Correctional educational institutions are specially created, taking into account all needs, educational institutions providing students with developmental disabilities; training, education, treatment that contribute to their social adaptation and integration into society.
For the first time, special education for special needs 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 into the phenomenon of oligophrenia itself. In the Russian Empire, a 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 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 unified system of correctional education.
Today in Russia, the activities of special (correctional) educational institutions are regulated by the standard regulation “On a special (correctional) educational institution for students with developmental disabilities” (1997) and the 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 I type is created for the training and education of deaf children, their comprehensive development in close connection with the formation of verbal speech as a means of communication and thinking on an auditory-visual basis, correction and compensation for deviations in their psychophysical development, to obtain general educational, labor and social preparation for independent life.
2. Correctional institution II type created for the education and upbringing of hearing-impaired children (with partial hearing loss and varying degrees of speech underdevelopment) and late-deafened children (who became deaf in preschool or school age, but retained independent speech), their comprehensive development based on the formation of verbal speech, preparation for free verbal communication in auditory and auditory-visual basis. Education for hearing-impaired children has a correctional focus, helping to overcome developmental deviations. 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 allows them 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 developmental deviations in pupils with visual impairments, development of intact analyzers, 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 V type created for the training and education of children with severe speech pathology, providing them with specialized assistance that helps them overcome speech disorders and related features of mental development.
6. Correctional institution VI species created for the training and education of children with disorders of the musculoskeletal system (with motor disorders of various etiologies and severity, cerebral palsy, with congenital and acquired deformations 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-based practical activities.
7. Correctional institution VII type created for the training and upbringing of children with mental retardation, who, although potentially intact intellectual development capabilities, have weakness of memory, attention, insufficient tempo and mobility of mental processes, increased exhaustion, lack of formation of voluntary regulation of activity, emotional instability, to ensure correction of their mental development and emotional-volitional sphere, activation of cognitive activity, formation of skills and abilities of educational activities.
8. Correctional institution VIII species created for the training and education of children with mental retardation with the aim of correcting deviations in their development through 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 above, 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 ways to achieve the goal.
1. The methodology of correctional 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, clarity and didactics in explaining the material, special organization of the regime and class size based on the characteristics of children, nutrition, treatment, unified work of defectologists, speech therapists, psychologists, doctors... this is not the entire list something that does not and cannot be presented 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 up 5-10% of the program. In correctional institutions, on the contrary, education takes up the largest part of the program (70-80%). 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 permitted 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 training in traffic rules. Rules of behavior in public places. Etiquette. Role-playing games, excursions, practical tasks followed by analysis and analysis of the situation. Crafts... And much more that is not provided for in the general education program.
So the question arises: who better socializes, adapts and integrates special children to life in a macro-society with such significantly different approaches? Is it worth so mercilessly destroying what has been accumulated, worked out, and created for special children for centuries? Shops, courtyards, 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 that badly?
There are currently eight main types special schools for children with various developmental disorders. In order to exclude the inclusion of diagnostic characteristics in the details of these schools (as was the case before: a school for the mentally retarded, a school for the deaf, etc.), in legal and official documents these schools are named by their specific serial number:
- special (correctional) educational institution of the first type (boarding school for deaf children);
- special (correctional) educational institution of type II (boarding school for hearing-impaired and late-deafened children);
- special (correctional) educational institution of the third type (boarding school for blind children);
- special (correctional) educational institution of type IV (boarding school for visually impaired children);
- special (correctional) educational institution of type V (boarding school for children with severe speech impairments);
- special (correctional) educational institution of type VI (boarding school for children with musculoskeletal disorders);
- 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 can be established by federal executive authorities (the Ministry of Education of the Russian Federation), executive authorities of constituent entities of the Russian Federation (administration, 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: those with autistic personality traits, those 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 type VIII schools) receive a qualified education (i.e., 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-issued document confirming the level of education received or a certificate of completion of a special (correctional) educational institution.
Education authorities send a child to a special school only with the consent of the parents and upon 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 PMPC, a child can be transferred within a special school to a class for children with mental retardation only after the first year of study there.
In a special school, a class (or group) can be created for children with a complex structure of defects as such children are identified during psychological, medical, and pedagogical observation under the conditions of the educational process.
