Correctional education of children with disabilities - as a category. Correctional education

According to the Model Regulations on a special (correctional) educational institution for students, pupils with developmental disabilities, approved by Decree of the Government of the Russian Federation of September 4, 1997 No. 48 “On the specifics of the activities of special (correctional) educational institutions of I-VIII types”, correctional institutions of the VI type created for the education and upbringing of children with disorders of the musculoskeletal system (with motor disorders of various etiology and severity, cerebral palsy, with congenital and acquired deformities of the musculoskeletal system, flaccid paralysis of the upper and lower extremities, paresis and paraparesis of the lower and upper extremities ), for the restoration, formation and development of motor functions, correction of deficiencies in the mental and speech development of children, their social and labor adaptation and integration into society on the basis of a specially organized motor mode and subject-practical activities and.

Education is carried out in accordance with the levels of educational programs of the 3 levels (31, 58):

Stage I - primary general education (normative period of development is 4-5 years);

Stage II - basic general education (normative period of development - 6 years);

Stage III - secondary (complete) education (normative period of development - 2 years).

At the first stage, educational tasks are solved on the basis of complex correctional work aimed at the formation of the entire motor sphere of pupils, their cognitive activity and speech.

At the second stage of education, the foundation for general education and labor training is laid, and correctional and rehabilitation work continues to develop motor, mental, speech skills and abilities that ensure the social and labor adaptation of pupils.

At the third stage of education, the completion of general educational training of pupils is ensured, taking into account their capabilities, due to the peculiarities of their psychophysical

development, on the basis of differentiated learning, conditions are created for their active social integration.

Special education for children and adolescents with cerebral palsy is impossible without taking into account the psychophysical characteristics of these children. With cerebral palsy, as a rule, movement disorders, speech disorders and a delay in the formation of individual mental functions are combined. It should be emphasized that there is no parallelism between the severity of motor and intellectual disorders, for example, severe motor disorders can be combined with mild mental retardation, and residual cerebral palsy with severe, underdevelopment of individual mental functions. Such a variety of manifestations makes it difficult to standardize the education of these children, because it is possible to single out a large number of groups of students with different structures of disorders, each of which needs its own special educational conditions (the use of various methods, the availability of different equipment, etc.).

As indicated in previous chapters, the formation of cognitive processes in cerebral palsy is characterized by a delay and unevenly expressed underdevelopment of individual mental functions. In some children, visual-effective thinking suffers with better development of verbal-logical, in others / vice versa; predominantly visual forms of thinking develop. Many children have difficulties in forming spatial and temporal representations, as well as non-differentiation of all types of perception.

Almost all children have asthenic manifestations: decreased performance, exhaustion of all mental processes, slow perception, difficulty switching attention, and a small amount of memory.

It should be emphasized that the majority of these children potentially retained the prerequisites for the development of higher forms of thinking, but multiple disorders (movement, hearing, speech, etc.), the severity of asthenic manifestations, a low stock of knowledge due to social deprivation, mask the capabilities of children.

Differentiation of children with disorders of the musculoskeletal system, taking into account their characteristics and opportunities for mastering educational material, is extremely difficult, because. it is necessary to take into account all the factors that determine the mental development of these children, speech and motor difficulties.

In the draft Concept of the State Standard for General Education of Persons with Disabilities, developed

botanical under the scientific supervision of Academician V.I. Lubovsky (31), it is proposed to single out the following categories of students with disorders of the musculoskeletal system:

Children with dysfunctions of the musculoskeletal system of various etiopathogenesis, moving independently or with orthopedic aids and having normal mental development or mental retardation. This group is currently allocated to study in special boarding schools according to an adapted mass program.

Children deprived of the possibility of independent movement and self-service with mental retardation and intelligible speech. This group is currently homeschooled under a mass school program without regard to the specifics of impairments. Students need remedial classes for the development of motor skills, spatial orientation, special equipment for the educational process.

Children with mental retardation in cerebral palsy. complicated by severe dysarthria. ONR, hearing impairment. Students need to correct the programs of a number of general education subjects, special methods for the development of speech and correction of violations of sound pronunciation. At present, many of these children are removed even from home schooling because of the difficulty of establishing verbal contact with them. To work with them, trained specialists are needed;

Children with cerebral palsy and mental retardation of varying severity. This category of children is most in need of multi-level programs and various forms of education. Particular attention should be paid to the subjects of the correctional cycle.

Along with the need to develop a unified system of differential diagnosis for these children, it is necessary to develop several options for programs that take into account the peculiarity of intellectual disorders in cerebral palsy, their dependence on the state of motor skills, speech, and the severity of asthenic manifestations.

Since the goal of educating children with cerebral palsy is to maximize the development of the student's personal potential with a focus on social adaptation and integration of graduates into society, it can be achieved through the specific implementation of educational programs that correspond to the content of the federal, regional and school components of the standard to ensure the safety of a single educational space.

The main objects of education standardization are:

Educational conditions (special methods and organizational forms of education, special equipment, educational

material base, etc.);

Duration of training (general and by steps);

Evaluation of educational achievements of students. Until now, in our country there is no single State educational standard for special education, although a number of projects have been developed, which are being tested experimentally in various (special) correctional schools.

So, since 1995, such an experiment has been carried out under the scientific supervision of L.M. Shipitsina) educational standards (58) include 4 communication options for children with motor pathology (Table 5).

Training options depend on the varying severity of the pathology of the musculoskeletal system in combination with impaired intelligence, speech, etc.).

Achieving different levels of education according to one of the standard options can be achieved in accordance with the potential capabilities of students.

When organizing training for any option, various forms of classes are possible: individual training at home, training at a school, boarding school, integrated external training. The forms and duration of training depend on the characteristics of the psychophysical development of the child and the choice of the educational route.

According to this concept of the standard of special education for this category of children, it is possible to study according to four options at the first stage (Table 5). Depending on the effectiveness of training, based on the recommendations of the psychological, medical and pedagogical consultation, the decision of the pedagogical council of the school of parental consent, students may change the options for educational programs already at the 1st stage at the end of the year. From option 1, students can be transferred to the second, third and fourth options of educational programs. From Option II

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CHAPTER1. Correctional education

The problems of upbringing, training, socialization of children with developmental disabilities are currently one of the priority areas of activity not only for the Ministry of Education of the Russian Federation, but also for the Ministry of Labor and Social Development, and the Ministry of Health.

At present, the education and upbringing of atypical children is carried out by qualified specialists, primarily defectologists, who are trained at the faculties of correctional pedagogy and special psychology of a number of pedagogical institutes and universities in the country.

Attention to the problems of atypical children on the part of the state is manifested in legislative acts aimed at organizing comprehensive assistance to such children and their families, creating the necessary conditions for the continuous development and improvement of the system of special education.

1.1 Special education for children with disabilities

The most complete definition of the concept education gave V.S. Lednev: “Education is a socially organized and standardized process of constant transfer of socially significant experience by previous generations to subsequent generations, which is, in ontogenetic terms, a biosocial process of personality formation. Three main structural aspects are distinguished in this process: cognitive, ensuring the assimilation of experience by a person ; education of typological personality traits, as well as physical and mental development "Lednev V.S. The content of education. - M., 1989 ..

Thus, education includes three main parts: training, upbringing and development, which, as B.K. system operation.

Correctional education or correctional educational work is a system of special psychological and pedagogical, sociocultural and therapeutic measures aimed at overcoming or weakening the shortcomings of the psychophysical development of children with disabilities, providing them with available knowledge, skills and abilities, developing and shaping their personality as a whole . The essence of correctional education is the formation of the psychophysical functions of the child and the enrichment of his practical experience, along with overcoming or weakening, smoothing out his mental, sensory, motor, and behavioral disorders. Let's give an approximate meaningful decoding of the educational correctional process according to B.K. Tuponogov:

1. remedial education- this is the assimilation of knowledge about the ways and means of overcoming the shortcomings of psychophysical development and the assimilation of ways to apply the knowledge gained;

2. Correctional education- this is the upbringing of typological properties and qualities of the individual, invariant to the subject specificity of activity (cognitive, labor, aesthetic, etc.), allowing to adapt in the social environment;

3. Corrective development- this is the correction (overcoming) of deficiencies in mental and physical development, the improvement of mental and physical functions, the intact sensory sphere and neurodynamic mechanisms for compensating for a defect.

