Correctional education: pros and cons. Type V school for children with speech disorders as a type of special educational institution

Correctional education of children with disabilities - as a category

Considering the problem of modern special (correctional) education, it is necessary to clarify each of the concepts included in its name: education, special, correctional education.

The most complete definition of the concept education gave: "Education is a socially organized and normalized 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."

Thus, education includes three main parts: training, upbringing and development, which, as indicated, act as a single, organically connected with each other, and it is almost impossible to distinguish, distinguish between them, and it is inappropriate in the context of the dynamics of the system.

The root of the concept of "correctional" is "correction". Let us clarify its understanding in modern research.

Correction(lat. Correctio - correction) in defectology - a system of pedagogical measures aimed at correcting or weakening the shortcomings of the psychophysical development of children. Correction means both the correction of individual defects (for example, correction of pronunciation, vision), and a holistic influence on the personality of an abnormal child in order to achieve a positive result in the process of his education, upbringing and development. The elimination or smoothing of defects in the development of cognitive activity and the physical development of the child is denoted by the concept of "correctional and educational work".

Correctional and educational work is a system of complex measures of pedagogical influence on various features of the abnormal development of the personality as a whole, since any defect negatively affects not a separate function, but reduces the social usefulness of the child in all its manifestations. It does not come down to mechanical exercises of elementary functions or to a set of special exercises that develop cognitive processes and certain types of activity of abnormal children, but embraces the entire educational process, the entire system of activities of institutions.

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.

All forms and types of classroom and out-of-class work are subordinated to the correctional and educational task in the process of forming schoolchildren's general educational and labor knowledge, skills and abilities.

Compensation(lat. Compensatio - compensation, balancing) replacement or restructuring of disturbed or underdeveloped body functions. This is a complex, diverse process of adaptability of the body due to congenital or acquired anomalies. The compensation process is based on significant reserve capabilities of higher nervous activity. In children, in the process of compensation, the formation of new dynamic systems of conditional connections, the correction of impaired or weakened functions, and the development of personality take place.

The earlier the special pedagogical influence begins, the better the compensation process develops. Correctional and educational work, begun at the early stages of development, prevents secondary consequences of organ damage and contributes to the development of the child in a favorable direction:

Social rehabilitation(lat. Rehabilitas - restoration of fitness, ability) in a medical and pedagogical sense - the inclusion of an abnormal child in the social environment, familiarization with social life and work at the level of his psychophysical capabilities. This is the main task in the theory and practice of pedagogy.

Rehabilitation is carried out with the help of medical means aimed at eliminating or mitigating developmental defects, as well as special education, upbringing and professional training. In the process of rehabilitation, the functions impaired by the disease are compensated.

Social adaptation(from Lat. Adapto - adapt) - bringing the individual and group behavior of abnormal children in line with the system of social norms and values. In anomalous children, due to developmental defects, interaction with the social environment is difficult, the ability to adequately respond to ongoing changes and increasingly complex requirements is reduced. They experience particular difficulties in achieving their goals within existing norms, which can cause them to react inappropriately and lead to deviations in behavior.

The tasks of teaching and educating children include ensuring their adequate relationship with society, the team, the conscious implementation of social (including legal) norms and rules. Social adaptation gives children the opportunity to actively participate in a socially useful life. Work experience shows that students are able to master the norms of behavior accepted in our society.

Let's give an approximate meaningful decoding of the educational correctional process, proposed:

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 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 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. The goal of corrective work should be an orientation towards the all-round development of an abnormal child as an ordinary child, while 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 ...” ( 22). 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, 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. in this regard, he wrote: "It is extremely important from a psychological point of view not to lock such children into special groups, but it is possible to practice their communication with other children more widely" (19). 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, several models of integrated education for children with problems:

1. Education in a mass school (regular class);

2. Education in a special class of correction (leveling, compensatory education) at a mass school;

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 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 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 a figurative expression. In the history of the development of views on the content and forms of correctional educational work, there were various directions (35):

1.Sensualistic direction (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., 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. Biological (physiological) direction. Founder - O. Dekroli (gg., Belgium). Representatives believed that all educational material should be grouped around the elementary physiological processes and instincts of children. O. Decroly distinguished 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.Socially - activity direction. (gg.) 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 child in the process of education . The direction took shape in the domestic oligophrenopedagogy of the VG. XX century under the influence of research on the developmental significance of the learning process as a whole (, Kuzmina-,). This direction is associated with the concept of a dynamic approach to understanding the structure of a defect and the developmental prospects 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.,), but is carried out in the entire process of education and upbringing 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 (51):

1. Creation of permanent full-time psychological, medical and pedagogical consultation 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 selection of children in special (auxiliary) educational institutions;

2. Implementation of the total intensification of the process of correctional education of children with disabilities through 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 developmental disabilities;

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 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;

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 developmental disorders;

8. Development of sociological problems associated with 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;

9. 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.