In addition, in a special school of any type, classes can be opened for children with severe mental disabilities and other accompanying disabilities. The decision to open such a class is made by the pedagogical council of a special school if 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, and for him to receive pre-professional or basic labor and social training, taking into account his individual capabilities.
A student of a special school may be transferred for study to a regular general education school by educational 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, the special school provides children with disabilities with medical and psychological support, for which the special school has appropriate specialists on staff. They work in close cooperation with teaching staff, carrying out diagnostic activities, psychocorrectional and psychotherapeutic measures, maintaining a protective regime in a special school, and participating in career counseling. If necessary, children receive medication and physiotherapeutic treatment, massage, hardening procedures, and attend physical therapy classes.
The process of social adaptation and social integration is helped by a social teacher. Its role especially increases at the stage of choosing a profession, graduating from the School and transitioning to the post-school period.
Special school of the first type, where deaf children are educated, conducts the educational process in accordance with the level of general education programs at the three levels of general education:
1st stage - primary general education (for 5-6 years or 6-7 years - in the case of training in a 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 evening school).
For children who have not received full preschool preparation, a preparatory class is organized. Children from 7 years old are accepted into first grade.
All educational activities are permeated with work on the formation and development of verbal and written speech, communication, and 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 aurally and visually using sound-amplifying equipment.
For this purpose, group and individual classes are regularly held to develop auditory perception and form 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 structure of defect (mental retardation, learning difficulties, visually impaired, etc.).
The number of children in a class (group) is no more than 6 people, in classes for children with a complex structure of the defect up to 5 people.
Special school type II, where hard of hearing (those with partial hearing loss and varying degrees of speech underdevelopment) and late-deafened children (who became deaf in preschool or school age, but who retained independent speech) are educated, it has two departments:
first department- for children with mild speech underdevelopment associated with hearing impairment;
second department- for children with profound speech underdevelopment caused by hearing impairment.
If in the process of learning there is a need to transfer a child from one department to another (the child finds it difficult in the first department or, conversely, the 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 PMPC such a transition occurs.
Children who have reached the age of seven are accepted into the first grade in any of the departments if they attended kindergarten. For children who, for whatever reason, do not have appropriate preschool preparation, a preparatory class is organized in the second department.
The class (group) capacity in the first section is up to 10 people, in the second section up to 8 people.
In a special school of type II, the educational process is carried out in accordance with the levels of general education programs at the 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-visual perception, the formation and correction of the pronunciation aspect 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 continues in phonetic rhythm classes and in various activities related to music.
Special schools of 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 education (in one institution) for blind and visually impaired children, as well as children with strabismus and amblyopia, can be organized.
Type III special schools admit 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.
Children aged 6-7 years old, and sometimes 8-9 years old, are accepted into the first grade of a special school of type III. The class (group) can be filled up to 8 people. The total period of study in a type III school is 12 years, during which students receive secondary (complete) general education.
Type IV special schools admit visually impaired children with visual acuity from 0.05 to 0.4 in the better seeing eye with tolerable correction. In this case, the state of other visual functions (field of vision, near visual acuity), the form and course of the pathological process are taken into account. This school can also admit children with higher visual acuity, with progressive or often recurrent visual diseases, and in the presence of asthenic phenomena that occur when reading and writing at close range.
The same school accepts children with strabismus and amblyopia who have higher visual acuity (over 0.4).
Children aged 6-7 years are admitted to the first grade of type IV school. There can be up to 12 people in a class (group). During 12 years of schooling, children receive secondary (complete) general education.
Special school type V is intended for the education of children with severe speech impairments and may have one or two departments.
The first department teaches children with severe general speech underdevelopment (alalia, dysarthria, rhinolalia, aphasia), as well as children with general speech underdevelopment accompanied by stuttering.
In the second department, children with severe stuttering and 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 impairments.
If the speech disorder is eliminated, the child can, based on the conclusion of the PMPK and with the consent of the parents, move to a regular school.
Children aged 7-9 years are accepted into first grade, and children aged 6-7 years into preparatory grade. After 10-11 years of studying at a Type V school, a child can receive 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 during extracurricular hours. The school provides a special speech regime.
Special school VI type intended for the education of children with disorders of the musculoskeletal system (motor disorders with different causes and varying degrees of severity, cerebral palsy, congenital and acquired deformations of the musculoskeletal system, flaccid paralysis of the upper and lower extremities, paresis and paraparesis of the lower and upper extremities) .