The functioning of the correctional pedagogical system is based on the following provisions formulated L.S. Vygotsky within the framework of the theory of cultural and historical development of the psyche developed by him: the complexity of the structure (specific features) of the defect, the general patterns of development of a normal and abnormal child. According to L.S. Vygotsky, the goal of correctional work should be an orientation towards the all-round development of an abnormal child as an ordinary one, simultaneously correcting and smoothing out his shortcomings: “It is necessary to educate not the blind, but the child first of all. To educate the blind and deaf means to educate deafness and blindness ...". Correction and compensation of atypical development can be effectively carried out only in the process of developmental education, with the maximum use of sensitive periods and reliance on the zones of actual and immediate development. The process of education as a whole relies not only on established functions, but also on emerging ones. Hence, the most important task of remedial education is the gradual and consistent transfer of the zone of proximal development to the zone of actual development of the child. Implementation of correctional-compensatory processes of atypical development of a child is possible only with the constant expansion of the zone of proximal development, which should act as a guide for the activities of a teacher, educator, social pedagogue and social worker. There is a need for systematic, daily qualitative improvement and increment of the level of proximal development.

Correction and compensation for the development of an atypical child cannot occur spontaneously. It is necessary to create certain conditions for this: the pedagogization of the environment, as well as the productive cooperation of various social institutions. The decisive factor on which the positive dynamics of psychomotor development depends is adequate conditions for upbringing in the family and the early start of complex treatment, rehabilitation and correctional psychological, pedagogical, sociocultural measures, which involve the creation of an occupational therapy environment focused on the formation of adequate relationships with others, teaching children the simplest labor skills, development and improvement of integrative mechanisms in order to include, if possible on an equal footing, children with problems in ordinary, generally accepted socio-cultural relations. L. S. Vygotsky wrote in this regard: “From a psychological point of view, it is extremely important not to lock such children into special groups, but it is possible to practice their communication with other children more widely.” An obligatory condition for the implementation of integrated education is the orientation not on the characteristics of the existing disorder, but, first of all, on the abilities and possibilities of their development in an atypical child. There are, as noted by L.M. Shipitsyna, several models of integrated education for children with problems:

Education in a mass school (regular class);

Education in the conditions of a special correction class (alignment, compensatory education) at a mass school;

Education in different educational programs within the same class;

Education in a special educational correctional school or boarding school, where there are classes for healthy children.

The earlier the organization and conduct of corrective work begins, the more successfully the defect and its consequences are overcome. Taking into account the ontogenetic features of children with special educational needs, a number of principles of corrective educational work are distinguished:

1. The principle of unity of diagnostics and correction of development;

2. The principle of correctional and developmental orientation of training and education;

3. The principle of an integrated (clinical-genetic, neurophysiological, psychological, pedagogical) approach to the diagnosis and realization of the capabilities of children in the educational process;

4. The principle of early intervention, which implies medical, psychological and pedagogical correction of the affected systems and functions of the body, if possible - from infancy;

5. The principle of relying on the safe and compensatory mechanisms of the body in order to increase the effectiveness of the ongoing system of psychological and pedagogical measures;

6. The principle of an individual and differentiated approach within the framework of correctional education;

7. The principle of continuity, continuity of preschool, school and vocational special correctional education.

Correctional educational work is a system of pedagogical measures aimed at overcoming or weakening the violations of the psychophysical development of the child through the use of special educational means. It is the basis of the process of socialization of abnormal children. All forms and types of classroom and extracurricular work are subordinated to the correctional task in the process of forming general educational and labor knowledge, skills and abilities in children. The system of corrective educational work is based on the active use of the preserved capabilities of an atypical child, "poods of health", and not "spools of disease", in the figurative expression of L.S. Vygotsky. In the history of the development of views on the content and forms of correctional educational work, there were various directions

1. sensationalistic(lat. sensus-feeling). Its representatives believed that the most disturbed process in an abnormal child is perception, which was considered the main source of knowledge of the world (Montessori M., 1870-1952, Italy). Therefore, special classes were introduced into the practice of special institutions to educate sensory culture, to enrich the sensory experience of children. The disadvantage of this direction was the idea that improvement in the development of thinking occurs automatically as a result of improvement in the sensory sphere of mental activity.

2. Biologization(physiological). Founder - O. Dekroli (1871-1933, Belgium). Representatives believed that all educational material should be grouped around the elementary physiological processes and instincts of children. O. Dekroli singled out three stages of correctional and educational work: observation (in many respects the stage is consonant with the theory of Montessori M.), association (the stage of development of thinking through the study of the grammar of the native language, general educational subjects), expression (the stage involves work on the culture of the child’s direct actions: speech , singing, drawing, manual labor, movements).

3. Social - activity. A. N. Graborov (1885-1949) developed a system of education of sensory culture based on socially significant content: play, manual labor, subject lessons, excursions into nature. The implementation of the system was carried out with the aim of educating children with mental retardation of a culture of behavior, the development of mental and physical functions, and voluntary movements.

4. The concept of a complex impact on the personality of an abnormal rebbenin the process of education. The direction took shape in the domestic oligophrenopedagogy in the 30s - 40s. XX century under the influence of research on the developmental significance of the learning process as a whole (Vygotsky L.S., Gnezdilov M.F., Dulnev G.M., Zankov L.V., Kuzmina-Syromyatnikova N.F., Solovyov I.M.). This trend is associated with concept of dynamic approach to understanding the structure of the defect and the prospects for the development of mentally retarded children. The main provision of this direction was and remains at the present time that the correction of defects in cognitive processes in children with developmental disabilities is not allocated to separate classes, as was the case earlier (with Montessori M., Graborov A.N.), but is carried out in the whole process of education and upbringing of atypical children.

At present, defectological science and practice faces a number of organizational and scientific problems, the solution of which would make it possible to qualitatively and quantitatively improve the process of correctional education:

Creation of permanent full-time psychological, medical and pedagogical consultation commissions, with the aim of earlier detection individual structure of a developmental defect in children and the beginning of corrective education and upbringing, as well as improving the quality of the selection of children in special (auxiliary) educational institutions;

Implementation of the total intensification of the process of correctional education of children with disabilities through defectological general education and improvement of pedagogical skills;

Organization of a differentiated approach with elements of individualization to the didactic process within certain categories of children with developmental disabilities;

Distribution of correctional educational work in some specialized children's medical institutions in which children of preschool age are treated, in order to optimally combine medical and health-improving and psychological and pedagogical work for the successful preparation of children for training in a special educational correctional school;

Providing an opportunity to receive an adequate education to all children with disorders of psychophysical development. Insufficient (incomplete) coverage of atypical children by special (correctional) schools is noted. At present, about 800,000 children with developmental defects in the country are either not covered by school education at all, or are studying in mass schools, where they do not have adequate conditions for development and are not able to master the educational program;

Strengthening the material and technical base of special correctional preschool and school institutions;

Creation of a multi-purpose experimental production for the development and manufacture of small series of technical teaching aids for children with sensory and motor developmental disorders;

Development of sociological problems related to defects in ontogeny, which will contribute to the disclosure of the causes of developmental deviations, the implementation of the prevention of defects, planning the organization of a network of special institutions, taking into account the prevalence of children with disabilities in different regions of the country;

Expansion of the social and cultural support network for families raising children with disabilities, defectological education of parents, introduction of innovative forms of work of educational institutions with the family of an atypical child.

The development of these problems is carried out by the Institute of Correctional Pedagogy of the Russian Academy of Education.

At present, there are more than 1,800 special educational correctional preschool and school institutions for children with disabilities in the Russian Federation. More than 280 thousand schoolchildren study there. More than 125 thousand preschool children with developmental problems are brought up in special kindergartens and specialized groups of preschool educational institutions.

In addition, the ones created since 1981 have become widespread. at mass schools, classes for children with mental retardation (over 135 thousand children in the Russian Federation), compensatory education (more than 210 thousand children in the Russian Federation).

The sphere of correctional pedagogy and special psychology is supplemented by speech therapy centers at mass general education schools and children's educational institutions, as well as various counseling and training centers. A positive aspect is the absence of pronounced practices of sociocultural isolation of atypical children from other members of society, ordinary children, the presence of all constitutional rights in people with problems, the possibility of integrated learning.

Also in the Russian Federation, work is underway to prevent developmental deviations in childhood. It is complicated by material and social difficulties, the decline in the cultural level of parents, the not always high quality of medical care, the lack of targeted implementation of comprehensive programs for the habilitation and rehabilitation of atypical children in a family setting.

A number of achievements in eliminating the causes of anomalies can be noted: the elimination of severe infectious, epidemic diseases (plague, cholera, smallpox, malaria, trachoma, typhus, etc.), a decrease in the incidence of typhoid fever, diphtheria, the creation of a system of medical genetic counseling, the opening of reproduction centers and family planning, immunological centers.

For the purpose of social, labor and sociocultural adaptation of people with physical disabilities in the Russian Federation, public organizations of citizens deprived of sight and hearing were created - the All-Russian Society of the Blind (VOS, 1923) and the All-Russian Society of the Deaf (VOG, 1926). Their functions include improving the cultural and living conditions, increasing the general educational and professional knowledge of members of the society, as well as their employment. Societies have their own training and production special enterprises, workshops, which enjoy benefits, in particular, taxation. Within the framework of VOG and VOS there is a network of Houses of Culture, clubs, libraries. The World Health Organization (WHO) is directly involved in the problems of prevention (prevention) of diseases that cause developmental disorders.

