Rehabilitation of disabled people: general provisions. Individual educational program for students: myth or reality? Technology for developing an individual educational program

Individual professional development program

as an attribute of pedagogical excellence

From the point of view of public interests, professional development of a person

Can be considered as one of the points of the code of professional ethics:

a person who does not work on himself cannot be recognized as a professional.

A competent teacher today is a professional, a teacher-mentor who helps realize the personal potential of each student in education, moves from the interests of the student, helping him achieve his own goals based on choice. Its task is to teach students to understand and independently solve problem situations.

This need is due to the needs of modern society for sociable, creative, independently thinking individuals who strive for success and are able to independently build an individual trajectory of their development.

Today we will talk about how to be and remain a professional in new conditions. It is not enough to become a professional once; to remain one, constant professional development of the individual is necessary. It is absurd to think that a teacher can teachthe student to build a trajectory of his development, if he himself does not know how to do this. That's why, individual professional development program (IPPR) teacher, being a means of organizing continuouseducation, there is a core and a vector of its own educational trajectory.

Goals of introducing IPPR:

Creating conditions for teachers to realize the possibilities of continuous self-education through the organization of open educational space;

Independent design of an educational route withtaking into account their competencies, their professional needs, deficiencies and the ability to choose the most acceptable time frame for themselves (can vary from one year to five years independing on the desired result: certification or implementationsubroutines) and the forms of its implementation.

Such a program can serve as a tool for monitoring professional achievements,because it allows you to implement the following functions:

Evaluative-stimulating (real assessment of one’s capabilities, the basis for calculating the incentive part of the salary);

Developmental in relation to the educational situation (structureprogram is a kind of guideline for possible typesteacher activity).

Thus, in the program the teacher means:

Goals and objectives of your professional and personal development, which correlate withprofessional standards, mission andstrategic plan for the development of an educational institution, student success, individual professional needs and deficits;

Professional competencies (knowledge, skills, experience) that need to be acquired;

Tools for solving assigned tasks.

When improving skills and developing competence, the teacher faces a number of tasks of personal development. At the same time, the levels of personal, moral and intellectual development significantly determine the success of professional and pedagogical activities. The relationship between personal and professional development is a necessary condition for the education and self-education of a teacher. Therefore, when drawing up a development program, it is necessary to take these relationships into account.

The mechanism of development and self-development is self-knowledge and self-analysis of activity, and their tool is reflexive abilities. With the help of reflexive abilities, which include a number of basic intellectual skills, you can manage your own professional activities in conditions of uncertainty. Taken together, these “key skills” constitute a kind of reflective technology, with the help of which the professional experience of a teacher is improved.

The practical significance of the individual program is that it allows you to systematize the activities of a teacher, identify the dynamics of professional growth indicators, determine stimulating factors, satisfaction with educational services and, as a result, successful completion of certification.

Algorithm for creating an individual program

1.Diagnostics, assessment and self-assessment of your professionalism,mastery (personal qualities; ability to set goals, objectivespedagogical activities, highlight deficits and surpluses).At this stage it happensself-determination of the teacher. Therefore, you should not ignore the opportunity to “learn about yourself” from the proposed methods and examinations that can help more deeplyunderstand the motivation of the teacher, his ability to develop programspedagogical activity, the ability to organize educational activities; reflective and communication skills.“An outside view” allows you to make your self-esteem more adequate..

2. Professional development programming. Drawing up an individual program,which includes a number of subroutines where invariant andvariable content. When designing an individual program, the teacher takes into account the development program, a unified methodologicaltopic and annual objectives of the educational institution.This will allow you to better understandwhat competencies or groups of skills, perhaps a separate skillwill develop. The content of invariant points should include a federal component of advanced training (according to the recommendations of the RussianAcademy for advanced training and retraining of workerseducation taking into account the standards of additional professionaleducation), since they are directly related to qualificationsrequirements for teachers when assigning them the next category.