The VI type school carries out the educational process in accordance with the levels of general education programs at 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 7 years of age are accepted into the first grade (group), but children 1-2 years older than this age are allowed. A preparatory class is open for children who have not attended kindergarten.
The number of children in a class (group) is no more than 10 people.
In the VI type school, a special motor regime is established.
Education is carried out in unity with complex correctional work, covering the child’s motor sphere, his speech and cognitive activity in general.
Special school of the VII type Designed for children with persistent learning difficulties and mental retardation.
The educational process in this school is carried out in accordance with the levels of general education programs at two levels of general education:
1st stage - primary general education (3-5 years)
2nd stage - basic general education (5 years).
Children are admitted to Type VII schools only in preparatory, first and second grades, and in third grade - as an exception. Those who started studying in a regular school at 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 at the age of 6 can be admitted to the first grade of a VII type school.
Children who have not had any preschool preparation can be admitted at the age of 7 years to the first grade of a VII type school, and at the age of 6 years - to the preparatory class.
The number of children in a class (group) is no more than 12 people.
Students in a Type VII school retain the opportunity to transfer to a regular school as developmental deviations are corrected and gaps in knowledge are eliminated after receiving primary general education.
If it is necessary to clarify the diagnosis, the child can study in a Type VII school for a year.
Children receive special pedagogical assistance in individual and group correctional classes, as well as in speech therapy classes.
Special school VIII type provides special education for children with intellectual disabilities. Education at 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 available volume of educational content in general education subjects.
In a Type VIII school, a child can be admitted to first or preparatory grade at the age of 7-8 years. The preparatory class allows not only to better prepare the child for school, but also provides the opportunity to clarify the diagnosis during the educational process and 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 duration of study at a Type VIII school 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 increased by 1 year by opening a preparatory class.
If the school has the necessary material resources, then classes (groups) with in-depth labor training can be opened in it. Students who have completed the eighth (ninth) grade move to such classes. Those who complete the class with in-depth labor training and successfully pass the qualification exam receive a document conferring the appropriate qualification category.
In Type VIII schools, classes for children with severe mental retardation can be created and function. The number of children in such a class should not exceed 5-6 people.
Children may be sent to a preparatory (diagnostic) class. During the school year, the preliminary diagnosis is clarified, 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 Type VIII school.
The enrollment of classes for children with severe forms of intellectual underdevelopment is carried out at three levels:
1st level - from 6 to 9 years of age;
Level 2 - from 9 to 12 years old;
Level 3 - from 13 to 18 years old.
Children under the age of 12 can be sent to such classes and remain in the school system until the age of 18. Expulsion from school occurs in accordance with the recommendations of the PMPC 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 children can attend co! advisory groups with parents.
The working hours of the class (group) are established by agreement with the parents. The learning process is carried out in the mode of each pupil going through an individual educational route, determined by specialists in accordance with the psychophysical capabilities of a particular child.
If a child is unable to attend a special (correctional) educational institution, his education is organized 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 raising and educating disabled children at home and in non-state educational institutions” dated July 18, 1996 No. 861. Recently, home-based education schools have begun to be created, the staff of which consists of qualified specialists-defectologists, psychologists, works with children both at home and in conditions of partial stay of such children in a home-schooling school. In conditions of group work, interaction and communication with other children, the child masters social skills and gets accustomed to learning in a group or team setting.
The right to study at home is granted 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 organizing home-based education is a medical report from a medical institution.
A school or preschool educational institution located nearby is involved in providing assistance in educating children at home. During the period of study, the child is given the opportunity to use textbooks and the school library for free. School teachers and psychologists provide advisory and methodological assistance to parents in their child’s mastery of general education programs.
The school provides intermediate and final certification of the child and issues a document on the appropriate level of education. Special education teachers, who are additionally involved to carry out correctional work, also take part in the certification.
If the parents themselves understand or doctors and other specialists have established that the child has developmental disabilities, you need to find a suitable educational institution as soon as possible. And the sooner you find one that suits your child with his individual characteristics, the higher the chances of his rehabilitation, social adaptation, psychological correction and overcoming health-related difficulties.