Correctional educational institutions are specially created, taking into account all the needs, educational institutions that provide students with developmental disabilities; training, education, treatment, contributing to their social adaptation and integration into society.

For the first time, special education for special children began in Spain in 1578, in England - in 1648. in France in 1670. Attempts at special education for children with intellectual disabilities began in the 19th century, combined with research on the very phenomenon of oligophrenia. In the Russian Empire, the system of special education for children appeared in 1797 with the establishment of the department of Empress Maria Feodorovna, which paid special attention to orphanages.

At the beginning of the 20th century, about 4.5 thousand charitable organizations and 6.5 thousand institutions for the social support of children, including those with developmental disabilities, operated in the Russian Empire. In pre-revolutionary Russia, a network of special educational institutions was created, and by the beginning of the 20th century, when the experience of teaching and raising special children was adopted everywhere, knowledge was systematized - correctional pedagogy took shape as a single system of correctional education.

Today in Russia, the activities of special (correctional) educational institutions are regulated by the model regulation "On a special (correctional) educational institution for students, pupils with developmental disabilities" (1997) and a letter "On the specifics of the activities of special (correctional) educational institutions of types I-VIII" .

Special (correctional) institutions in Russia are divided into 8 types:

1.Special (correctional) educational institution Type I 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 receive general educational, labor and social preparation for independent life.

2. Correctional institution type II 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 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 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) education of blind and visually impaired children, children with strabismus and amblyopia can be organized.

5. Correctional institution Type V It 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 features of mental development.

6. Correctional institution Type VI 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. Correctional institution type VII is created for the education and upbringing of children with mental retardation, who, with potentially preserved opportunities for intellectual development, have weakness of memory, attention, lack of pace and mobility of mental processes, increased exhaustion, unformed voluntary regulation of activity, emotional instability, to ensure the correction of their mental development and emotional-volitional sphere, activation of cognitive activity, formation of skills and abilities of educational activity.

8. Correctional institution Type VIII 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 socio-psychological rehabilitation for subsequent integration into society.

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

From the foregoing, we see that the main goals of correctional education of any kind are social adaptation and integration of a special child into society, that is, the goals are completely identical to inclusion. So what is the difference between inclusive and specialized education? First of all, in the ways of achieving the set goal.

1. The methodology of special education is formed on the basis of knowledge of the physiological and mental characteristics of children with developmental disabilities. Individual and differentiated approach, special equipment, special techniques, visualization and didactics in explaining the material, special organization of the regimen and occupancy of classes based on the characteristics of children, nutrition, treatment, unified work of speech pathologists, speech therapists, psychologists, doctors ... this is not the whole list what is not and cannot be represented in a mass school.

2. The main goal of a mass school is to give students knowledge for their subsequent use. In a general education institution, it is the level of knowledge that is primarily and significantly evaluated, education takes 5-10% of the program. In correctional institutions, on the contrary, first of all, most of the program 70 - 80% is occupied by education. Labor 50%, physical and moral 20 - 30%. Great emphasis and emphasis is placed on teaching labor skills, while each correctional school, in accordance with its type, has its own workshops in which children are trained in precisely those professions that are available and allowed to them, in accordance with the approved list.

3. The organization of education in a correctional school consists of 2 parts. In the first half of the day, children receive knowledge from teachers, and in the second half of the day, after lunch and a walk, they study with a teacher who has his own program. This is learning the rules of the road. Rules of conduct in public places. Etiquette. Role-playing games, excursions, practical tasks with subsequent analysis and analysis of the situation. Handicrafts... And much more, which is not provided for by the general education program.

So the question arises, who is better at socializing, adapting and integrating special children to life in a macro society with such significantly different approaches? Is it worth so ruthlessly destroying what has been accumulated for centuries, worked out, created for special children? Shops, yards, playgrounds, children's infrastructure, cooperation between mass and correctional schools are quite a sufficient stadium for the introduction of special children into society. So what is the essence of inclusion? And do we really need it so badly?

Children with general underdevelopment of speech of levels 2 and 3 with severe forms of speech pathology such as dysarthria, rhinolalia, alalia, aphasia, dyslexia, dysgraphia, stuttering are enrolled in a special (correctional) school of the 5th type. Junior schoolchildren with the above diagnoses are enrolled in the 1st department of the speech school, in the 2nd department are enrolled children with stuttering without general underdevelopment of speech.

In the system of teaching students of the 1st and 2nd departments, there is a general and a specific one.

Differences: Students of the 2nd department study according to the mass school program, and the learning rate is equal to 1:1. Students of the 1st department study according to a special program (the program was developed by the staff of the Institute of Defectology, the latest version of the program is dated 1987). For 10 years of education, children master the program in the amount of 9 classes of a mass school.