The state's concern for abnormal children and adults is enshrined in law. The main legal act is the Constitution of the Russian Federation (1993), which regulates the foundations of the social and state structure, the basic rights and obligations of citizens. Taking into account the provisions of the Constitution, other laws are being created that provide legal benefits for children and adults with disabilities (for example, the Law "On the Social Protection of the Disabled", the Presidential Decree "On measures to create an accessible sphere of life for the disabled, etc.). Targeted federal programs are being developed : "Children of Russia", "Children with Disabilities", "Development of Social Services for the Family and Children", in a complex aimed at the development of both general and special education, health care, and the socio-cultural sphere.

Of great progressive importance was the adoption by the State Duma of the Russian Federation in 1996. Law on the Education of Persons with Disabilities (sp.esocial education).

The law provides for the variability of the types of education for children with disabilities in psychophysical development: integrated education In an educational institution of integrated education, the number of persons with disabilities should not exceed 20% of the total number of students and pupils. , training in a special educational correctional institution, training at home, with subsequent certification and, if it is successful, reimbursement of the money spent on training. This gives parents the opportunity to choose the types of educational institutions and the program in which the child will study. In the process of teaching a child at school, parents can take part, along with specialists, in the development and adjustment of an individual program of pedagogical rehabilitation for their child. Art. 13 of the Law establishes the right of a person with disabilities studying in a general educational institution to use the services of an assistant during classes.

In addition, parents get the right to be present at the work of the psychological, medical and pedagogical commission, to disagree with the diagnosis and to appeal the decision of the PMPK in court. At the same time, an independent examination is appointed, and the parents of a child with disabilities have the right to choose experts. The issue of delivering children to an institution at the expense of the state (for example, by bus) was considered. Parents have the right to non-competitive admission to a higher educational institution for a specialty corresponding to the profile of their child's disease. When a child with disabilities enters a higher educational institution for a specialty that is "close" to his violation (diagnosis), the competition for him is canceled.

The identification of the reasons complicating education and the provision of diagnostic and advisory assistance to parents and teachers are called upon to be carried out by specialists of permanent interdepartmental psychological, medical and pedagogical commissions (PMPC), the functioning of which is regulated by the relevant Decree of the Government of the Russian Federation (1233 of December 8, 1990). The model regulation on the PMPK was approved by the collegium of the Ministry of Education of the Russian Federation on April 12, 1995.

PMPK is a legal entity and, in accordance with this, bears full responsibility for its corrective diagnostic and advisory activities. The commission carries out a comprehensive psychological, medical and pedagogical diagnosis of children and adolescents under the age of 18 to determine the forms and content of their upbringing and education, taking into account social, psychological and physical capabilities. Therefore, the mandatory members of the commission are: a neuropsychiatrist, a defectologist teacher, a speech therapist, a psychologist. The family thus gets the opportunity to comprehensively examine the child and receive an opinion from the expert commission with recommendations. Problems in the field of diagnosing the development of atypical children are the temporal limitations of the scope of social, medical and psychological and pedagogical examination, the lack of separate rooms (rooms) for specialists, which, on the one hand, is positive, since teamwork is possible, which increases the objectivity of the conclusions, and on the other hand - the child is in a hyperstress state. All this can lead to a diagnostic error, and consequently, the choice of measures of psychosocial and corrective-compensatory influence, educational programs of rehabilitation that are inadequate to the child's abilities. The problem of early diagnosis is relevant due to the presence of a significant number of hereditary developmental disorders, which makes it difficult to implement the processes of habilitation and rehabilitation, and in some cases makes them impossible.

1.2 Correction of children's fears

Revealing fears

Before helping children overcome fears, it is necessary to find out what specific fears they are prone to. You can find out the whole range of fears with a special survey, subject to emotional contact with the child, trusting relationships and the absence of conflict. You should ask about fears to one of the familiar adults or specialists when playing together or having a friendly conversation. Subsequently, the parents themselves clarify what exactly and how much the child is afraid.

The conversation is presented as a condition for getting rid of fears by playing and drawing them. It makes sense to start asking about fears according to the proposed list in children not earlier than 3 years old, the questions should be understandable at this age. The conversation should be conducted slowly and in detail, listing the fears and waiting for the answer "yes" - "no" or "I'm afraid" - "I'm not afraid." Repeating the question of whether the child is afraid or not is only necessary from time to time. This avoids the suggestion of fears, their involuntary suggestion. With the stereotypical denial of all fears, they are asked to give detailed answers like “I’m not afraid of the dark”, and not “no” or “yes”. The adult asking questions sits next to, and not in front of, the child, not forgetting to periodically cheer him up and praise him for telling it like it is. It is better for an adult to list fears from memory, only occasionally looking at the list, and not reading it out.

“Tell me, please, are you afraid or not afraid:

1. when you are alone;

2. attacks;

3. get sick, get infected;

4. die;

5. that your parents will die;

6. some people;

7. moms or dads;

8. that they will punish you;

9. Baba Yaga, Kashchei the Immortal, Barmaleya, Snake Gorynych, miracleaboutvishch;

10. be late for the garden (school);

11. before falling asleep;

12. terrible dreams (which ones);

13. darkness;

14. wolf, bear, dogs, spiders, snakes (animal fears);

15. cars, trains, planes (fears of transport);

16. storms, hurricanes, earthquakes, floods (fears of the elements);

17. when very high (fear of heights);

18. when very deep (fear of depth);

19. in a cramped, small room, room, toilet, perepolbus (fear of confined space);

20. water;

21. fire;

22. fire;

23. war;

24. large streets, squares;

25. doctors (except dentists);

26. blood (when there is blood);

27. injections;

28. pain (when it hurts);

29. unexpected, sharp sounds, when something suddenly falls, knocks (baboutyou shudder at the same time).

Overcoming fears

The parent's reaction to fear should be calmly empathic. It is impossible to remain indifferent, but excessive anxiety can lead to increased fears. Try to discuss with the child his fear, ask him to describe the feelings and the fear itself. The more the child talks about fear, the better - this is the best therapy, the more he talks, the less he is afraid.

Try to convince the child to be afraid of something, but do not minimize the fear, but share your experience, if any, advise something. You can come up with a fairy tale and develop a set of measures to combat fear with your child. For example, a child who is afraid that someone will break into his window at night invented a whole story about how he defeated an intruder with the help of a toy gun, which was always ready for such an occasion. However, the child should try to adhere to the developed rules. If the fear is expressed, then it is necessary to fight it fractionally. For example, if a child is afraid of dogs, first you should go to visit where there is a small puppy and play with him, then, perhaps, go to the bird market, etc.

Of course, try to increase the child's self-esteem, support successful activities for him, always be able to tactfully assess the child's success in overcoming fears. Remember that a direct question is dangerous - it can provoke a relapse. Always try to prepare the child for an approaching threatening situation, provide him with reliable protection, but do not make it excessive.

In psychotherapy, there are many methods for relieving fears, but we will focus on the most effective and simple ones.

Drawing fear

A neurotic child should depict his fear on a piece of paper. This task is done at home for two weeks. At the second lesson, the child is offered to think and depict on the reverse side of the same sheet how he is not afraid of this fear. Thus, unconscious fear is brought to the level of consciousness, and by reflecting on his fear, the child heals himself.

There are times when children refused to draw on the back of the sheet. At the same time, they say that the fear is very strong and they do not know what needs to be done to get rid of it. In such cases, a psychologist in the presence of a child can take a sheet with a picture of fear and burn it with the words: “You see, a small handful of ashes remains from the evil monster, and now we will blow it away and the fear will evaporate.” This somewhat mystical technique works extremely well, it can be used several times until the desired effect is achieved.

Writing a story about fear

In this case, the task of the psychologist is to bring the child closer to reality, so that he realizes the absurdity of his fear. This is done through the introduction of elements of humor into the story.

For example, an eight-year-old girl who was afraid of a bear. According to the girl, he could climb into the window of the second floor at night and bite her. The girl's sleep and appetite were disturbed, school problems arose. Together with the girl, we drew a bear on paper, and along the way I told her about the behavior of this animal in the wild, in the taiga. For one of the classes, I brought reproductions from paintings by Russian artists who painted bears. The girl listened with pleasure as I read Krylov's fables "The Bear in the Nets", "The Hardworking Bear", the poem "Toptygin and the Fox" in their faces. The girl noted that in all fairy tales the bear is presented as a loser, a sweet fool who is a little sorry.

Then we wrote together a story about how a bear went on a date with a bear at night and got lost. He tried to climb into someone else's window, but could not reach and fell into a snowdrift, stuffing a big bump. Christina laughed out loud as she listened to this story over and over again. Now she was no longer afraid of the big, angry bear. Waking up at night, she remembered this joke, smiled and calmly fell asleep.

