Retraining of a special psychologist. Special (defectological) education: "Special psychologist" Professional retraining remotely. Tatyana Aleksandrovna Bogordaeva, Khmao-Yugra "Mezhdurechensky Employment Center"

MOSCOW CLASS TEACHER (ORGANIZATIONAL AND METHODOLOGICAL ASPECTS OF THE ACTIVITY OF A CLASS TEACHER IN THE MOSCOW EDUCATION SYSTEM)

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As part of the course, students become familiar with the basic forms and methods professional activity teachers of educational organizations performing duties class teacher. The course is implemented on the basis of active application e-learning, remote educational technologies, interactive (training) sessions. Category of students: classroom teachers of educational organizations of the Moscow Department of Education. Expected results: improvement of professional competencies in the direction pedagogical activity"cool management"

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FEATURES OF PREVENTIVE WORK TO PREVENT BRUTAL TREATMENT OF STUDENTS, INCLUDING FROM RESIDENT FAMILIES

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• carry out differentiated planning educational work with students, taking into account their age characteristics;
• diagnose factors indicating the use of cruelty and violence against children;
• realize A complex approach to the analysis of factors provoking the manifestation of cruelty and violence towards children from foster families;
• develop an algorithm for preventive actions when identifying signs of child abuse;
• plan both the forms and direction of interpersonal and intergroup communication as part of preventive work to prevent child abuse.

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PSYCHOLOGICAL AND PEDAGOGICAL SUPPORT FOR CHILDREN FROM SUBSTITUTE FAMILIES

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The purpose of the additional professional program is to improve the professional competencies of students necessary for organizing psychological and pedagogical support for children from foster families.

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Neuropsychological approach to the prevention of difficulties in the upbringing and development of preschool children with special educational needs

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The goal of the program is to improve the professional competencies of teachers in the field of prevention and overcoming learning difficulties and development of children of senior preschool and junior school age based on the use of neuropsychological technologies. A student who has mastered the program must be able to apply a neuropsychological approach to the analysis and correction of a child’s educational activity, and identify characteristics cognitive development child and the neuro-psychological reasons for his failure, adapt the technology of presenting the material, pace lesson activities to suit the child’s cognitive capabilities, to individualize the learning process.

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Neuropsychological and body-motor technologies in the prevention of developmental disorders in early and preschool children

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The program is designed to improve the professional competencies of educational psychologists in the field of prevention of developmental disorders in children of early and early childhood. preschool age using neuropsychological and body-motor technologies. Mastering the program will allow students to: conduct preventive and correctional-developmental classes with students and pupils using body-motor and neuropsychological techniques; evaluate the effectiveness of preventive and correctional-developmental work in accordance with the identified criteria Effectively apply methods and technologies of psychological examination of children with sensory, speech and motor disorders of different ages in order to study them individual characteristics and definitions optimal conditions for subsequent normal mental and physical development.

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Neuropsychological technologies in overcoming learning difficulties and development of children of senior preschool and primary school age

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The additional professional program is aimed at developing and improving the professional competencies of educational psychologists in the field of overcoming learning difficulties and development of children of senior preschool and primary school age based on the use of neuropsychological technologies. The main attention in the process of implementing the program is aimed at developing in teachers: the ability to apply a neuropsychological approach to the analysis and correction of a child’s educational activity; identify neuropsychological causes of problems in learning in typical mistakes in the child’s educational activities; apply technologies that allow you to rely on preserved links cognitive activity children, compensate for deficient neuropsychological factors; Educate teachers and parents on the causes of school failure and ways to help the child in accordance with the neuropsychological recommendations received; identify the characteristics of the child’s cognitive development and the neuro-psychological reasons for his failure, adapt the technology of presenting the material, the pace of lesson activities to the child’s cognitive abilities, individualize the learning process; together with fellow teachers educational institution and other specialists in child development to implement educational programs taking into account the neuropsychological characteristics of children.

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The additional professional program is aimed at developing and improving the professional competencies necessary for the practical application of canistherapy methods in working with children and adults, including those with disabilities. Mastering the program will allow students to: independently plan, implement and process diagnostic results, apply the obtained diagnostic results to build a further correctional and developmental route; draw up programs of psychological and pedagogical correction and rehabilitation using the method of canistherapy; apply active methods and canistherapy techniques when interacting with the family to solve the problems of the student in educational activities.