The variable content consists of subroutines thatare aimed at solving specific problems of professional activity.

Variable part aimed at meeting educational needs andelimination of teacher deficiencies identified as a result of diagnostics.

3 . To implement an individual program
an open educational space is created where professional interaction, reflection, correction of one’s own activities and reprogramming.

It is necessary to clearly represent open educational resourcesspace and see its levels - inside the college, municipal, republican, all-Russian.

4. Reflective analysis of the implementation of individual programs, presentation of results - these are products (developed materials) and what the teacher learned.

It is better to carry out reflective analysis once every six months and make timely corrections of actions. The subject of reflection is the teacher’s activities in implementing the program.

We offer the following sections for creating a teacher professional development program:

It is advisable to include in an individual teacher’s professional development program: the study of psychological and pedagogical literature; development of software and methodological support for the educational process; mastering pedagogical technologies; building your own methodological system (selection of content, methods, forms, teaching aids); development of criteria and indicators of educational outcomes, development of diagnostic tools, including CBS; participation in the implementation of the development program of an educational institution; in the system of methodological work of the college; planned training in advanced training courses and professional internships; participation in the work of creative, experimental groups; conducting individual research and experimental work; generalization of one’s own experience in teaching activities (articles, recommendations, reports, pedagogical workshop, master class, etc.).

College CME offers the following forms of scientific and methodological support for teachers who can help build and implementindividual professional development program for each teacher of our college. This:

-permanent seminars on current issues of education;

-work of problem-based seminars organized on the basis of studying educational needs of teachers and their professional requests;

Individual thematic consultations (in person and through the Interactive method office);

Work of temporary creative groups on current development issuespedagogical theory and practice, allowing teachers tofocused on self-education, identify a problem of interest and take part in solving it (Laboratory);

- organization of course training (full-time, part-time, distance learning);

Individual internships for mastering relevantpedagogical experience of the best teachers of the city, region, other regions and abroad, etc.

You can get acquainted in more detail with the methodology for designing teacher IPPR, as well as the current forms of CME work at our college at: In_Out on Xeon/Method/IPPR.

We invite everyone to decide for themselves in which direction they need to develop, in what ways to receive information, and how to master it. The professional development of a modern teacher should not be an obligation or a formality, but a way of thinking.

, head of the Republican

experimental site

An individual development plan, an example of which we will consider below, is a tool with which an employee purposefully and systematically develops the necessary qualities and skills. The IPR itself is a specific document that specifies specific development goals and certain actions by which they can be achieved.

Benefit of the company

That is why in most modern companies an individual development plan is drawn up for each employee. An example of such a document will be presented below. With its help you can implement several tasks at once:

• the employee begins to engage in his development more systematically and purposefully;
• coordination of work and development goals is ensured;
• opportunities for control and self-control emerge;
• specific and general ideas of self-development are translated to the level of performing specific actions;
• an analysis of your strengths and weaknesses is carried out.

In the vast majority of cases, IPR is used by large companies as a tool for self-development of managers working in the personnel reserve. But this does not mean that it is ineffective as an independent technique, since when used correctly it plays a very important role in improving the work of staff.

Benefits for employees

For an employee, the example he receives in his hands is beneficial in the following ways:

• it allows timely preparation for any new projects, positions or upcoming changes in the organization;
• self-organization is ensured, since if you have an IPR, it is much easier to introduce into your work or life plans any actions and events that help achieve specific goals;
• priorities are identified and emphasis is placed that need to be paid attention to in the process of development and training.

Through the systematic use of IPR, it is possible to determine the managerial potential of the company, as well as predict the main opportunities for its further development. Also, more experienced employees are involved in monitoring development and training processes. Knowing the individual development plan, an example of which is given to each manager, the company can engage in more accurate implementation of personnel policies.

