School system of special education. Types of correctional schools
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) training 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 assessed, 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?
There are currently eight main types special schools for children with various developmental disabilities. In order to exclude the inclusion of diagnostic characteristics in the details of these schools (as it was before: a school for the mentally retarded, a school for the deaf, etc.), these schools are named in legal and official documents by their species serial number:
- special (correctional) educational institution of the 1st type (boarding school for deaf children);
- special (correctional) educational institution of the II type (boarding school for hearing-impaired and late deaf children);
- special (correctional) educational institution of the III type (boarding school for blind children);
- special (correctional) educational institution of the IV type (boarding school for visually impaired children);
- special (correctional) educational institution of the 5th type (boarding school for children with severe speech disorders);
- special (correctional) educational institution of the VI type (boarding school for children with disorders of the musculoskeletal system);
- special (correctional) educational institution of type VII (school or boarding school for children with learning difficulties - mental retardation);
- special (correctional) educational institution of the VIII type (school or boarding school for children with mental retardation).
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.
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 on the conclusion (recommendation) of the psychological, medical and pedagogical commission. Also, with the consent of the parents and on the basis of the conclusion of the PMPK, a child can be transferred within 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 structure of a defect as such children are identified in the course of psychological, medical and pedagogical observation under 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. His role especially increases at the stage of choosing a profession, graduating from the School and transition to the post-school period.
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:
1st stage - primary general education (for 5-6 years or 6-7 years - in the case of studying in the preparatory class);
2nd stage - basic general education (for 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 language and sign language is carried out, but the educational process is conducted in sign language.
As part of a special school of type I, 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 not 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 recommendations of the PMPK, such a transition is taking place.
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 who have 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.
In the first department, children with severe general speech underdevelopment (alalia, dysarthria, rhinolalia, aphasia), as well as children with general speech underdevelopment, accompanied by stuttering, study.
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 study at a school of type V, 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.
Type VI special school 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 extremities) .
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 the type VII school still have the opportunity to transfer to a regular school as developmental deviations are corrected, 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.
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 makes it possible 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 people.
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.
The completion of classes for children with severe intellectual underdevelopment is carried out at three levels:
1st level - at the age of 6 to 9 years;
2nd level - from 9 to 12 years;
3rd level - from 13 to 18 years.
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 school occurs in accordance with the recommendations of the PMPK and in agreement with the parents.
Children with psychopathic behavior, epilepsy and other mental illnesses are not accepted into such classes! requiring active treatment. These kids can visit ko! advisory groups with 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 passage by each pupil of an individual educational route, determined by specialists in accordance with the psychophysical capabilities of a particular child.
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 Education and Education of Disabled Children at Home and in Non-State Educational Institutions” dated July 18, 1996 No. defectologists, psychologists, works with children both at home and in the 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. Teachers-defectologists, who are additionally attracted to conduct corrective work, also take part in the certification.
3. The concept of "correctional education", structural components
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 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.
Thus, education includes three main parts: training, upbringing 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.
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 represents 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 - I 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.
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 by L.S. Vygotsky within the framework of his theory of the cultural and historical development of the psyche: the complexity of the structure (specific features) 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: “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, 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. In this regard, Vygotsky wrote: “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” (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 is, as 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 class of correction (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 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 protective 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 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. Sensational 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., 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. Biological (physiological) direction. 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.Socially - activity direction. 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 child in 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 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., 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 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 (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.
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
In order to understand what the term "correctional school" means, you need to remember certain facts. Unfortunately, some children lag behind in development from their peers, and cannot be trained on an equal basis with everyone. There can be several reasons for this problem, for example:
- diseases of the nervous system;
- congenital anomalies;
- the consequences of poor social and living conditions;
- various mental disorders.
Therefore, along with educational institutions for children without deviations, there is a special correctional general education school. It is engaged in training taking into account the peculiarities of development and a number of diagnoses.
The number of such educational institutions is limited, and in some cities they do not exist at all. Therefore, there is another type - a special correctional boarding school. It provides not only education and upbringing of children, but also accommodation, food, leisure.
A correctional boarding school is a good way out when traveling is a difficult problem to solve. These institutions employ qualified professionals who can find a common language with special children, so living outside the home will be safe.
Types of correctional schools
Each of the developmental pathologies requires its own methods of correction. Therefore, there are several types of correctional schools. Hearing-impaired children study at schools of the 1st type. For the deaf and dumb, there are separate establishments of the II type. The blind and visually impaired attend schools III and IV type. If you have a speech impediment, you can visit 5th view such establishments.
Neurological and psychiatric hospitals sometimes operate educational institutions of the VI type. They are designed for those guys who have different forms, a history of traumatic brain injury.
AT School VII type accept students with attention deficit hyperactivity disorder, as well as those who have been diagnosed with mental retardation (MPD).
Educational institution of the VIII type specializes in working with . The main goal of teachers is to adapt students to life. Here they teach to read, count, write, to be able to navigate in the simplest everyday situations, to establish social contacts. A lot of time is devoted to the development of labor skills, so that in the future a person will have the opportunity to earn his living by physical labor (carpentry, sewing).
You can get into a special correctional school of all kinds only on the basis of a medical certificate.
Differences from the mainstream schoolYou need to understand that a correctional school is an opportunity for such an education that will be feasible for a child with developmental disabilities, since the program is fully adapted to the contingent. The main features can be distinguished:
Special institutions have full-fledged conditions for the education of special children. In some cases, for such a student, education in a correctional school will be more comfortable and effective. But even children with medical certificates that allow them to study in such institutions can do well in a public school. Therefore, the decision must be made in each situation individually.