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Canistherapy in working with children and adults with disabilities

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Psychological and pedagogical support for children with disabilities in a preschool educational organization

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The goal of the program is to ensure increased professional competence teachers in the process of psychological and pedagogical support for children with disabilities in the system preschool education. Mastering the program will allow teachers to actively use modern methods and technologies for teaching and diagnosing preschool children with disabilities in a preschool educational organization.

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Development of communicative (life) competencies in students with disabilities through social psychological games

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The goal of the program is to improve the professional competencies of teachers in organizing correctional and developmental work with students with disabilities based on the development of the communicative (life) qualities of the child’s personality and abilities. Mastering the program will allow teachers to competently and effectively organize joint and individual activities of children with disabilities. different types impaired development in accordance with their age, sensory and intellectual characteristics.

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Specialist of the reconciliation service in a general education organization

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The implementation of the program will improve the professional competencies of teachers: in the field of prevention and resolution conflict situations among the participants educational process; organizations joint activities And interpersonal interaction subjects educational environment; organizing cooperation among students, maintaining their activity, initiative and independence. Students will be able to actively use innovative teaching technologies in their professional activities to solve the problem of creating conditions for constructive interaction between participants in the educational process.

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Tutor support for students with autism spectrum disorders in an educational organization

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The program is designed to solve the problems of improving the professional competencies of students in the field of tutor activity in pedagogical support of the formation and implementation of individual educational routes for students with autism spectrum disorders. Mastering the program will allow students to successfully apply pedagogical diagnostic methods to identify individual characteristics, interests, abilities, problems of students, as well as successfully implement an adapted educational program for students with ASD using methods applied analysis behavior

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METHODOLOGICAL FOUNDATIONS OF A RESTORATIVE APPROACH TO DISCIPLINE MANAGEMENT IN THE SCHOOL STAFF

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The program is aimed at developing and improving the professional competencies of teachers necessary for the practical application of methods of a restorative approach to discipline management in the educational community. Mastering the program will allow students to successfully apply restorative practices, create technological map restorative approach to maintaining discipline in the educational community, as well as applying techniques for implementing the restorative approach in preventing and responding to unconstructive behavior of students.

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CREATION AND ORGANIZATION OF ACTIVITIES OF TEENAGE CLUBS

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In the process of mastering the program, teachers acquire and improve professional competencies, which include the ability to: use the method of paired co-leadership in a developmental space when working with teenagers; develop rules for organizing interaction in the teenage community; deploy modern methods adaptation of new participants in the teenage club space; use the technology of organizing events, holidays and projects in the teenage club in collaboration with the participants; use modern approaches in working with conflicts and bullying in the adolescent community (restorative techniques, basics of mediation); use effective ways building cooperation with parents of teenage club participants.

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CANISTERAPY IN WORKING WITH CHILDREN AND ADULTS WITH LIMITED HEALTH OPPORTUNITIES

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The additional professional program is aimed at developing and improving the professional competencies necessary for the practical application of canistherapy methods in working with children and adults, including those with disabilities. Mastering the program will allow students to: independently plan, implement and process diagnostic results; draw up individually oriented programs of psychological and pedagogical correction and rehabilitation using the method of canistherapy based on the totality of the data obtained; use innovative teaching technologies, theoretical and practical concepts, taking into account the tasks of each age stage; use and apply methods and techniques, including the canistherapy method, when interacting with the family to solve the student’s problems.

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TECHNOLOGIES FOR ADAPTATION OF THE EDUCATIONAL PROCESS FOR STUDENTS WITH MENTAL DEVELOPMENT DELAY IN THE CONDITIONS OF THE FSES OVZ

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The program is aimed at improving the professional competencies of students in the field of technologies for adapting the educational process for students with delays mental development in the conditions of the Federal State educational standard primary general education students with disabilities. Mastering the program will allow teachers to actively apply educational technologies to the conditions of inclusive education, implement psychological and pedagogical diagnostics and assess the quality of the educational process according to adapted educational programs in accordance with special educational needs and individual capabilities students with mental retardation of primary school age; implement technologies for organizing the process of training and education in the conditions of inclusive education in accordance with the age and psychophysical characteristics of students with mental retardation of primary school age; design educational space in conditions of inclusion in accordance with the special educational needs of students with mental retardation of primary school age; design and implement individual educational routes for children with mental retardation of primary school age in the context of inclusive education.