Among other things, with the help of IPR, the direction of efforts used within the company's strategy is ensured. By participating in the preparation of IPR using internal and external consultants, the company provides assistance to managers in prioritizing and placing emphasis during training and development in accordance with the chosen tactics.

How to compose it?

To ensure real effect using an individual development plan, an example of it should be drawn up by a competent specialist with experience and skills in carrying out such work. Basically, compilation includes three main stages.

Preparation

The employee studies the report on the results of the assessment (if one has been carried out), after which he receives and studies the main development-related recommendations from the manager, independently determines development priorities, and, if necessary, consults with internal or external consultants. What to do if you can’t draw up an individual development plan on your own? An example of such a document can be provided by a development and training specialist who is present on the staff of most large organizations.

Compilation

The employee fills out a table, indicating the priorities of his own development, and also draws up a map of developmental actions, on which he clearly indicates when and how he will develop the necessary skills.

Coordination

A consultant or manager reviews each individual employee development plan. Examples of such a document are widely available, so it will not be difficult for an employee to draw it up on their own. After this, the authorized person makes the necessary changes, if necessary.

Statement

A completed individual employee development plan, examples of which can be found in specialized publications, approved by consultants, is sent to managers or representatives of the HR department for final approval.

Areas of development

Among the main areas of development in the IPR the following are often indicated:

• Developing skills in the workplace. The employee engages in various changes in the work process that can help improve his competence.
• Perform special assignments or projects. After an individual employee development plan has been drawn up (example above), the employee is assigned to carry out a project that requires an increased level of competence from him.
• Learning from other people's experiences. More competent employees are monitored, after which a new individual specialist development plan is completed. More experienced colleagues can also give you an example of how to fill it out.
• Seeking feedback. An employee discusses his own work with subordinates and colleagues, considering it from the point of view of his competence.
• Self-learning. An in-depth analysis of his work is carried out, after which the employee independently looks for some more effective solutions that could improve his work in the company.
• Trainings. A person takes part in various training programs.

Thus, this tool is universal. Some people even draw up an individual plan for the development and life of the child. An example of such a document will be provided by psychologists, doctors and many other specialists.

What should the example contain?

IPR often includes a specific list of activities necessary to develop specific skills in a specialist. Depending on the field of activity of a particular organization and its scale, such a list can be extremely diverse and, in addition to other data, include the following:

• direct training in new skills within your organization, as well as obtaining them outside of it;
• participation in any projects where an employee can gain valuable experience;
• staff rotation;
• conducting an internship;
• mentoring, mentoring and coaching;
• performing any additional assignments, tasks and roles;
• passing optional or mandatory certification.

In the vast majority of cases, development plans do not include any tasks that relate to the achievement of specific KPIs or specific targets.

Deadlines

For newcomers, in the vast majority of cases, it is customary to set plans for a period of approximately six months, and for already existing employees this time period can reach a year. For HiPOs or employees with increased potential, such a plan can be drawn up immediately for a period of three to five years.

In the best case, a regulation on personnel training or some other document should include not only the steps of the career ladder, but also the criteria by which the professional skills and knowledge of a specialist are assessed. Thus, employees, together with their manager, can assess their current competencies and determine what needs to be developed to achieve the next career step.

Development of civil servants

In practice, it has been repeatedly proven that the use of IPR in government agencies is an integral element of managing and improving the work of personnel. With the help of this tool, a significant increase in the professional level of a specialist is ensured, which is important not only for the employee himself, but also for the government department in which he works.

An individual development plan for a specialist, an example of which you can see in the article, is a document that describes the main development goals and a specific list of actions required to be performed by a civil servant. At the same time, the coordination and approval of such documents differs somewhat from the above procedure.

How are they compiled?

First, an example of an individual development plan for a manager or employee is drawn up. In accordance with the official regulations, it should be developed for approximately three years.

If a person, then the individual development plan indicated by him is approved. This procedure is carried out by the organization’s management for three months after the official has been appointed to his position.