Students of the speech school receive a qualifying state document on incomplete secondary education. If by the end of schooling it is possible to completely overcome the speech defect, then the child can continue his education. With successful correction of speech disorders at any stage of education, the child can be transferred to a public school.

Similarities: all lessons are taught by teachers - speech therapists (in the lower grades, the exception is the lessons of music, rhythm, physical education); correctional work to eliminate speech disorders is carried out by a teacher who works with the class.

Special lessons are introduced into the program of the initial link of the 1st department: on the formation of pronunciation, the development of speech, and literacy.

In secondary school, subject teachers must complete defectological courses. Correctional and speech therapy work is carried out by a teacher of the Russian language and literature, who must have the obligatory qualification of a “speech therapist teacher”.

In Moscow there are now 5 schools for children with severe speech disorders, one of them specializes only in stuttering.

An integrated approach is carried out only in the conditions of a boarding school: a speech therapist and 2 educators work with each class. Medical assistance is provided by a psychoneurologist. Psychologists work with children.

In school conditions, the child receives physiotherapy appointments, and the rate of a specialist in adapted physical education is also introduced.

The problem of remedial education and upbringing of children with mental retardation was considered by: T.P. Bessonova, L.F. Spirova, G.V. Chirkina, A.V. Yastrebova.

School-age children with mild speech disorders study in public schools and can receive speech therapy assistance at school speech centers. Children with FFN, as well as children with dysgraphia or dyslexia are enrolled at the logopoint. Classes are held individually or with subgroups of 4-5 people. During the year, 30-40 people should go through the logopoint. The speech therapist keeps the following documentation: extracts from the PMPK protocols on enrolling children at the speech center, speech cards and individual work plans, a registration log, long-term and calendar plans, plans for working with parents and teachers.

Kindergarten for children with speech disorders as a type of special educational institution.
Children with speech disorders are admitted to speech therapy kindergartens, speech therapy groups at mass kindergartens, and receive assistance at preschool speech centers at mass kindergartens.

For children with general underdevelopment of speech, senior and preparatory groups are opened. Children are accepted from the age of 5, the period of study is two years. Group size is 10-12 people. The groups work according to special programs of T.B. Filicheva and G.V. Chirkina. In recent years, more and more children with OHP (with 1-2 levels of speech development) are accepted into groups from 4 years to 3 years. But there are no approved programs for such groups yet.

For children with phonetic and phonemic underdevelopment, either an older or a preparatory group is opened, with a training period of one year. Group size is 12-14 people. For the preparatory group, the program was developed by G.A. Kashe, and for the senior group - by T.B. Filicheva and G.V. Chirkina.

For children with stuttering, special speech therapy groups are opened, in which children from 2-3 years old are accepted. Group size is 8-10 people. Groups of different ages. They work according to the program of S.A. Mironova, developed on the basis of the Program of education and upbringing in a general kindergarten and the methodology for overcoming stuttering by N.A. Cheveleva. This technique involves the child accompanying his subject-practical actions with speech, therefore speech therapy work is based on drawing, modeling, application, design.

One of the most common forms of organization of speech therapy assistance to children of preschool age is currently the so-called preschool speech centers. There are no federal regulations. A regulation has been developed for Moscow and the Moscow Region, according to which children with FPP or with impaired pronunciation of certain sounds should receive assistance. Children are enrolled through PMPK, at least 25-30 people per year. The structure of children is mobile.

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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 125,000 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 cultural and living conditions, increasing the general educational and professional knowledge of members of 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 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 who asks 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 the child finds it difficult, 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 - 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, since it was necessary to urgently 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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Children with disabilities can be educated in special (correctional) educational institutions, the Law on Social Protection of the Disabled and the Law on Education provides for the establishment of such educational institutions. Specialist. schools, classes, groups that provide treatment, education and training, social adaptation and integration into society of children with disabilities are created by education authorities.

Financing of these educational institutions is carried out according to increased standards.

The categories of students, pupils sent to these educational institutions, as well as those kept on full state support, are determined by the Government of the Russian Federation. For students, pupils with developmental disabilities, the following special (correctional) educational institutions are created:

special (correctional) elementary school-kindergarten;

special (correctional) general education school;

special (correctional) general education boarding school.

The following types of special (correctional) educational institutions are established:

for deaf children (I type);

for hearing-impaired and late deaf (type II);

for blind children (III type);

for visually impaired and late blind children (IV type);

for children with severe speech pathology (V type);

for children with disorders of the musculoskeletal system (VI type);

for children with mental retardation (VII species);

for children with mental retardation (VIII type).

