Sounds are pronounced by the teacher at intervals of 4-5 seconds.)

Task for in-depth diagnostics.

"Tell me what word will come out of the sounds that I will pronounce." (Sounds are pronounced at intervals of 2-3 seconds.)

"Name the first sounds in the words that denote the names of the objects depicted in these drawings."

Stimulus material

Schulte tables.

This technique is used to study the speed of orienting-search movements of the gaze, the amount of attention.

Instruction: "Point with a pointer and name all the numbers from 1 to 25. As soon as possible, without making mistakes."

The procedure for conducting the study: A table is presented, and at the signal "started" the researcher turns on the stopwatch. The time of work with each of the tables is fixed. (Tables are reduced.)

Analysis of the results: Comparing the running time for each of the tables. The norm is 30-50 seconds per 1 table. The average rate is 40-42 sec. Normally, each of the tables takes approximately the same time.

Modification of Schulte tables (literal version).

Methodology for studying the concentration and stability of attention (modification of the Pieron-Ruser method).

Instruction: "Encode the table by placing the signs in it according to the model."

Analysis of results: Records the number of errors and the time taken to complete the task.

Grade:

High level of attention stability - 100% for 1 min 15 sec without errors.
The average level of attention stability is 60% for 1 min 45 sec with 2 errors.
Low level of attention stability - 50% for 1 min 50 sec with 5 errors.
Very low level of concentration and stability of attention - 20% in 2 minutes 10 seconds with 6 errors (according to M.P. Kononova).

Diagnostics of memory development

Technique "Random Access Memory"

The technique is used to study the level of development of short-term memory.
The subject is given a form, after which the experimenter gives the following instructions. Instruction: "I will read out the numbers - 10 rows of 5 numbers in each (the number of rows used in the technique varies from 5 rows of 4 numbers in each to the maximum, taking into account age characteristics). Your task is to remember these numbers (5 or 4 ) in the order in which they are read, and then mentally add the first number to the second, the second to the third, the third to the fourth, the fourth to the fifth, and write down the resulting four amounts in the corresponding line of the form.For example: 6, 2, 1, 4, 2 (written on a board or paper) Add 6 and 2 - get 8 (write down); 2 and 1 - get 3 (write down); 1 and 4 - get 5 (s

1. For the first time the principles of inclusive education at the international level were fixed:
A) in the Salamanca Declaration
B) in the Jomtien Convention
C) in the Convention on the Rights of Persons with Disabilities

2. Inclusive education, according to the Federal Law "On Education in the Russian Federation" (dated December 29, 2012 No. 273-FZ), is
A) creating optimal conditions for socialization for children with disabilities and disabilities
B) creating optimal conditions for the moral development of normally developing children
C) ensuring equal access to education for all students, taking into account the diversity of special educational needs and individual opportunities

3. Choose the correct answer: Joint education and upbringing of children with disabilities with their normally developing peers implies:
A) inclusion
B) integration,
B) personalization.

4. Choose the correct answer: Inclusion, that is, “inclusive education”, which provides for the inclusion of a child with disabilities in the same educational environment with normally developing peers, is:
A) group integration,
B) educational integration,
B) communication.

5. Choose the correct answer: Social inclusion must be ensured:
A) to all children without exception with developmental disabilities,
B) only for children with developmental disorders at primary school age,
B) children studying only in special institutions.

6. What are the names of children for whose education it is necessary to create special conditions in Russian legislation?
A) children with disabilities
B) children with developmental disabilities
In children with special educational needs

7. Choose the correct answer: Children with disabilities are
A) children with various deviations in psychophysical development: sensory, intellectual, speech, motor, etc.
B) children who have various kinds of deviations (mental and physical), causing violations of the natural course of their general development, in connection with which they cannot always lead a full-fledged lifestyle.
C) disabled children or other children aged 0 to 18 years who are not recognized in the established order as disabled children, but who have temporary or permanent deviations in physical and (or) mental development and who need to create special conditions for education and upbringing.

8. Special educational conditions for all categories of children with disabilities and disabilities include: A) the creation of a barrier-free environment in educational institutions B) material and technical (including architectural) support, personnel, information, software and methodological support of the educational and educational process, psychological and pedagogical accompaniment of children with disabilities and disabilities C) an individual educational route for a child with disabilities and disabilities D) ramps, special elevators, specially equipped training places, specialized educational, rehabilitation, medical equipment.

9. Choose the correct answer: An adapted educational program is
A) an educational program adapted for training persons with disabilities, taking into account the peculiarities of their psychophysical development, individual capabilities and, if necessary, providing correction of developmental disorders and social adaptation of these persons. B) educational and methodological documentation that determines the volume and content of education recommended by the federal state educational standard, the planned results of mastering the educational program, approximate conditions for educational activities, including approximate calculations of the standard costs of providing public services for the implementation of the educational program

10. An adapted program is being developed:
A) independently as a teacher working with a child with disabilities
B) an independent educational organization based on the recommendations of the PMPK
C) together with the teacher and parents

11. What is the basis for determining the variant of an adapted educational program for a student with disabilities?
A) PMPK recommendations formulated based on the results of a comprehensive examination of the child;
B) a written application of the parents (legal representatives) of the child;
C) the choice of the child himself;
D) PMPK recommendations formulated based on the results of an interview with the parents (legal representatives) of the child.

12. Two main indicators of the readiness of teachers to work in an inclusive education environment:
A) professional readiness
B) psychological readiness
C) information readiness
D) readiness for professional interaction and training

13. For the first time, the theoretical justification for integrated learning was laid down in the works of a domestic scientist:
A) A.N. Leontiev,
B) S.L. Rubinstein,
PM. Vygotsky.

Answers: 1A, 2B, 3A, 4B, 5A, 6A, 7B, 8B,9A, 10B, 11A, 12A,B, 13V