When an individual plan for a civil servant is drawn up (an example of a document is available at any enterprise), it must include the following characteristics of the person:

• education;
• work experience in your profession;
• quality of knowledge, skills and abilities;
• personal aspirations.

This is only a basic list of information that is taken into account when compiling this document. Individual development plans for civil servants, an example of one of which is given in the article, includes an indication of the duration of additional education, as well as its main direction and expected effect.

How are they approved?

The approval of such documents is carried out by the heads of bodies or individual departments, depending on which category a particular civil servant belongs to.

The IPR is drawn up in two copies, with one of the forms sent to the employee’s personal file, while the second is handed over to him. That is why, when an individual development plan is drawn up, an example of filling it out must be provided so that you do not make any mistakes and the damaged document is not entered into your personal file.

In order for an employee’s dreams of any titles, scientific degrees or internships abroad to become more realistic, he must, under the strict guidance of his immediate superior, draw up his own development plan for the next three years. Therefore, you can always motivate your employees with potential development within the company, constantly showing that they still have room to grow.

What does it include?

An example of an individual professional development plan for a civil servant is, first of all, a specific list of activities aimed at improving the managerial and professional qualities of an employee. The main types of such events are the following:

• Educational. They are aimed at ensuring that the employee receives some new knowledge that may be useful to him in the performance of his immediate duties.
• Developmental. They are used to improve a person in his professional field and acquire new skills. Thanks to such events, the employee covers new horizons in his work and can perform a wider range of tasks.
• Fixing. Activities designed to practice skills that an employee already has or has recently acquired.

It’s worth noting right away that examples of an individual employee development plan for competencies should be drawn up separately for each specialist, since the main objective of this document is to determine the personal differences between what level the official has at the moment and what is needed from him in higher positions .

The basis for compiling the IPR includes a number of assessment procedures, which also include a personal interview between the boss and the employee himself. In each individual case, its imprint is also left by the specifics of the civil servant’s activities, as well as the position he occupies.

What do you need to know?

In the standard version, the individual development plan includes three main elements that will be developed by a civil servant: abilities, knowledge and skills. The tools that will be used in the process of implementing the individual development plan can have an extremely wide range, and its list directly depends on the results of the assessment of the abilities of a particular specialist.

Quite often, individual professional development plans include attending various external or internal trainings aimed at improving skills, as well as various tasks that are mainly of a managerial nature. The main elements of internships are indicated as a separate item, as well as the level of complexity of the official tasks delegated to this official. Basically, they are much more complex compared to those they encountered while performing standard duties.

Main aspects of compilation

In the process of drawing up an individual plan, not only the employee’s education and personal goals are taken into account, but also the tasks of the corresponding structural unit. In other words, the knowledge that the employee is going to gain must be relevant to his work activities. It is worth noting that a civil servant has the opportunity to receive additional professional education not only with a partial break for up to three working days a week, but even with a certain complete break from performing his immediate duties.

The following can be indicated as the main areas of additional professional education:

• legal;
• managerial;
• planning and financial;
• organizational and economic;
• linguistic;
• information and analytical.

And all this is just a basic list of areas that can be included in an official’s individual plan. For example, some specialists may indicate in their plan the need to study a foreign language, and most of them do require this. A number of other activities are envisaged aimed at the professional development of civil servants, among which the following can be noted:

• postgraduate studies;
• obtaining higher education;
• participation in symposia, scientific and practical conferences, round tables and other events.

Among other things, today the desire for self-development is highly encouraged, which also needs to be taken into account.

The HR service of a specific department is developing an example of an individual development plan for a manager. Every year she must be involved in the formation of applications for training for civil servants within the limits of the available state order for advanced training, internship or professional retraining. At the same time, he may indicate that, for example, he has English language courses scheduled for the spring, in the summer he will give a presentation at a specialized scientific conference on law, and in the fall he needs to go to Foggy Albion to attend training related to effective personnel management. It is worth noting that in this case, the civil servant does not spend anything to obtain the necessary knowledge, and attendance at such events is fully paid for from the state treasury.