Related materials:
Kindergarten plus primary school
There are so-called primary schools-kindergartens of a compensatory type, where children with developmental disabilities are first simply in the kindergarten and socially adapt in the company of other children, and then their stay in the kindergarten smoothly transitions to studying in primary school. Then, depending on how the child copes with the program, he enters the 1st or 2nd grade of a correctional school.
Developmental features are too different
There are so many developmental features and they are so different that “special children” sometimes do not fit into the “cliche” of one diagnosis or another. And the main problem of teaching them is precisely that all the children are completely different and dissimilar, and each with their own oddities and health problems. And yet, experts have identified the main developmental problems or diagnoses, which are designated by the following abbreviations:
Cerebral palsy - cerebral palsy;
DPR - mental retardation;
SRD - delayed speech development;
MMD - minimal brain dysfunction;
ODA - musculoskeletal system;
OHP - general speech underdevelopment;
EDA - early childhood autism;
ADHD - attention deficit hyperactivity disorder;
HIA - limited health capabilities.
As you can see, of all of the above, only cerebral palsy, MMD and problems with the musculoskeletal system are specific medical diagnoses. Otherwise, the names of children's characteristics, oddities and problems are very, very arbitrary. What does “general speech underdevelopment” mean? And how does it differ from “speech development delay”? And this “delay” is relative to what - relative to what age and level of intelligence? As for “early childhood autism,” this diagnosis is given to children so different in behavioral manifestations that it seems that our domestic experts themselves do not agree on autism, since they have not yet studied this disease well enough. And today almost every second restless child is diagnosed with “attention deficit hyperactivity disorder”! Therefore, before you agree that your child will be given this or that diagnosis, show it to not one, but at least a dozen specialists and get from them clear arguments and clear medical indications for which the child will be given a diagnosis. A diagnosis such as blindness or deafness is obvious. But when they rush to assign a “diagnosis” to a playful child who causes educators and teachers more trouble than other children, just to get rid of him by transferring him to a kindergarten or school for “children with special needs,” then you can fight for your child . After all, a label stuck on since childhood can seriously ruin a child’s life.
Special (correctional) schoolsI, II, III, IV, V, VI, VIIAndVIIIspecies. What kind of children do they teach?
In special (correctional) general education Type I schools children with hearing impairments, hard of hearing and deaf children are educated. IN Type II schools Deaf and mute children study. Schools of III-IV type Designed for blind and visually impaired children. SchoolsVkind accept students with speech disorders, in particular children who stutter. Type VI schools created for children with problems in physical and mental development. Sometimes such schools operate at neurological and psychiatric hospitals. Their main contingent is children with various forms of cerebral palsy (CP), spinal cord and traumatic brain injuries. VII type schools for children with ADHD and mental retardation. VII type schools They deal with the correction of dyslexia in children. Alexia is the absence of speech and a complete inability to master speech, and dyslexia is a partial specific disorder of reading acquisition caused by a violation of higher mental functions. And finally, in special (correctional) general education VIII type schools teach mentally retarded children, the main goal of these educational institutions is to teach children to read, count and write and navigate in social conditions. At schools of the VIII type there are carpentry, metalworking, sewing or bookbinding workshops, where students within the school walls receive a profession that allows them to earn a living. The path to higher education is closed for them; upon graduation, they only receive a certificate stating that they have completed the ten-year program.
Correctional school: strive for it or avoid it?
This difficult question is up to you to decide. As we know, cerebral palsy has such different and dissimilar forms - from profound mental retardation, in which doctors pronounce the verdict: “unteachable” - to completely intact intelligence. A child with cerebral palsy can suffer from a musculoskeletal system and still have a completely bright and smart head!
Taking into account all the individual characteristics of the child, before choosing a school for him, consult a hundred times with doctors, speech therapists, speech therapists, psychiatrists and parents of special children who have more experience due to the fact that their children are older.
For example, is it necessary for a child with a severe stutter to be surrounded by people like him? Will such an environment benefit him? Isn’t it better to follow the path of inclusive education, when children with diagnoses are immersed in an environment of healthy peers? After all, in one case a correctional school can help, but in another... it can harm. After all, each case is so individual! Remember the first frames of Tarkovsky’s film “Mirror”. "I can speak!" - says the teenager after a hypnosis session, forever freed from the severe stutter that oppressed him for many years. The brilliant director thus shows us: miracles happen in life. And someone whom teachers and doctors have given up on can sometimes surprise the world with extraordinary talent, or at least become a socially adapted member of society. Not a special person, but an ordinary person.