Use of play, small performances and dramatizations

In group classes, children are encouraged to compose a fairy tale or come up with a scary story. They can begin with the words: "Once upon a time ..." or "Once upon a time ...". Children with anxiety neurosis tend to make up stories with a sad ending. The task of the psychologist is to play their stories in a group. But there is no need to insist on this, the child himself must offer his story for staging. Then the author distributes the roles and the performance begins.

While studying with a group of fourth-grade children, one boy wrote a story about how a robber got into the house at night and killed all the members of the family. During the performance, another boy, who played the robber, refused to play according to the proposed scenario and unexpectedly suggested a new plot. He made his way into the room where his parents lived and accidentally stepped on a sleeping dog. She barked and everyone woke up. But since the robber was alone, and there were many households, he fled in disgrace, forgetting even to grab the loot. Everything was played very temperamentally. Even the author himself, who did not take part in the performance, smiled contentedly.

In groups of older children, scenes from real life can be used. They should be small and in the form of a dialogue. One is negative and the other is positive. At the same time, children can simply improvise on the topic proposed by the psychologist: “You were stopped by a policeman”, “You are waiting on the street for a friend, but he is gone for a long time, and finally he appears”, “Quarrel with a friend”, etc.

Use of horror films

Despite the controversy of this method, it is quite applicable. A prerequisite is that the film must be exactly on the topic of fear (for example, fear of a hurricane or flood) and with a positive ending.

"Open war" with fear

Case from practice. Dima, 12 years old, victim of a house explosion in Moscow (autumn 2004). According to the description of relatives, this is a quiet, balanced boy, beloved by friends and teachers. After the tragedy, he was afraid to stay at home alone, to ride in an elevator, he was afraid of narrow, enclosed spaces.

The success of treatment in such cases depends on the child's inner readiness to overcome their problems, to conduct an "open war" with them. During classes, Dima lay down on the floor and covered himself from above with a blanket. The time of his stay in artificial isolation gradually increased from a few seconds to 15-20 minutes. So, gradually, the child learned to deal with his fear, to experience it. Then grandmother came to class, and everyone, taking a blanket and putting Dima inside, rocked it. Dima shouted loudly: “I'm not afraid of anything! I'm strong! I will succeed!"

In group therapy, a simple game was invented. Dima stood in the center of a circle of 10 people. His task was to fight everyone and break out of the circle. The use of this psychological method of working with fears stimulates courage, self-confidence and self-confidence in the child. In addition, Dima realized that he was not alone and all his friends were ready to help and support him.

fantasizing

Not all children have specific fears. There are times when uncertainty, inexplicable anxiety and depression of emotions prevail in a child. In such cases, the neurotic child may be asked to close his eyes and fantasize about "How I represent my fear." Not only to imagine how it looks and its size, but also what it smells like, what fear it is to the touch. The child is offered to be this fear and tell on his behalf about his feelings, why this fear scares people. Let the child, on behalf of fear, tell himself who he is, how to get rid of him. During the dialogues, it is necessary to monitor the change in the intonation of the child, because it is here that important memories can flash, concerning his main internal problems, with which it is necessary to work with in the future.

All the methods described above are recommended not to be applied separately, but in a complex manner. You need to improvise, approach each child individually. Let him choose what he likes best - drawing, writing a story or staging fear. This is a great start for further frank conversation with the child about his internal problems and experiences.

However, the treatment of a child without parental therapy most often does not bring positive results. 90% of all the fears of children are generated by the family and steadfastly supported by it.

A. Spivakovskaya: “The main thing that parents need to do in such cases is to eliminate the main reasons for the increase in the general anxiety of the child. To do this, force yourself to carefully look at the child, at yourself, at the whole situation in the family as a whole. It is necessary to critically reconsider your requirements for the child, paying attention to whether parental requests exceed the child’s real capabilities too much, whether he finds himself in a situation of “total failure” too often. Parents need to remember that nothing inspires a child like luck, the joy of a well-done, even the smallest deed, and nothing is more able to drown out a child’s sense of self-esteem, increase a sense of anxiety as often repeated failures. Then it will become clear which way parents should direct their upbringing, whose children experience fears. Parents should by all means increase the child's sense of self-confidence, give him the experience of success, show how strong he is, how he can, with effort, cope with any difficulty. It is very useful to review the methods of encouragement and punishment used, to assess: are there too many punishments? If this is the case, then encouragement should be increased, aimed at increasing self-esteem, reinforcing the child's self-esteem, raising confidence and increasing a sense of security.

It is precisely when it is difficult for a child, when he is overwhelmed by a painful experience, that parents can most fully show their love, their parental tenderness. Helping a child cope with fears means experiencing the joint joy of gaining victory over oneself. This will be your common victory, because not only the child needs to change, but also his parents. You should not spare labor to achieve such a victory, because the reward will be your own child - freed from fear, which means prepared for gaining new life experience, open for joy, for happiness (A. Spivakovskaya, St. Petersburg Vol. 2, 1999).

A. Fromm, T. Gordon believe that in order to help a child overcome fear, parents need to understand what lies behind the child's fear. It is helpful to make every effort to improve relationships with children. And to do this, we must moderate our demands on children, punish them less often and pay less attention to the hostility that they show to us from time to time. We must let them know that the anger they sometimes feel towards their parents, and we towards them, is completely natural and normal and can affect our feelings of friendship. This, of course, is the point of view of an adult, and we can prove our love to a child only by an even and unchanging attitude towards him.

The removal of fear when it arises depends to a large extent on how much we manage to calm the child, restore his peace of mind: how much we understand him and how we relate to his fears. It is necessary to create such an atmosphere in the family so that the children understand that they can tell us without hesitation about everything that frightened them. And they will do this only if they are not afraid of us and feel that we do not condemn them, but understand.

We must respect the child's fear, even if it is completely groundless, or behave as if you have known for a long time and are not at all surprised at his fright; moreover, one must make it a rule to use the concept of fear without any fear and not to consider it a word on which a ban has been imposed.

2. Political consultant in Russian electionsacorporate campaigns

CHAPTER I. Psychological assistance to the client during the professionalwithnational political consulting during an election campaign or public relations workandclient's lansions

1. 1 Correction of the Client's behavior

After identifying a personal problem that needs to be eliminated in the course of psychotherapeutic intervention, the third phase begins - the correction of inadequate reactions and forms of behavior of the Client in order to normalize them. As a result of the correction, the Client's political behavior should become more effective, self-assessment - more adequate, relations with the outside world - better.

Correction can be carried out by various psychotherapeutic means. Their choice is largely determined by the following criteria:

1. personal problems of the Client;

2. characteristics of the Client's character;

3. temporary and psycho-physiological resources of the Client;

4. the circumstances in which the adjustment will be made;

5. situational factors.

One of the common methods for correcting the Client's inadequate reactions to the outside world and his behavior is a psychotherapeutic conversation in line with rational therapy. During a psychotherapeutic conversation, the Consultant appeals to the Client's intellectual sphere, to his logic, explaining the causes of personal traumas and their impact on the Client's political behavior and his relationship with the outside world. Such a conversation should not turn into a monologue of the Consultant. The more active the Client is, the more questions he formulates, the more effective the results of psychotherapeutic corrective interaction will be.

During a psychotherapeutic conversation, the Consultant may offer the Client to give his own interpretation of his personal problem. However, in case of disagreement with the opinion of the Client, the Consultant should not refute it, but explain the true causal relationship, supporting his explanations with arguments understandable to the Client.

A psychotherapeutic conversation may consist of one or two sessions, and the Client must have unlimited time. The Consultant needs to prepare the Client, explain to him the purpose of the meeting and start only if the Client is in the right frame of mind. He should be attuned to the hard work of the mind and feel quite cheerful. The client in an irritated or sleepy state cannot perceive the logic of the Consultant.

During a psychotherapeutic conversation, the Consultant must apply all knowledge from the field of persuasive communication. He must show the Client that he is set up for productive interaction with a person who is pleasant to him, whom he appreciates and respects.

The Consultant does not just listen to the Client's position, but does it actively. This means that he has constant eye contact with the Client, he asks him questions, reinforcing them with friendly gestures, head nods, words like "yes, yes", "understood."

The Consultant must be an emotional listener and conduct the conversation in such a way as to constantly keep the Client focused on the end product of the interaction, which is desirable for the Client. By expressing his own emotions, the Consultant teaches the Client to be less dry and constrained, and the Client begins to understand the "beneficial" aspects of emotional behavior - better mutual understanding, liberation from "locks".

W. Urey, an American political psychologist, in his book "Overcoming No, or Negotiating with Difficult People" - and clients are certainly difficult people - gives several recommendations that are directly related to the process of psychotherapeutic conversation with the Client (74).