Portfolio method
In the changed conditions of individualization and personal orientation, the basis of professional and educational activities becomes an individual professional and educational program, developed by each student and allowing to reveal the student’s individuality both in terms of his personal characteristics, and in terms of the goals of his professional and personal development, and in terms of the organization of educational and self-educational activities.
The specificity of an individual vocational educational program lies in overcoming the contradictions between the regulatory requirements for training everyone (the requirements of the Federal State Educational Standard-3) and the individual focus of education, as well as between professional training and, in fact, professional activity. Planning independent work is of particular importance in building an individual vocational educational program.
To do this, the individual vocational educational trajectory indicates the individual goals of vocational education (which, naturally, should be broader than the requirements of the standard), the volume and quality indicators of the material to be studied, and the tasks to be performed are also indicated there; deadlines and reporting forms for each section (subject). Also, the individual program may indicate the forms and methods of organizing education, the scope of responsibility of the student and teacher.
The development and implementation of individual vocational educational programs has a long history of application in the Western (in particular, American) system of vocational education, where it is called the “training contract.” The educational contract is developed over the course of a whole semester under the guidance of a tutor (student consultant), then it is approved by the college management and becomes a legal document. In the educational contract, in addition to the order of studying subjects (disciplines, modules), the volume and quality indicators of assistance provided by the university during the individual program being studied and, on the contrary, the student’s obligations to prepare final documents (reports on research and practical activities) are indicated. Some areas of assistance include the provision of information resources, as well as psychological counseling and training.
In the conditions of a modern Russian pedagogical university, designing an individual professional educational program in the form of a “portfolio” looks more promising. Initially, this was the name given to a set of documents related to any field of professional activity. In particular, a teacher’s portfolio may include:
. a set of documents documenting professional development (diplomas, certificates, diplomas, characteristics, recommendations, etc.);
. methodological “portfolio” - descriptions of the working methods used with an analysis of their effectiveness, the most successful methodological developments, examples of creative or other works of children;
. description of the process and results of working with a mentor (proposed goals of work, plans, programs, results of supervision of the supervisor and evaluation of work on his part);
. results of certifications and other types of performance assessment.
In addition, depending on the purpose of collecting the portfolio, other documents may be included in it, including those related to the personal development of the teacher. In general, there are three typical goals and, accordingly, portfolio models:
1. Assistance in professional and educational certification. The basis of the portfolio, in this case, is the systematic presentation of objective evidence of professional activity. It would be good if video recordings of the activity are presented, accompanied by reflective commentary. Another section of the portfolio is documents reflecting the official performance assessment. These could be characteristics, certification results, conclusions, reviews, etc. The last section is documents reflecting the level of education or qualifications.
2. Reflection of the professional path, views and plans of a specialist. Such a portfolio is collected as a “methodological piggy bank”, a reflection of the development of a person’s views on his profession. It is better if the materials in it are collected by years of work. In this case, it is easier for the teacher to trace the dynamics of his development, changes in views of himself and his profession, methods and approaches. Over the course of the year, examples of the use of methods and methodological techniques, plans and programs for one’s own work and the work of children, fragments of lessons, educational activities, literature summaries, articles, book collections, etc. are added to the portfolio. At the end of the year, an analysis of the level of achievement of the goal and all work is carried out.
3. Assistance in the professional development of the teacher. The portfolio reflects the basic, “basic” principles of professional development of a given specialist. The portfolio includes certification and analytical documents related to advanced training, internships, independent study of material, requests for help from a mentor, or activities in creative groups. As you work, notes, video materials, resumes, photocopies of articles, etc. are added to the portfolio. One of the sections of the portfolio may be devoted to work to improve the efficiency of the methods used and the development of new techniques and technologies.