A correctional institution provides pupils with conditions for training, education, treatment, social adaptation and integration into society. Children and adolescents with developmental disabilities are sent to these educational institutions by educational authorities only with the consent of their parents (legal representatives) on the conclusion of the psychological, medical and pedagogical commission 7 .

Educational programs of special (correctional) educational institutions for students, pupils with developmental disabilities are developed on the basis of basic general education programs, taking into account the characteristics of psychophysical development and the capabilities of students, pupils 8 .

Correctional educational institutions of type I-VI carry out the educational process in accordance with the levels of general educational programs of primary, basic and secondary (complete) education. Educational institutions of type VII teach according to programs of primary and basic education, in educational institutions of type VIII pupils receive knowledge in general subjects that have a practical orientation and correspond to their psychophysical capabilities, skills in various labor profiles.

The educational process in a correctional institution is carried out by specialists in the field of correctional pedagogy, as well as teachers, educators who have undergone appropriate retraining in the profile of the correctional institution.

In a correctional institution, the following maximum occupancy of classes, groups (including special classes (groups) for children with complex defects) and extended day groups is established:

for the deaf - 6 people;

for those who are hard of hearing and late deaf with slight underdevelopment of speech due to hearing impairment - 10 people;

for hearing-impaired and late-deafened with a deep underdevelopment of speech due to hearing impairment - 6 people;

for the blind - 8 people;

for the visually impaired and late blind - 12 people;

for those with severe speech disorders - 12 people;

for those with disorders of the musculoskeletal system - 10 people;

for those with mental retardation - 12 people;

for the mentally retarded - 12 people;

for deeply mentally retarded - 10 people;

for those with complex defects - 5 people.

In order to overcome deviations in the development of pupils in a correctional institution, group and individual correctional classes are held.

In accordance with the Model Regulations on a special (correctional) educational institution for students, pupils with developmental disabilities, special classes, groups, extended day groups (including for pupils with a complex defect) can be opened in a correctional institution. Letter of the Ministry of Education of the Russian Federation of April 3, 2003 N 27 / 2722-6 "On the organization of work with students with a complex defect" defines the specifics of the educational process in special classes, groups, after-school groups for students, pupils with a complex defect in special ( correctional) educational institutions.

Complicated defect - any combination of mental and (or) physical disabilities, confirmed in the prescribed manner. Special classes are opened with the aim of the maximum possible social adaptation, involvement in the process of social integration and personal self-realization of these students and pupils.

School-age children are sent to special classes with the consent of their parents and with the conclusion of a psychological, medical and pedagogical commission.

The content of education in a special class is determined by the educational program developed on the basis of the educational program of this institution, taking into account the peculiarities of the psychophysical development and the capabilities of pupils, adopted and implemented by the correctional institution independently. When developing the educational program of special classes, educational programs of special (correctional) educational institutions for students, pupils with other developmental disabilities can be used.

the formation of self-image;

formation of self-service and life support skills;

formation of accessible ideas about the world around and orientation in the environment;

formation of communication skills;

training in subject-practical and accessible labor activity;

teaching accessible knowledge in general subjects that have a practical orientation and corresponding to the psychophysical abilities of pupils;

mastering accessible educational levels.

With children studying in a special class, a teacher-defectologist, a speech therapist, specialists in exercise therapy, massage, a social worker, etc. are involved.

Classes for children with severe mental retardation may be created in schools of type VIII. However, these classes accept children with moderate degree of mental retardation, who have no medical contraindications for staying in a correctional facility and who have basic self-care skills 9 . These provisions exclude children with severe (F72) and profound (F73) mental retardation from the education system.

The problem is that the opening of such classes is not mandatory for special educational institutions, many institutions do not open such classes, and children with several combined defects are excluded from the education system. It seems that it is necessary to make the opening of such classes mandatory for special. schools as children with a complex handicap are identified.

Another problem of correctional educational institutions is that not all subjects of the federation have correctional educational institutions of all kinds, and children with disabilities must be educated in another region and live not in a family, but in a boarding school. Since these schools are financed from the budgets of the subjects, special schools refuse to accept children from other subjects of the Federation. Most often, this problem is solved by concluding agreements between the educational authorities of the subjects and the subject of the Federation, in which there is a special. the school is transferred money from other regions. In such a case, an additional burden falls on the parent of a child with a disability, he must apply to the educational authorities of the subject of the federation where his child lives and ask to pay for the child's education in special education. school in another region. This problem is further complicated by the fact that the subjects have different financial possibilities, and a region with a small budget will not be able to pay for the rather expensive education of a disabled child in special education. school in another region.

From the analysis of the Russian legislation on education, we can conclude that so far the system of special Schools are central to the education of the disabled. At the moment, the emphasis is on the development of the special system. schools, the funds of federal programs are mainly directed precisely for these purposes, and not for creating conditions for the education of children with disabilities in regular schools.