Visit the school in person!
Doctors will be the first to judge your child's abilities. They will refer him to the Psychological-Medical-Pedagogical Commission (PMPC). Consult with the members of the commission which school in your district will best suit your child, allow him to reveal his abilities, and correct his problems and shortcomings. Contact the district resource center for the development of inclusive education: maybe they can help with advice? Start by calling schools in your district. Chat on forums with parents of children who are already studying. Are they satisfied with the education and attitude of the teachers? And it’s better, of course, to personally meet the school director, teachers and, of course, future classmates! You must know what kind of environment your child will be in. You can go to school websites, but there you will only get a minimum of formal information: you can paint a beautiful picture on the Internet, but will it correspond to reality? Only visiting it will give you a true idea of the school. Having crossed the threshold of the building, you will immediately understand whether there is cleanliness, order, discipline, and most importantly, the reverent attitude of teachers towards special children. You will feel all this right at the entrance!
Home-based training is an option
For some children, doctors offer home-based education. But this option is again not suitable for everyone. Some psychologists are generally categorically against home schooling, because for children with special needs there is nothing worse than isolation from society. And home schooling means isolation from peers. While communication with them can have a beneficial effect on the mental and emotional development of the child. Even in ordinary schools, teachers talk about the great power of the team!
Please note that there are several schools, for example, type VIII in each district, and there is even a choice, but schools for blind or deaf children are not available in every district. Well, you will have to travel far, transport or... rent an apartment where there is a school your child needs. Many nonresidents come to Moscow solely for the sake of education and rehabilitation of their special children, because in the provinces there is, by and large, simply no special education. So, visitors don’t care in which district to rent housing, so first they find a school suitable for the child, and then they rent an apartment nearby. Maybe you should do the same in the interests of your own child?
According to the Constitution of the Russian Federation, everyone is equal
Know that according to the Constitution of the Russian Federation and the law on education, everyone has the right to education, regardless of diagnosis. The state guarantees universal access and free preschool, basic general and secondary vocational education (Articles 7 and 43 of the Constitution of the Russian Federation). The provisions of the Constitution of the Russian Federation are explained in the Federal Law of July 10, 1992 No. 3266-1 “On Education”, in accordance with paragraph 3 of Article 2 of which one of the principles of state policy in the field of education is universal access to education , and adaptability of the education system to the levels and characteristics of development and training of students .
So, to enroll a child in the first grade, you must submit to a general education institution an application for admission, a birth certificate, a medical card in the form 0-26/U-2000, approved by order of the Ministry of Health of the Russian Federation dated July 3, 2000 No. 241, a certificate of registration child (form No. 9). Parents have the right not to disclose the child’s diagnosis when admitting him to an educational institution (Article 8 of the Law of the Russian Federation of 07/02/1992 N 3185-1 (as amended on 07/03/2016) “On psychiatric care and guarantees of the rights of citizens during its provision” (with amended and supplemented, entered into force on January 1, 2017), and the school administration has no right to receive this information from anyone other than the parent (legal representative) of the child.
And if you think that your child’s rights are being infringed upon by attributing a false diagnosis to him (after all, unwanted people have always been sent to psychiatric clinics), feel free to join the fight! The law is on your side. Remember, there is no one but you to protect your child’s rights.
Children with disabilities can receive education in special (correctional) educational institutions; the Law on Social Protection of Persons with Disabilities and the Law on Education provide for the creation 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 educational authorities.
Financing of these educational institutions is carried out according to increased standards.
The categories of students and pupils sent to the specified educational institutions, as well as those kept on full state support, are determined by the Government of the Russian Federation.
The following special (correctional) educational institutions are being created for students and pupils with developmental disabilities:
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 the hearing impaired and late-deafened (II type);
for blind children (III type);
for visually impaired and late-blind children (IV type);
for children with severe speech pathology (Vtype);
for children with musculoskeletal disorders (VI type);
for children with mental retardation (VII type);
for children with mental retardation (VIII type).
The correctional institution provides students 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) based on the conclusion of the psychological, medical and pedagogical commission 7 .
Educational programs of special (correctional) educational institutions for students and 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 and pupils 8 .