The principle of humanization involves the implementation of a person-oriented approach aimed at the overall development of the personality of a student with disabilities, his socialization, and maximum integration into modern life;

The principle of an individual approach presupposes the need to determine the individual goals of upbringing and training, selecting content, choosing forms and methods of education for each child with disabilities, taking into account his professional and educational needs, opportunities and conditions of education.

The principle of consistency ensures the unity of education, diagnosis, correction and development of the Student, i.e. a systematic approach to the analysis of the characteristics of his development and correction of disorders, as well as a comprehensive multi-level approach to solving the child’s problems;

The principle of the integrated approach involves the integration of training and correction by including in the working curriculum a correctional component focused on the primary defects represented in the structure of the Student’s developmental disorders. The content and choice of methods of correctional work depends on the number and types of primary violations present in the structure of the complex. Thus, for a child with hearing and vision impairment, it is necessary to analyze the appropriate correctional work programs and select topics and sections aimed at correcting each component of the complex disorder.

The principle of continuity guarantees a student with disabilities continuity of pedagogical assistance until the problem is completely resolved or an approach to solving it is determined.

The principle of integrated interaction of all participants in the educational process during the implementation of the IEP of a Student with disabilities involves the constant cooperation of teachers, tutors, psychologists, administration of the educational institution, medical workers and other specialists for the most successful implementation of the goal of the Student’s education according to an individual educational program.

The principle of priority of independent forms of educational activity of the Student assumes maximum activity and independence of the Student during training;

The principle of organizing tutor assistance for a student with disabilities means creating a system of comprehensive tutor support for the student in order to satisfy his educational and professional needs.

Natalia N. is studying in the specialized social and humanitarian 10a class. However, her curriculum was adjusted and supplemented by preschool education in accordance with the recommendations of doctors: due to additional education, she was given the opportunity to study with a speech therapist for the correction of speech activity and physical therapy. And since Natasha wants to connect her future profession with a foreign language, she is given the opportunity to expand her practical skills in the German language through the elective course “Speaking German.”

Curricula are a means of fixing the content of education at the level of academic subjects provided for by the individual curriculum (programs in academic subjects, programs of elective courses, programs of additional education). Programs determine the goals of studying an academic subject, the main didactic units, types of cognitive tasks, possible levels of mastering educational material, criteria and methods for assessing educational results. The goals of studying an academic subject are in direct accordance with the Requirements for mastering the curriculum and the educational and professional needs of the Student. The content of the curriculum provides Natalia N. with the opportunity to study the following subjects: history, law, social studies, Russian language and literature at the profile level, since her future profession may involve a final certification in this profile.

Individual curriculum

Individual curriculum (IUP) is a set of academic subjects (courses) selected for mastering by the Student from the curriculum of a general education institution, compiled on the basis of the federal Basic curriculum. An individual curriculum provides the opportunity to achieve the Requirements of the standard while maintaining the variability of education.

Natalia’s IUP allows her to master the profile of a social and humanitarian orientation and, through additional education, to more fully take into account the interests, inclinations and abilities in philology, which will be useful in the future to satisfy the profession. needs.

INDIVIDUAL CURRICULUM

students of grade 10a of municipal educational institution "Secondary school" for 20 -20 academic year

INFORMATION CARD

educational requests

Natalia I.

Educational inquiries

Individual plan for extracurricular activities

Main performers: social correction department, teachers, tutor.

Target group:

Principles:

Directions:

Implementation stages:

Stage I (April – September). Stage of collecting and analyzing information (information and analytical activities). The result of this stage is an assessment of the student population to take into account the developmental characteristics of children, determine the specifics and their special educational needs; assessment of the educational environment in order to meet the requirements of software and methodological support, material, technical and personnel base of the institution.

Stage II (October-May) Stage of planning, organization, coordination (organizational and executive activities). The result of the work is a specially organized educational process that has a correctional and developmental orientation and a process of special support for children with disabilities under specially created (variable) conditions for training, education, development, and socialization of the category of children in question.