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TECHNOLOGIES FOR ADAPTATION OF THE EDUCATIONAL PROCESS FOR STUDENTS WITH MILD MENTAL RETARDATION (INTELLECTUAL DISABILITY) IN THE CONDITIONS OF THE FSES OVZ

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The additional professional program is aimed at improving the professional competencies of students in the field of technologies for adapting the educational process for students with disabilities. mild mental retardation (intellectual impairment) in the conditions of the Federal State Educational Standard for Primary General Education of Students with Disabilities and the Federal State Educational Standard for the Education of Students with Mental Retardation (Intellectual Impairment). Mastering the program will allow students to: apply educational technologies to the conditions of inclusive education, implement psychological and pedagogical diagnostics and assess the quality of the educational process according to adapted educational programs in accordance with the special educational needs and individual capabilities of students with mild mental retardation (intellectual impairment) of primary school age; implement technologies for organizing the process of training and education in the conditions of inclusive education in accordance with age and psychophysical characteristics; design an educational space in an inclusive environment in accordance with the special educational needs of students; design and implement individual educational routes for children with mild mental retardation (intellectual disabilities) of primary school age in an inclusive education environment.

Mastering the program will allow teachers to actively apply educational technologies to the conditions of inclusive education, implement psychological and pedagogical diagnostics and assess the quality of the educational process according to adapted educational programs in accordance with the special educational needs and individual capabilities of students with ASD of primary school age; implement technologies for organizing the process of training and education in the conditions of inclusive education in accordance with the age and psychophysical characteristics of students with ASD of primary school age; design an educational space in an inclusive environment in accordance with the special educational needs of students with ASD of primary school age; design and implement individual educational routes for children with ASD of primary school age in the conditions of inclusive education.

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TECHNOLOGIES FOR ADAPTATION OF THE EDUCATIONAL PROCESS FOR STUDENTS WITH SEVERE SPEECH IMPAIRMENTS IN THE CONDITIONS OF THE FSES OVZ

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The program is designed to solve the problems of improving the professional competencies of students in the field of technologies for adapting the educational process for students with severe speech impairments in the conditions of the Federal State Educational Standard for primary general education of students with disabilities. Mastering the program will allow students to apply technologies of educational activities to the conditions of inclusive education, implement psychological and pedagogical diagnostics and assess the quality of the educational process according to adapted educational programs in accordance with the special educational needs and individual capabilities of students with severe speech impairments of primary school age, implement technologies for organizing the learning process and education in conditions of inclusive education in accordance with the age and psychophysical characteristics of students; design an educational space in an inclusive environment in accordance with the special educational needs of students; design and implement individual educational routes for children with severe speech impairments of primary school age in the context of inclusive education.

Program text

Description and content

• Section 1. Clinical psychology of children and adolescents
  • Clinical psychology of childhood and adolescence: history, subject, objectives, main sections
  • Age specificity of manifestation of disorders mental health children and teenagers
  • Family in the context of clinical psychology of children and adolescents
  • Fundamentals of psychological correction and rehabilitation of mental development disorders in children and adolescents
  • Methods of child clinical psychology
• Section 2. Organization of professional activities of a psychologist in special education
  • Main directions and planning of activities of a teacher-psychologist in special education
  • Modern psychological and pedagogical technologies and their practical use in the activities of a special psychologist
  • Designing remedial courses for group classes in the practice of working as a teacher-psychologist in special education
  • Organization and content of individual lessons for children with disabilities in the practice of a teacher-psychologist
  • Methods of self-regulation of mental states in the professional activities of a special psychologist: practical tools
• Section 3. Psychopathology
  • Disorders of personality development. Personality disorders. Classification of forms of disordered behavior
  • Suicidal behavior in children and adolescents
  • Mental disorders in childhood and adolescence
• Section 4. Psychological counseling, psychocorrection, psychotherapy and rehabilitation in special education
  • Psychological counseling in special education
  • Rehabilitation and habilitation in special education
  • Psychotherapeutic support in special education
  • Psychological correction in special education
• Section 5. Special psychology
  • Theoretical and methodological foundations of special psychology
  • Main directions of special psychology
  • Independent work listeners
• Section 6. Workshop on solving professional problems
  • Professional task in the educational process. Types and types of professional tasks
  • Technology of pedagogical support for children of different ages as a condition for successfully solving professional problems
  • Psychological and pedagogical diagnostics as component solving pedagogical problems
  • Forecasting and designing the educational process. Organization of the educational environment to solve the pedagogical problem
  • Independent work of students
• Section 7. Psychological and pedagogical diagnostics in special education
  • Psychological and pedagogical diagnosis of developmental disorders in special education
  • Diagnostic packages of a teacher-psychologist in the activities of PMPK
  • Psychodiagnostics in psychological counseling
  • Independent work of students
• Section 8. Special psychology in education and medical practice
  • Special psychology in education and medical practice
  • Independent work of students
• Section 9. Medical and biological foundations of defectology
  • Medical and biological foundations of defectology
• Section 10. Education and upbringing of children with severe and multiple developmental disorders
  • Professional competencies specialists working with children with severe and multiple disabilities
  • Organizational and methodological issues of ensuring the educational process for children with severe and multiple disabilities
  • Creating an accessible environment for the education of children with severe and multiple disabilities
  • Implementation educational program for children with severe and multiple developmental disabilities
  • Independent work of students