Correctional educational institutions of types I-VI carry out the educational process in accordance with the levels of general education programs of primary, basic and secondary (complete) education.
Educational institutions of the VIII type teach programs of primary and basic education; in educational institutions of the VIII type, pupils receive knowledge in general education subjects that have a practical orientation and correspond to their psychophysical capabilities, and skills in various work profiles.
The educational process in a correctional institution is carried out by specialists in the field of correctional pedagogy, as well as by teachers and 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 the hard of hearing and late-deafened with slight underdevelopment of speech caused by hearing impairment - 10 people;
for the hard of hearing and late-deafened with profound speech underdevelopment caused by hearing impairment - 6 people;
for the visually impaired and late blind - 12 people;
for those with severe speech impairments - 12 people;
for those with musculoskeletal disorders - 10 people;
for those with mental retardation - 12 people;
for the mentally retarded - 12 people;
for the profoundly mentally retarded - 10 people;
for those with complex defects - 5 people.
In order to overcome deviations in the development of pupils, the correctional institution conducts group and individual correctional classes.
In accordance with the Model Regulations on a Special (Correctional) Educational Institution, special classes, groups, and extended day groups (including for students with complex disabilities) may be opened in a correctional institution for students and pupils with developmental disabilities. Letter of the Ministry of Education of the Russian Federation dated April 3, 2003 N 27/2722-6 “On the organization of work with students with complex disabilities” defines the specifics of the educational process in special classes, groups, extended day groups for students and pupils with complex disabilities in special ( correctional) educational institutions.
Complex defect - any combination of mental and (or) physical defects confirmed in the prescribed manner. Special classes are opened with the aim of maximizing social adaptation, involving these students and pupils in the process of social integration and personal self-realization.
Children of school age are sent to special classes with the consent of their parents and in the presence of a conclusion from 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 the given institution, taking into account the characteristics of the psychophysical development and capabilities of the pupils, adopted and implemented by the correctional institution independently. When developing an educational program for special classes, educational programs of special (correctional) educational institutions for students and pupils with other developmental disabilities can be used.
formation of ideas about oneself;
formation of self-service and life support skills;
formation of accessible ideas about the world around us and orientation in the environment;
formation of communication skills;
training in substantive, practical and accessible work activities;
teaching accessible knowledge in general educational subjects that have a practical orientation and correspond to the psychophysical capabilities of students;
mastery of available educational levels.
Children studying in a special class are treated by a special education teacher, a speech therapist, specialists in exercise therapy, massage, a social worker, etc.
Classes for children with severe mental retardation can be created in Type VIII schools. However, these classes accept children with moderate degree of mental retardation, who have no medical contraindications for staying in a correctional institution and 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 specialists. schools as children with complex disabilities are identified.
From the analysis of Russian legislation on education, we can conclude that while the system is special. Schools are central to the education of people with disabilities. At the moment, the emphasis is on the development of the special system. schools, funds from federal programs are mainly directed precisely for these purposes, and not for creating conditions for the education of children with disabilities in regular schools.
The most complete definition of the concept education gave by V.S. Lednev: “Education is a socially organized and standardized process of constant transmission by previous generations of subsequent generations of socially significant experience, which in ontogenetic terms is a biosocial process of personality formation. In this process, three main structural aspects are distinguished: cognitive, ensuring the assimilation of experience by the individual; education of typological personality traits, as well as physical and mental development.” Education includes three components: training, education and development , which, as B.K. points out. Tuponogs act as one, organically connected with each other, and it is almost impossible to isolate and differentiate them, and even impractical in the conditions of the dynamics of the system.
Correctional education is a system of special psychological, pedagogical, sociocultural and therapeutic measures aimed at overcoming or weakening the deficiencies in the psychophysical development of children, imparting to them accessible knowledge, skills, and development and formation of their personality as a whole. The essence of correctional education is the formation of the child’s psychophysical functions and the enrichment of his practical experience, along with overcoming or weakening, smoothing out his existing mental, sensory, motor, and behavioral disorders. Let us give an approximate meaningful decoding of the educational correction process according to B.K. Tuponogov:
1. remedial education– this is the assimilation of knowledge about ways and means of overcoming shortcomings of psychophysical development and the assimilation of ways to apply the acquired knowledge;
2. correctional education– this is the education of typological properties and qualities of the individual, invariant to the subject specificity of activity (cognitive, labor, aesthetic, etc.), allowing adaptation in the social environment;
3. correctional development– this is the correction (overcoming) of deficiencies in mental and physical development, improvement of mental and physical functions, intact sensory sphere and neurodynamic mechanisms for compensating for the defect.