So, for example, after the Consultant has listened to the position of the Client, he must answer him in his own words, so that the Client is convinced that he was heard and understood adequately. The Consultant should more often recognize the Client's right to his own point of view. This does not mean that the Consultant automatically agrees with her, but it helps to establish an atmosphere of understanding and respect.

Recognition of the Client's feelings helps to gain mutual understanding. The client learns better what the Consultant explains to him if he feels that his feelings are well understood and, moreover, he is not alone in them. Nothing brings us closer to people like the words: "I share your feelings."

In the course of a psychotherapeutic conversation, it is necessary to agree with the Client at every opportunity. This does not mean that it is necessary to agree where the positions of the Consultant and the Client fundamentally diverge. But where there is a coincidence of positions, it is necessary to pronounce the formula of agreement. W. Urey calls this "yes accumulation".

Following his advice, the Consultant should optimistically acknowledge differences with the Client in positions. These differences are natural and after their clarification, it is quite possible to converge the points of view of the Client and the Consultant. However, the Consultant must lead a "line of convergence" without prejudice to the Client's self-esteem.

Maintaining the Client's self-respect and the feeling that he is a leader, despite all the problems that he discusses with the Consultant, is the most important aspect in the activity of the Consultant, especially during the psychotherapeutic conversation. One of its distinguishing features is the explanation of the problem to the Client, and the moment when the Client sees in the face of the Consultant a mentor and a threat to maintaining his own image of "I as a leader" can be a very dangerous moment for business.

The Consultant must be able to respond to the Client's objections. This is not always an easy task. An authoritarian or highly frustrated Client reacts very painfully to objections, sometimes he is simply intolerant of them. The art of objecting to the Client does not come immediately, and the Consultant needs to acquire special knowledge in this area.

During an objection from the Client, the Consultant should be very confident, calm and friendly. He should neither humiliate the Client nor fawn over him. He is not a teacher who scolds an unreasonable student, but he is not a child who is taught by a big and strong uncle who is a politician.

Every objection has a motive behind it. And one of the tasks of the Consultant is to define it. Such a motive may be the desire of the Client to protect his image. Such a motive may be the Client's confidence in the insufficient qualifications of the Consultant. In any case, the Consultant should give the most serious attention to this issue.

The consultant should not respond to the objection at the same second, he can take a timeout. Before an instant response, it is useful for the Consultant to make a 1-1.5 second pause, which will give his answer more seriousness and will not allow the Client to evaluate it as a spontaneous, lightweight reaction.

The counselor should not make so-called "you-statements" in response to objections. For example, when arguing your disagreement with the Client's objection, the formula "You are wrong because ..." should not be used in any cases. The counselor should use "I-statements". For example, "It's hard for me to agree with this statement because...". Firstly, it hurts the Client less, who is unpleasant to hear from the Consultant again that he is wrong. Secondly, it makes the Consultant more generous in the eyes of the Client, who does not want to assert himself at his expense.

And, of course, the commandment for the Consultant while responding to the Client's objections is to maintain a friendly facial expression, intonation, "eye" contact, soft, non-aggressive gestures. The entire arsenal of non-verbal behavior of the Consultant should be aimed at one thing - to communicate to the Client the thesis that there is cooperation between them, not a battle. The win is not in defending one's position, but in jointly solving the Client's problems.

One of the most well-received methods of correction by the Client is a role-playing game in all its diversity. Clients, regardless of their age and position, easily accept the offer to "lose the situation." A role-playing game can be built in different ways, based on the psychological concept taken as a basis. In some cases, this may be a game and subsequent transactional analysis. In other cases, the Client is invited to play the roles of people from his significant environment. Sometimes the Client plays the role of his opponent in the political arena.

The most effective games for the correction of personal traumas acquired in childhood in interaction with parents is the fulfillment of one's role in childhood - during the period of a psycho-traumatic situation, and oneself in the current state. Then the "dialogue" of the two I of the Client - the child's and the adult's - should follow.

This method was used in the case of Client B. He was asked to play 5-year-old Sashenka, who would complain to the Consultant about how his parents offended him. The essence of the situation was as follows: without the permission of his parents, he ran away to the lake and disappeared there all day. His parents looked for him everywhere, did not find him and decided that a misfortune had happened. When he came home in the evening, his father whipped him with a belt and forbade him to leave the house and play with the children. They, in turn, began to tease him as "mama's boy." Sashenka perceived extremely painfully both the reaction of his father and the humiliation on the part of the guys.

The thirty-five-year-old leader is well accustomed to the role of a 5-year-old child. His facial expressions, intonation, gestures fully corresponded to the age of the hero. Resentment and bitterness sounded absolutely fresh, genuine. Then, after the "child's" monologue, V. was asked to calm Sashenka, explain to him what was going on in the soul of his parents when they could not find him, from the position of 35-year-old Alexander. Adult Alexander tried to find words accessible to a five-year-old child that could convince him that the basis of his parents' actions was, first of all, fear for him, love for him, and not at all a desire to humiliate him.

Such a game contributed to reducing the trauma received by V. in relations with his parents, changing his self-esteem.

Video training helps the Client to remove the fear not only of the camera, but also of the situation in which he will have to face the truth: "I really sometimes look ridiculous and ridiculous, saying such important and serious things." Many clients during training and analysis begin to make excuses, explaining that they were not prepared, did not know where to start. However, they still get the maximum benefit from this correction method.

During the video training, the Client develops the ability to control their own non-verbal behavior. He begins to understand the connection between his internal state, emotions and their external manifestations in public behavior. The client realizes why even the most meaningful texts of his speeches sometimes not only do not resonate with the audience, but sometimes cause mistrust and negative reactions.

Sometimes the first training exercises cause an almost shock reaction in the Client - an uncertain character with "dancing" legs and chaotic, unintelligible gestures looks at him from the screen. He rolls his eyes and grabs his ear funny. After the Client realizes that it is in his power to make this character behave differently, he admits how important the video training experience was for him.

A very useful exercise for the Client is to develop resourcefulness and the ability to speak spontaneously on any topic. 1.5 minute preparation. These exercises allow the political leader to acquire the skills of "quick speech response". In fact, a leader should be able to deliver a speech on almost any topic, even when woken up in the middle of the night.

A special type of training is a "press conference" training, the purpose of which is to develop an instant adequate response to any unpleasant questions that usually pop up during elections or have their roots in various rumors that arise around the Client. In this training, in addition to the Client and the Consultant, people from the politician's inner circle are often involved. It is especially important here that they do not spare him, do not be shy, but ask questions in the same harsh formulations that can be heard at meetings of a politician with voters or journalists.

This type of training also contributes to the formation of a sense of confidence, the ability to face any question without fear and the removal of a painful reaction to unfair rumors and accusations.

1.2 Correction of behavior, fears on the example of the Moscow metro

The idea of ​​building a metro in Moscow continued to be consistently rejected until the plenum of 1931, now for political reasons: the metro is an effective means of transporting workers to factories and factories, and therefore a means of exploitation.

When the construction of the first line was almost completed, they suddenly remembered the architects, because it was urgent to turn the underground stations into palaces. Nikolai Colli (former co-author of Le Corbusier on the house on Myasnitskaya) spoke about it this way:

“On March 1, 1934, we got a phone call and were told:

Dear friends, we need to make metro stations.

Which station exactly?

To you, comrade Colli, to Kirovskaya, to you, comrade, such and such.

What kind of stations should be made?

Nice stations.

And that's it! We did not receive any instructions other than this one, there were no explanatory meetings.”

There was one goal after all: to destroy the feeling of the underground. Somewhere in the depths of their souls, both the authorities, and the architects, and the passengers, retained an archaic fear of the underground space. How spells are cast articles by station architecture authors and their critics:

“Paralyze the feeling of being underground” (S. Kravets).

“I will definitely destroy the feeling of the basement” (D. Chechulin).

"Destruction of the passenger's sense of transition to the dungeon" (B. Vilensky).

This anti-undergroundness was achieved by the illusory image of the sky on the ceilings: in the mosaics of Deineka on Mayakovskaya, in the murals of Korin on Komsomolskaya-ring, in the luminous vaults of Dushkin and Lichtenberg at the Palace of the Soviets station, in the light wells of the Yakovlevs on Sokol.

The interpretation of the sky and light at these stations again makes us think of Russian fairy tales. “Fairytale light,” wrote Andrey Sinyavsky, “has luminescent properties. The paints here are kneaded on fire, melted and drowned in gold. His presence is revealed by the unfading outpouring of light.”

It was this fabulousness, artistry and emotional tension created by the architecture of the stations that, according to the creators, distinguished the Soviet metro from, say, the American one. “In the architectural solutions of the New York subway,” wrote S. Kravets, “there is more calculation than love.” [...]

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Elements of the emotional and value component of teaching younger students in introducing children to socially significant values, the development of their emotional and volitional sphere, the development of affective stereotypes, on the basis of which human behavior is carried out.