Stage III (May-June) Stage of diagnostics of the correctional and developmental educational environment (control and diagnostic activities). The result is a statement of compliance of the created conditions and the selected correctional, developmental and educational programs with the special educational needs of the child.

Stage IV (August–September) Stage of regulation and adjustment (regulatory and adjustment activities). The result is the introduction of necessary changes into the educational process and the process of accompanying children with disabilities, adjusting the conditions and forms of training, methods and techniques of work.

Individual educational programs are created for students with special educational needs, namely for students:

• with learning problems related to health conditions,
• purposefully engaged in a certain type of activity (artistic creativity, science, sports, etc.) or
• those wishing to gain additional knowledge on their own.

Possible:

1. Creation of an IEP model for children with learning difficulties caused by physical illness.
2. Creation of an IEP model for pedagogically neglected children.
3. Creating an IEP model for children who want to independently master additional material.
4. Creation of an IEP model for preparing gifted students for olympiads and competitions.

At the stage of specialized education and pre-professional training at school, the last two models are most important.

An individual educational program is a program of educational activities of a student, compiled on the basis of his interests and educational request, and fixing educational goals and results.

Purpose of an individual educational program

• Promote student self-determination in a particular subject area;
• Help the student draw up a project for his educational path in the chosen field; show prospects for the development of this subject area;
• Present the problematic nature of the subject area, different approaches and points of view, followed by their discussion;
• Create conditions for organizing educational and research activities taking into account individual interests;
• Expand the educational space of the student profile or pre-professional class;
• Help the student master the self-organization techniques necessary to achieve his educational level.

^ The principle of constructing an IOP– priority of individuality, self-worth of the student as an active bearer of subjective experience in the educational process.

In the context of a professional educational organization, the educational program must:

• ensure the opportunity for students to achieve the level of education necessary for the implementation of the social order; meet educational standards; promote the integration of students' educational and extracurricular activities;
• stimulate the use of more effective educational technologies;
• contribute to the development of the student.

1. The student and teacher jointly determine the content of the activity, choose ways to master specific educational material and build an algorithm for the student’s independent work.

2 They determine the forms of teacher support for the student’s independent activities (consultations, supervision of project activities, assistance in selecting educational literature, etc.).

3. The student and teacher plan and jointly monitor the success of solving educational problems, analyze the expected and real trajectories of the student’s movement in the educational space (reflection). The level of advancement can be assessed in points by passing tests and creative tasks, preparing a project, creating a thematic educational Portfolio, cases, completing tests, performing in competitions and olympiads, etc.

4. In the process of the student’s movement through the educational program, his subjective experience is enriched and transformed, thus development occurs.

The IOP performs the following functions:

^ Work stages:

Prognostic: n stopping the problem and tasks on the path to solving it (mastering a new topic, what knowledge and skills need to be developed); drawing up a plan for solving the problem (methods of acquiring knowledge and skills, searching and mastering material, etc.).

Organizational and coordination: assistance and cooperation of the teacher in planning the educational space; coordination of the student’s educational and research activities by the subject teacher.

Reflection over the methods and results of the student’s activities. The educational program, as a rule, contains sections:

• goals and values ​​of the educational program (why it was compiled, what goals it is aimed at achieving);
• targeting of the educational program (for whom it is intended);
• a mini-curriculum containing the invariant and variable parts of the educational content in each specific case (how many hours are allocated for studying the content both in theory and in practice), as well as an explanatory note to it;
• educational and thematic planning and content of educational material, description of organizational and pedagogical conditions, pedagogical technologies used to implement the educational program;
• a system of forms of certification, control and recording of student achievements;
• description of the expected educational results of mastering the educational program.