Good afternoon
Documents on professional retraining have been received.
Many thanks to the center staff for their professionalism, efficiency, and clearly and conveniently organized training. I wish all employees of your organization good health, creative success and prosperity.

Sincerely, Svetlana Nikolaevna Fedulova.

Rasulova Flyura Yagangirovna, Yamal-Nenets Autonomous Okrug, Noyabrsk

I received my diploma, thank you very much! I wish you health, success in your work and all the best!

Ermakova Olga Sergeevna, Murmansk

I inform you that I received all documents in full and intact. I sincerely want to thank you, the employees. admissions committee, employees of the university secretariat, curators during the training process, members of the certification commission for professionalism in work, for a very attentive, friendly and responsible attitude towards students, for the interesting and relevant content of the retraining course, for the ease and simplicity of the interface of the retraining program. I am very grateful to you for your work! I will be glad to be a listener again. Sincerely, student of the retraining course in clinical (medical) psychology Olga Sergeevna Ermakova.

Bogordaeva Tatyana Aleksandrovna, Khanty-Mansi Autonomous Okrug-Yugra "Mezhdurechensky Employment Center"

Good afternoon. The original diploma has been received.

Shcheglova Irina Aleksandrovna, Labytnangi

I completed all the training. Thank you I really liked it.

Bibik Pavel Petrovich, Velikiye Luki

Diploma received. Thank you for your cooperation and training. Very useful and very the required material. With respect and gratitude Bibik Pavel Petrovich.

Tatiana Astafieva

I received the parcel today, thank you very much! I hope we will continue to cooperate!

Malysheva I.V., Moscow Region, Ramenskoye

Happy New Year. Thank you and your staff for everything!! Very interesting, compact, informative. Health, success, all the best!

Syrtseva Dina Fedorovna: Voronezh

Good evening! I received my diploma. Thank you very much. I had great pleasure and benefit studying with you). I have already recommended you to friends.

Kuzmina A.M. MBDOU kindergarten No. 320 Chelyabinsk

I received the certificate. Thank you very much. A very convenient form of training. Happy New Year! Health and good luck.

Rusova N.V. Moscow, GBOU School No. 201

Thank you, I received the certificate, everything is very good. I will continue to collaborate and study. Natalya Rusova.

Irina Ivanovna Zhivoglyadova

Hello!
Today I received my diploma. A HUGE thank you to the entire team! Happy New Year! Good luck in your business, good students and listeners!
Sincerely,
Irina Ivanovna Zhivoglyadova

Koshman Alexey Grigorievich, Republic of Crimea. Dzhankoy

Dear Colleagues! The training is over. thanks for working together! Good luck!

Shiyan Natalya Nikolaevna Krasnodar

Thank you, I received my diploma.

Larisa Borovikova.

The consultation was very useful. Thank you for the email you sent with the list of documents. It’s very convenient and you don’t have to look for everything yourself. Samples of the issued diploma were also useful for demonstration to the management of the organization. I was pleasantly surprised by the discount for small groups. Thank you.

Mitin Dmitry Alekseevich Moscow

Thank you very much for the training, educational material Well-chosen, everything is very clear and accessible.