Special education school system
During the twentieth century. a system of special (correctional educational institutions) was formed, which are mainly boarding schools and in which the vast majority of school-age children with special educational needs studied and are studying in the USSR and Russia.
Currently, there are eight main types of special schools for children with various developmental disabilities. The activities of such institutions are regulated by the Decree of the Government of the Russian Federation of March 12, 1997 No. Z 288 "06 approval of the Model Regulations on special
(correctional) educational institution for students,
pupils with developmental disabilities", as well as a letter from the Ministry of Education of the Russian Federation "On the specifics of the activities of special (correctional) educational institutions of types I - VIII".
In accordance with these documents, special educational standards are implemented in all special (correctional) educational institutions.
An educational institution independently, on the basis of a special educational standard, develops and implements a curriculum and educational programs, based on the characteristics of the psychophysical development and individual capabilities of children. A special (correctional) educational institution may be established by federal executive authorities (Ministry of Education of the Russian Federation), executive authorities of the constituent entities of the Russian Federation (department, committee, Ministry) of Education of a region, territory, republic) and local (municipal) self-government bodies. a special (correctional) educational institution may be non-state.
In recent years, special educational institutions have been created for other categories of children with disabilities in health and life: with autistic personality traits, with Down syndrome. There are also sanatorium (forest) schools for chronically ill and weakened children.
Special (correctional) educational institutions are financed by the respective founder.
Each such educational institution is responsible for the life of the pupil and ensuring his constitutional right to receive free education within the limits of a special educational standard. All children are provided with conditions for education, upbringing, treatment, social adaptation and integration into society.
Graduates of special (correctional) educational institutions (with the exception of schools of the VIII type) receive a qualified education (that is, corresponding to the levels of education of a mass general education school: for example, basic general education, general secondary education). They are issued a state document confirming the level of education received or a certificate of graduation from a special (correctional) educational institution.
Education authorities send a child to a special school only with the consent of the parents and upon conclusion
(recommendations) of the psychological-medical-pedagogical commission. Also
with the consent of the parents and on the basis of the conclusion of the PMPK, the child
can be transferred inside a special school to a class for children
with mental retardation only after the first year of study in it.

In a special school, a class (or group) can be created for children with a complex defect structure as such children are identified in the course of psychological, medical and pedagogical observation in the conditions of the educational process.
In addition, in a special school of any kind, classes may be opened for children with severe intellectual disabilities and other accompanying disabilities. The decision to open such a class is made by the pedagogical council of a special school, provided that the necessary conditions and specially trained personnel are available. The main tasks of such classes are to provide elementary primary education, create the most favorable conditions for the development of the child's personality, for him to receive pre-professional or elementary labor and social training, taking into account his individual capabilities.
A student of a special school may be transferred to study in a regular general education school by the education authorities with the consent of the parents (or persons replacing them) and on the basis of the conclusion of the PMPK, as well as if the general education school has the necessary conditions for integrated education.
In addition to education, a special school provides medical and psychological support to children with disabilities, for which there are appropriate specialists on the staff of a special school. They work in close cooperation with the teaching staff, carrying out diagnostic activities, psycho-correctional and psychotherapeutic measures, maintaining a protective regime in a special school, participating in vocational counseling. If necessary, children receive medical and physiotherapy treatment, massage, hardening procedures, attend physiotherapy exercises.
The process of social adaptation, social integration helps to implement a social teacher. Its role especially increases at the stage of choosing a profession, graduation by graduates from school and transition to the post-school period.
Each special school pays considerable attention to labor. Pre-professional training of their students. The content and forms of training depend on local characteristics: territorial, ethno-national and cultural, on the needs of the local labor market, the abilities of pupils, their interests. A purely individual labor profile is chosen, which includes preparation for individual labor activity.

Special school of the 1st type, where deaf children study, conducts the educational process in accordance with the level of general educational programs of three levels of general education:
(within 5-6 years or years - in the case of studying in the preparatory class);
2nd stage - basic general education (during 5-6 years);
3rd stage - complete secondary general education (2 years, as a rule, in the structure of an evening school).
For children who have not received full pre-school training, a preparatory class is organized. Children from the age of 7 are admitted to the first grade.
All educational activities are permeated with work on the formation and development of verbal oral and written speech, communication, the ability to perceive and understand the speech of others on an auditory-visual basis. Children learn to use the remnants of hearing to perceive speech by ear and auditory-visual with the use of sound amplifying equipment.
To this end, group and individual classes are regularly held to develop auditory perception and the formation of the pronunciation side of oral speech.
In schools operating on a bilingual basis, equal teaching of verbal and sign language is carried out, but the educational process is conducted in sign language.
As part of a special school of the 1st type, classes are organized for deaf children with a complex defect structure (mental retardation, learning difficulties, visually impaired, etc.).
The number of children in a class (group) is no more than 6 people, in classes for children with a complex defect structure up to 5 people.
Special school II type, where hearing-impaired (having partial hearing loss and varying degrees of speech underdevelopment) and late deaf children (deaf at preschool or school age, but retaining independent speech) study, has two departments:
first branch- for children with mild speech underdevelopment associated with hearing impairment;
second branch- for children with profound underdevelopment of speech, the cause of which is hearing loss.
If in the process of learning it becomes necessary to transfer a child from one department to another, it is difficult for a child in the first department or, conversely, a child in the second department reaches such a level of general and speech development that allows him to study in the first department), then with the consent of the parents and on the recommendation PMPK is undergoing such a transition.
Children who have reached the age of seven are admitted to the first grade in any of the departments if they attended kindergarten. For children who, for whatever reason, do not have appropriate pre-school education, a preparatory class is organized in the second department.
The occupancy of the class (group) in the first department is up to 10 people, in the second department up to 8 people.
In a special school of type II, the educational process is carried out in accordance with the levels of general educational programs of three levels of general education:
1st stage - primary general education (in the first department 4-5 years, in the second department 5-6 or 6-7 years);
2nd stage - basic general education (6 years in the first and second departments);
3rd stage - secondary (complete) general education (2 years in the first and second departments).
The development of auditory and auditory perception, the formation and correction of the pronunciation side of speech are carried out in specially organized individual and group classes using sound-amplifying equipment for collective use and individual hearing aids.
The development of auditory perception and automation of pronunciation skills continue in phonetic rhythm classes and in various activities related to music.
Special schools III and IV types are intended for the education of blind (III type), visually impaired and late-blind (IV type) children. Due to the small number of such schools, if necessary, joint (in one institution) education of blind and visually impaired children, as well as children with strabismus and amblyopia, can be organized.
Blind children, as well as children with residual vision (0.04 and below) and higher visual acuity (0.08) in the presence of complex combinations of visual impairments, with progressive eye diseases leading to blindness, are admitted to a special school of type III.
In the first class of a special school of the III type, children are accepted 6-7 years old, and sometimes 8-9 years old. Class (group) capacity can be up to 8 people. The total period of study in a type III school is 12 years, during which students receive a secondary (complete) general education.
Visually impaired children with visual acuity from 0.05 to 0.4 in the better seeing eye with a tolerable correction are admitted to a special school of type IV. This takes into account the state of other visual functions (field of view, near visual acuity), the form and course of the pathological process. Children with higher visual acuity can also be admitted to this school with progressive or often recurrent eye diseases, in the presence of asthenic phenomena that occur when reading and writing at close range.
Children with strabismus and amblyopia with higher visual acuity (over 0.4) are admitted to the same school.
Children 6-7 years old are admitted to the first grade of the IV type school. There can be up to 12 people in a class (group). For 12 years of schooling, children receive a secondary (complete) general education.
Type V Special School is intended for the education of children with severe speech disorders and may include one or two departments.
The first department trains children with severe general underdevelopment of speech (alalia, dysarthria, rhinolalia, aphasia), as well as children with general underdevelopment of speech, accompanied by stuttering.
In the second department, children with a severe form of stuttering with normally developed speech study.
Within the first and second departments, taking into account the level of speech development of children, classes (groups) can be created, including pupils with homogeneous speech disorders.
If the speech disorder is eliminated, the child can, on the basis of the conclusion of the PMPK and with the consent of the parents, go to a regular school.
Children 7-9 years old are admitted to the first class, 6-7 years old to the preparatory class. For 10-11 years of schooling, a child can receive a basic general education.
Special speech therapy and pedagogical assistance is provided to the child in the process of education and upbringing, in all lessons and in extracurricular time. The school has a special speech mode.
A special school of the VI type is intended for the education of children with disorders of the musculoskeletal system (motor disorders that have different causes and varying degrees of severity, cerebral palsy, congenital and acquired deformities of the musculoskeletal system, flaccid paralysis of the upper and lower extremities, paresis and paraparesis of the lower and upper limbs).
Type VI school carries out the educational process in accordance with the levels of general educational programs of three levels of general education:
1st stage - primary general education (4-5 years);
2nd stage - basic general education (6 years);
3rd stage - secondary (complete) general education (2 years).