Transferring this approach to a specific student, we can offer the following option:

• 1. purpose of the educational program (determined by the student);
  2. the purpose of the educational program (determined by the student);
  3. characteristics of the curriculum (compiled by the teacher or the option of joint design of the curriculum is possible);
  4. description of organizational and pedagogical conditions, pedagogical technologies used to implement the educational program (compiled by the teacher);
  5. a system of forms and deadlines for certification, monitoring and recording of achievements, reporting forms for the types of activities of the student (compiled by the teacher and the student);
  6. description of the forms of educational practices, proposed projects, topics of research activity (compiled by the teacher and the student);
  7. description of the expected educational results of mastering the educational program (determined by the student or the teacher and the student);

The priority forms of interaction between teacher and student are individual forms of accompaniment and support for students:

• tutoring,
• consulting
• and moderation.

Application of modern technologies in the implementation of an individual educational program

When implementing IEP, new forms of organizing educational activities are required. Partial search, problem-based and research teaching methods are used. The main forms of organizing training sessions, in addition to the traditional combined lesson, are a lecture, a seminar, a practical lesson, a business and educational game, and training. To control knowledge, tests and practical works, mathematical dictations, interviews, project defense, and testing are used.

The use of information technology and the development of electronic educational materials by teachers (creation of PP presentations, development of electronic didactic materials, use of e-mail for interactive communication with students, publication of lecture notes and practical assignments on teachers’ personal websites) have also become an integral component of education.

At the same time, there remains the problem of preparing educational and methodological materials that make it possible to organize full-fledged training, taking into account the individualization of the educational needs of students, the students’ independent choice of ways to master the program and relying on interactive forms of communication between the teacher and the student.

The main technology used in the implementation of IEP, which makes it possible to use the “advantages” of the existing system and takes into account the possibilities of open learning, is the technology of modular learning.

Modular learning technology

The core of modular training is a training module, including:

• completed block of information;
• target action program for the student;
• recommendations (advice) from the teacher for its successful implementation.

Modular technology ensures individualized learning:

• according to the content of training,
• according to the rate of absorption,
• by level of independence,
• on methods and methods of teaching,
• on methods of control and self-control.

Fundamental differences Modular training from other training systems are as follows:

• the content of training is presented in complete independent complexes, the assimilation of which is carried out in accordance with the set goal. The goal contains not only an indication of the volume of content being studied, but also the level of its assimilation. In addition, the student receives written advice from the teacher on how to act rationally;
• The form of communication between the teacher and students changes. It implements the process of individual communication between teacher and student;
• the student works independently as much as possible, learns goal setting, self-planning, self-organization and self-control;
• There is no problem of individual counseling or dosed assistance to students.

The main task of the teacher is to develop a modular program, the modules themselves, and in the learning process he motivates, organizes, coordinates, advises, controls, i.e., using the potential of modular learning, he exercises reflexive learning management.

Case - method

The case method is a method of analyzing educational materials provided by the teacher to students, based on their existing theoretical knowledge and practical skills.

The student must solve the problem and get a reaction from others (other students and the teacher) to his actions. The role of the teacher is to guide the work and the teacher, in case of difficulties for students, can generalize, explain, recall theoretical aspects or make references to relevant educational literature.

Cases (sets of materials for solving a learning problem) can be from several lines to several pages in length, depending on the age and preparedness of the students.

• There are cases:
• teaching staff whose main task is teaching;
• training,
• systematizing,
• research cases focused on the implementation of research activities.

Project method

Under project method understands the technology of organizing educational situations in which the student poses and solves his own problems, and the technology of supporting the student’s independent activities.

The main time allocated for project activities is necessary for the student’s independent work with various resources (information, technical, etc.), therefore work on the project cannot be organized within the framework of the lesson. In this case, work on an individual or group project is based on the IOP.

^ Stages of work on the project can be represented as the following diagram:

We present it in the form of progress cards for a discipline, module (individual, for a group), which are then entered into the student’s PORTFOLIO.