Pikalova Nina Konstantinovna Oryol region.

Kataeva Marina Sergeevna, Krasnodar region, Belorechensk

Excellent organization educational process, everything is clear, fast, clear, accessible. I am glad that I turned to you, I discovered a lot of new and useful information!

Romanova Alina Anatolyevna, Moscow

Thank you very much to the FCPO team! I thoroughly enjoyed interacting with you. Excellent site, very easy to use. Keep it up. Good luck to all!!!

Borisova Svetlana Semyonovna Penza

Gavrilenko A.S. Moscow

Me personally distance learning very satisfied. Due to my work, I solved practical problems during the day, and in the evening - theoretical justification for them. Very effective method. Special thanks to the teachers for actively solving all problematic issues.

Naumenko Anna, Krasnogorsk

I already have educational experience behind me, but what? for real I was surprised by the approach of the organizers of the educational process. Competence and ease of communication, in my opinion, are very pleasant when studying at the FCPE.

Zarechnaya Lyubov Vladimirovna

I would like to say a huge thank you for being able to make the learning process both effective and fun. When people ask me what good things can be said about the FCPE, I answer: “It’s INTERESTING to study there!”

Meleshkov Viktor Nikolaevich, Sverdlovsk region

My wife persuaded me to go to distance learning. I was very skeptical about learning via the Internet, but during the period of study I did not regret that I went to study remotely. Thank you very much specialists of the educational department.

Dyakov Nikolay Ivanovich, Kazakhstan

Worthy distance institute. The prices are good, the base is good, the team of employees quickly resolves all training issues.

Kutynov V.A.

Distance learning is a very convenient form for a working person. I will continue to contact you in the future. Special thanks to the curators.

Andreeva Zhanna

I have already completed my studies and found a job in my specialty without any problems. The FCPO is excellent Teaching Staff at the Faculty of Psychology. The price is fixed for the entire duration of training.

Baeva M.V. Vyborg

Great opportunity to get new specialty. I myself am successfully studying at the Federal Center for Education. The quality of education is quite decent. The training time is as short as possible, which is very important in our time. It's great that places like this exist. I recommend it to everyone.

Ermolina Alla Romanovna. Tyumen region

I will now only study remotely! I don’t feel sorry for the money or the time spent, which (oh, happiness!) I could plan myself! Thank you very much, I learned a lot of new things. The first module was difficult, but only because this form of training turned out to be completely unusual for me. There were absolutely no difficulties in completing the tasks, since the questions were clear and clearly formulated. And it’s also very nice that you constantly follow our learning process. I wanted to do everything as best as possible, including so that you were satisfied with your student. Thank you very much and good luck in your future activities!

Privalova N.K. Lipetsk region

Completed training program professional retraining in FCPO. I was very skeptical about such training, and in vain! The training went smoothly; if there were any questions about the training, I contacted the supervisor. She always answered my questions clearly and thoroughly, everything was clear. After completing the training, I received the document within two weeks. When applying for a job, the document was accepted. Thank you, FCPO!

Smirnova Yulia Alexandrovna. Nizhny Novgorod Region

Our school told us to take advanced training courses, so we spent a long time looking for something suitable for us, something that would suit us in terms of prices and program. As a result, the choice fell on the FCPO. We were registered in the distance learning system, access was sent within three days. The training was successful. We received our educational documents, THANK YOU SO MUCH! We will definitely use the services of FCPO again.

Kozlov V.I.

I left a request for a telephone consultation on the website, and about an hour later a specialist from the admissions committee contacted me. He advised me on a program that interested me. Regarding the training itself: access to the distance learning system was sent immediately. There were a couple of hiccups during the learning process, but everything was resolved quickly. I spoke with my supervisor on e-mail, all questions were answered. I received the certificate quickly enough, thank you.

Polyakova Nadezhda Valerievna, Ivanovo

Completed distance learning at the Federal Center for Education. Just like many were skeptical about this training, they thought it was a hoax, but in reality everything turned out differently. After concluding the contract and paying, we were assigned a curator who can be contacted by phone or email. Our group was sent access (logins and passwords) to our email addresses. After completing the training, we called the curator and asked about obtaining documents, she explained everything to us clearly. As a result, as soon as the documents of our group were ready, they contacted us, and the very next day we drove up and picked them up. We will definitely come to you again!!! Thank you!