Children from the age of 7 are admitted to the first class (group), however, admission of children and older than this age by 1-2 years is allowed. For children who have not attended kindergarten, a preparatory class is open.
The number of children in a class (group) is not more than 10 people.
A special motor mode has been established in the VI type school.
Education is carried out in unity with complex correctional work, covering the motor sphere of the child, his speech and cognitive activity in general.
Type VII special school designed for children with persistent learning difficulties, mental retardation (MPD).
The educational process in this school is carried out in accordance with the levels of general educational programs of two levels of general education:
1st stage - primary general education (3-5 years)
2nd stage - basic general education (5 years).
Children are accepted to the VII type school only in the preparatory, first and second grades, in the third grade - as an exception. Those who started studying in a regular school from the age of 7 are admitted to the second grade of a VII type school, and those who started studying in a regular educational institution from the age of 6 can be admitted to the first grade of a VII type school.
Children who have not had any pre-school training may be admitted at the age of 7 to the first grade of a school of type VII, and at the age of 6 to a preparatory class.
The number of children in a class (group) is not more than 12 people.
Students in a type VII school retain the opportunity to move to a regular school as deviations are corrected, in development, gaps in knowledge are eliminated after receiving primary general education.
If it is necessary to clarify the diagnosis, the child can study at a school of type VII during the year.
Children receive special pedagogical assistance in individual and group correctional classes, as well as in speech therapy classes.
Type VIII Special School provides special education for children with intellectual underdevelopment. Education in this school is not qualified, having a qualitatively different content. The main attention is paid to social adaptation and vocational training when students master the volume of educational content available to them in general subjects.
Studying at the school of the VIII type ends with an exam in labor training. Schoolchildren may be exempted from the exam (attestation) for health reasons. The release procedure is determined by the Ministry of Education and the Ministry of Health of the Russian Federation.
A child can be admitted to a school of the VIII type in the first or preparatory class at the age of 7-8 years. The preparatory class allows not only to better prepare the child for school, but also provides an opportunity to clarify the diagnosis during the educational process and the psychological and pedagogical study of the child's capabilities.
The number of students in the preparatory class does not exceed 6-8 people, and in other classes - no more than 12.
The terms of study at a school of the VIII type can be 8 years, 9 years, 9 years with a vocational training class, 10 years with a vocational training class. These terms of study can be extended by 1 year by opening a preparatory class.
If the school has the necessary material base, then classes (groups) with in-depth labor training can be opened in it.
Students who have completed the eighth (ninth) grade pass to such classes. Those who have completed the class with in-depth labor training and successfully passed the qualification exam receive a document on the assignment of the corresponding qualification rank.
Classes for children with severe mental retardation can be created and function in schools of type VIII. The number of children in such a class should not exceed 5-6 Human.
Children can be sent to a preparatory (diagnostic) class. During the school year, the preliminary diagnosis is specified, and depending on this, the next year the child can either be sent to a class for children with severe forms of intellectual disability, or to a regular class of a VIII type school.
Children under the age of 12 can be sent to such classes, their stay in the school system until the age of 18. Expulsion from the school takes place in accordance with the PMPK Recommendations and in agreement with the parents.
Children with psychopathic behavior, epilepsy and other mental illnesses requiring active treatment are not accepted into such classes. These children may attend advisory groups with their parents.

The mode of operation of the class (group) is established by agreement with the parents. The learning process is carried out in the mode of passing by each pupil of an individual educational route, determined by specialists in accordance with the psychophysical capabilities of a particular child.
For orphans and children left without parental care and having special educational needs, special orphanages and boarding schools are created in accordance with the profile of developmental disorders. Mostly these are orphanages and boarding schools for children and adolescents with intellectual underdevelopment and learning difficulties.
If a child is not able to attend a special (correctional) educational institution, he or she is educated at home. The organization of such training is determined by the Decree of the Government of the Russian Federation "On approval of the procedure for the upbringing and education of disabled children at home and in non-state educational institutions" dated July 18, 1996. 3861.
Recently, home-based schools have been established., whose staff, consisting of qualified defectologists, psychologists, works with children both at home and in conditions of partial stay of such children in a home-school. In the conditions of group work, interaction and communication with other children, the child masters social skills, gets used to learning in a group, team.
The right to study at home is given to children whose diseases or developmental disabilities correspond to those specified in the special list established by the Ministry of Health of the Russian Federation. The basis for the organization of home training is the medical report of the medical institution.
A nearby school or pre-school educational institution is involved in helping children learn at home. For the period of study, the child is given the opportunity to use textbooks and the school library fund free of charge. Teachers and psychologists of the school provide advisory and methodological assistance to parents in the development of the child's general education programs. The school provides intermediate and final certification of the child and issues a document on the appropriate level of education. Accepted for certification
participation and teachers-defectologists, attracted additionally
for corrective action.

If a child with special educational needs is homeschooled, the educational authorities will reimburse parents for the cost of education in accordance with state and local regulations for funding the child's education in the appropriate type and type of educational institution.
For the education, upbringing and social adaptation of children and adolescents with complex, severe developmental disabilities, with concomitant diseases, as well as for providing them with comprehensive assistance rehabilitation centers of various profiles are being created.

These may be centers: psychological-medical-pedagogical rehabilitation and correction; social and labor adaptation and career guidance; psychological, pedagogical and social assistance; social assistance to families and children left without parental care, etc. The task of such centers is to provide correctional and pedagogical, psychological and career guidance, as well as the formation of self-service and communication skills, social interaction, work skills in children with severe and multiple disabilities. A number of centers conduct special educational activities. Classes in rehabilitation centers are based on programs of individual or group education and training. Often, the centers provide consultative, diagnostic and methodological assistance to parents of children with special educational needs, including informational and legal support. Rehabilitation centers also provide social and psychological assistance to former pupils of educational institutions for orphans and children left without parental care.
Rehabilitation centers help educational institutions for mass purposes if children with special educational needs are trained and brought up there: they conduct correctional and pedagogical work and counseling.
To provide speech therapy for children of preschool and school age, who have deviations in the development of speech and who study in educational institutions of general purpose, there is a speech therapy service. This may be the introduction of the position of a speech therapist in the staff of an educational institution, the creation of a speech therapy room in the structure of the education management body, or the creation of a speech therapy center. The speech therapy center at a general educational institution has become the most widespread form. The main objectives of its activities are: correction of violations of oral and written speech; timely prevention of academic failure caused by speech disorders; dissemination of basic speech therapy knowledge among teachers and parents.

According to the standard provision, special (correctional) institutions in Russia are divided into 8 types:

1. A special (correctional) educational institution of the 1st type is created for the education and upbringing of deaf children, their comprehensive development in close connection with the formation of verbal speech as a means of communication and thinking on an auditory-visual basis, correction and compensation for deviations in their psychophysical development, to obtain general education, labor and social preparation for independent living.

2. A correctional institution of the II type is created for the education and upbringing of hearing-impaired children (having partial hearing loss and varying degrees of speech underdevelopment) and late deaf children (deaf at preschool or school age, but retaining independent speech), their comprehensive development based on the formation of verbal speech, preparation for free speech communication on an auditory and auditory-visual basis. Education of hearing-impaired children has a corrective orientation, which contributes to overcoming deviations in development. At the same time, during the entire educational process, special attention is paid to the development of auditory perception and work on the formation of oral speech. Pupils are provided with active speech practice by creating an auditory-speech environment (using sound-amplifying equipment), which makes it possible to form speech on an auditory basis that is close to natural sound.

3.4. Correctional institutions of the III and IV types provide training, education, correction of primary and secondary deviations in the development of pupils with visual impairments, the development of intact analyzers, the formation of correctional and compensatory skills that contribute to the social adaptation of pupils in society. If necessary, joint (in one correctional institution) training of blind and visually impaired children, children with strabismus and amblyopia can be organized.

5. Correctional institution of type V is created to educate and educate children with severe speech pathology, to provide them with specialized assistance that helps to overcome speech disorders and related mental developmental features.

6. Correctional institution VI type is created for the education and upbringing of children with disorders of the musculoskeletal system (with motor disorders of various etiology and severity, cerebral palsy, with congenital and acquired deformities of the musculoskeletal system, flaccid paralysis of the upper and lower extremities, paresis and paraparesis of the lower and upper extremities), for the restoration, formation and development of motor functions, correction of deficiencies in the mental and speech development of children, their social and labor adaptation and integration into society on the basis of a specially organized motor regime and subject-practical activities.

7. A correctional institution of the VII type is created for the education and upbringing of children with mental retardation, who, with potentially preserved opportunities for intellectual development, experience weakness in memory, attention, lack of pace and mobility of mental processes, increased exhaustion, unformed voluntary regulation of activity, emotional instability, for ensuring the correction of their mental development and emotional-volitional sphere, the activation of cognitive activity, the formation of skills and abilities of educational activity.

8. Correctional institution of the VIII type is created for the education and upbringing of children with mental retardation in order to correct deviations in their development by means of education and labor training, as well as social and psychological rehabilitation for subsequent integration into society.

The educational process in institutions of 1-6 types is carried out in accordance with the general educational program of general education.

On the topic: methodological developments, presentations and notes

Examinations in mathematics (grade 2) for special (correctional) institutions of the VIII type

Examinations in mathematics were developed for the entire academic year for grade 2 under the "Program of Special (Correctional) Institutions of the VIII Type." Options are differentiated. Option 1 - for students...

MODIFIED PROGRAM FOR THE DEVELOPMENT OF HEARING PERCEPTION AND TEACHING PRONUNCIATION IN 8-11 CLASSES OF SPECIAL (CORRECTIONAL) INSTITUTIONS OF THE II TYPE (FOR HEARING-HEARING CHILDREN)

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The methodological development contains material for compiling a description and description-comparison of two animals using a presentation I made for the lesson....

The most complete definition of the concept education gave V.S. Lednev: “Education is a socially organized and standardized process of constant transfer of socially significant experience by previous generations to subsequent generations, which, in ontogenetic terms, is a biosocial process of personality formation. In this process, three main structural aspects are distinguished: cognitive, which ensures the assimilation of experience by a person; education of typological personality traits, as well as physical and mental development. Education includes three components: training, education and development , which, as B.K. Tuponogov, act as one, are organically connected with each other, and it is almost impossible to single out, distinguish between them, and it is inexpedient in the conditions of the dynamics of the system operation.

Correctional education is a system of special psychological, pedagogical, sociocultural and therapeutic measures aimed at overcoming or weakening the shortcomings of the psychophysical development of children, giving them available knowledge, skills, and developing and shaping their personality as a whole. The essence of correctional education is the formation of the psychophysical functions of the child and the enrichment of his practical experience, along with overcoming or weakening, smoothing out his mental, sensory, motor, and behavioral disorders. Let us give an approximate meaningful decoding of the educational correctional process according to B.K. Tuponogov:

1. remedial education- this is the assimilation of knowledge about the ways and means of overcoming the shortcomings of psychophysical development and the assimilation of ways to apply the acquired knowledge;

2. correctional education- this is the upbringing of typological properties and personality traits that are invariant to the subject specificity of activity (cognitive, labor, aesthetic, etc.), allowing to adapt in the social environment;

3. corrective development- this is the correction (overcoming) of deficiencies in mental and physical development, the improvement of mental and physical functions, the intact sensory sphere and neurodynamic mechanisms for compensating for a defect.

The functioning of the correctional pedagogical system is based on the following provisions formulated by L.S. Vygotsky within the framework of his theory of cultural and historical development of the psyche: the complexity of the structure of the defect, the general patterns of development of a normal and abnormal child. The purpose of corrective work on L.S. Vygotsky should be guided by the all-round development of an abnormal child as an ordinary child, simultaneously correcting and smoothing out his shortcomings: “We must educate not the blind, but the child, first of all. To educate the blind and the deaf means to educate deafness and blindness...”

Correction and compensation of atypical development can be effectively carried out only in the process of developmental education, with the maximum use of sensitive periods and reliance on the zones of actual and immediate development. The process of education as a whole relies not only on established functions, but also on emerging ones. Hence, the most important task of remedial education is the gradual and consistent transfer of the zone of proximal development to the zone of actual development of the child. The implementation of correctional-compensatory processes of development of a child with special needs is possible only with the constant expansion of the zone of proximal development, which should act as a guide for the activities of a teacher, educator, social pedagogue and social worker. There is a need for systematic, daily qualitative improvement and increment of the level of proximal development.

Correction and compensation for the development of a child with developmental disorders cannot occur spontaneously. It is necessary to create certain conditions for this: the pedagogization of the environment, as well as the productive cooperation of various social institutions. The decisive factor on which the positive dynamics of psychomotor development depends is adequate conditions for upbringing in the family and the early start of complex treatment, rehabilitation and correctional psychological, pedagogical, sociocultural measures, which involve the creation of an occupational therapy environment focused on the formation of adequate relationships with others, teaching children the simplest labor skills, the development and improvement of integrative mechanisms in order to include, if possible, on an equal footing, children with problems in ordinary, generally accepted socio-cultural relations. L. S. Vygotsky wrote in this regard: “From a psychological point of view, it is extremely important not to lock such children into special groups, but it is possible to practice their communication with other children more widely.”

The earlier the organization and conduct of corrective work begins, the more successfully the defect and its consequences are overcome. Taking into account the ontogenetic characteristics of children with developmental problems, a number of principles correctional educational work:

1. the principle of unity of diagnostics and correction of development;

2. the principle of correctional and developmental orientation of education;

3. the principle of an integrated approach to diagnosing and realizing the capabilities of children in the educational process;

4. the principle of early intervention, which implies medical, psychological and pedagogical correction of the affected systems and functions of the body, if possible - from infancy;

5. the principle of relying on the safe and compensatory mechanisms of the body in order to increase the effectiveness of the ongoing system of psychological and pedagogical measures;

6. the principle of an individual and differentiated approach within the framework of correctional education;

7. the principle of continuity, succession of preschool, school and vocational special correctional education.

Correctional educational work is a system of pedagogical measures aimed at overcoming or weakening the violations of the psychophysical development of the child through the use of special educational means. It is the basis of the process of socialization of such children. All forms and types of classroom and extracurricular work are subordinated to the correctional task in the process of forming general educational and labor knowledge, skills and abilities in children. The system of corrective educational work is based on the active use of the preserved capabilities of an atypical child, “poods of health”, and not “spools of disease”, in the figurative expression of L.S. Vygotsky. In the history of the development of views on the content and forms of correctional work, there were various directions.

1. sensationalistic(lat. sensus - feeling). Its representatives believed that the most disturbed process in an abnormal child is perception, which was considered the main source of knowledge of the world (M. Montessori, 1870-1952, Italy). Therefore, special classes were introduced into the practice of special institutions to educate sensory culture, to enrich the sensory experience of children. The disadvantage of this direction was the idea that improvement in the development of thinking occurs automatically as a result of improvement in the sensory sphere.

2. Biologization(physiological). Founder - O. Decroly (1871-1933, Belgium). Representatives believed that all educational material should be grouped around the elementary physiological processes and instincts of children. O. Decroly singled out 3 stages of correctional and educational work: observation (in many respects the stage is consonant with the theory of M. Montessori), association (the stage of development of thinking through the study of the grammar of the native language, general educational subjects), expression (the stage involves work on the culture of the child’s direct actions: speech , singing, drawing, manual labor, movements).

3. Social activity. A.N. Graborov (1885-1949) developed a system for the education of sensory culture based on socially significant content: play, manual labor, subject lessons, excursions into nature. The implementation of the system was carried out with the aim of educating children with mental retardation of a culture of behavior, the development of mental and physical functions, and voluntary movements.

4. The concept of a complex impact on the personality of an abnormal child in the process of education. The direction took shape in the domestic oligophrenopedagogy in the 30-40s. 20th century under the influence of research on the developing significance of the learning process (L.S. Vygotsky, M.F. Gnezdilov, G.M. Dulnev, L.V. Zankov, N.F. Kuzmina-Syromyatnikova, I.M. Solovyov). This trend is associated with concept of dynamic approach in understanding the structure of the defect and the prospects for the development of mentally retarded children. The main provision of this direction was and remains at the present time that the correction of defects in cognitive processes in such children is not singled out as separate classes, as was the case earlier, but is carried out in the entire process of education and upbringing.

At present, defectological science and practice faces a number of organizational and scientific problems, the solution of which would make it possible to qualitatively and quantitatively improve the process of correctional education:

1. creation of permanent full-time psychological, medical and pedagogical consulting commissions, with the aim of earlier identification of the individual structure of a developmental defect in children and the beginning of corrective education and upbringing, as well as improving the quality of the selection of children in special educational institutions;

2. implementation of a total intensification of the process of correctional education of children with OPFR due to defectological general education and improvement of pedagogical skills;

3. organization of a differentiated approach with elements of individualization to the didactic process within certain categories of children with OPFR;

4. distribution of correctional educational work in some specialized children's medical institutions in which children of preschool age are treated, in order to optimally combine medical and health-improving and psychological and pedagogical work for the successful preparation of children for training in a special educational correctional school;

5. providing an opportunity to receive an adequate education for all children with disorders of psychophysical development;

6. strengthening the material and technical base of special correctional preschool and school institutions;

7. creation of a multi-purpose experimental production for the development and manufacture of small series of technical teaching aids for children with sensory and motor impairments;

8. expansion of the social and cultural support network for families raising children with OPFR, defectological education of parents, the introduction of innovative forms of work with the family.

References: 3, 26, 29, 30, 51, 62, 64, 91, 97.