The functioning of the correctional pedagogical system is based on the following provisions formulated by L.S. Vygotsky within the framework of his theory of cultural and historical development of the psyche: the complexity of the structure of the defect, the general patterns of development of a normal and abnormal child. The purpose of correctional work according to L.S. Vygotsky should be oriented towards the comprehensive development of an anomalous child as an ordinary one, simultaneously correcting and smoothing out his shortcomings: “We must educate not the blind, but the child, first of all. Educating the blind and deaf means educating deafness and blindness...”
Correction and compensation of atypical development can be effectively carried out only in the process of developmental education, with maximum use of sensitive periods and reliance on zones of current and proximal development. The educational process as a whole relies not only on established functions, but also on emerging ones. Hence, the most important task of correctional education is the gradual and consistent transfer of the zone of proximal development to the zone of actual development of the child. The implementation of correctional and compensatory processes in the development of a child with special needs is possible only with the constant expansion of the zone of proximal development, which should act as a guideline for the activities of a teacher, educator, social educator and social worker. Systematic, daily qualitative improvement and increment in the level of proximal development are necessary.
Correction and compensation for the development of a child with developmental disorders cannot occur spontaneously. It is necessary to create certain conditions for this: pedagogization of the environment, as well as productive cooperation of various social institutions. The decisive factor on which the positive dynamics of psychomotor development depends are adequate upbringing conditions in the family and the early start of complex treatment, rehabilitation and correctional psychological, pedagogical, sociocultural activities, which imply 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 with the aim of including, if possible on equal terms, children with problems in ordinary, generally accepted sociocultural relations. In this regard, L.S. Vygotsky wrote: “It is extremely important from a psychological point of view not to confine such children into special groups, but to practice their communication with other children as widely as possible.”
The earlier the organization and implementation of corrective work begins, the more successfully the defect and its consequences are overcome. Taking into account the ontogenetic characteristics of children with developmental problems, a number of principles correctional educational work:
1. the principle of unity of diagnosis and developmental correction;
2. the principle of correctional and developmental orientation of training;
3. the principle of an integrated approach to diagnosing and realizing the capabilities of children in the educational process;
4. the principle of early intervention, implying 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 body’s preservation and compensatory mechanisms 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.
Corrective educational work is a system of pedagogical measures aimed at overcoming or weakening disorders of the child’s psychophysical development through the use of special educational means. It is the basis of the socialization process of such children. All forms and types of classroom and extracurricular work are subordinated to the correctional task in the process of developing general educational and labor knowledge, skills and abilities in children. The system of correctional educational work is based on the active use of the preserved capabilities of an atypical child, “piles of health,” and not “spools of illness,” in the figurative expression of L.S. Vygotsky. In the history of the development of views on the content and forms of correctional work, there were different directions.
1. Sensualistic(Latin sensus - sensation). Its representatives believed that the most disrupted process in an abnormal child is perception, which was considered the main source of knowledge of the world (M. Montessori, 1870-1952, Italy). Therefore, special classes were introduced into the practice of special institutions to educate sensory culture and 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 of the sensory sphere.
2. Biologization(physiological). Founder – O. Decroli (1871-1933, Belgium). Representatives believed that all educational material should be grouped around the elementary physiological processes and instincts of children. O. Dekroli identified 3 stages of correctional and educational work: observation (in many ways this stage is consonant with the theory of M. Montessori), association (the stage of development of thinking through the study of the grammar of the native language, general education subjects), expression (the stage implies work on the culture of the child’s direct actions: speech , singing, drawing, manual labor, movements).
3. Social activity. A.N. Graborov (1885-1949) developed a system for educating sensory culture based on socially significant content: play, manual labor, object lessons, excursions into nature. The implementation of the system was carried out with the aim of instilling a culture of behavior in children with mental retardation, the development of mental and physical functions, and voluntary movements.
4. The concept of complex influence on the personality of an anomalous child in the process of education. The direction took shape in domestic oligophrenopedagogy in the 30-40s. XX century under the influence of research on the developmental significance of the learning process (L.S. Vygotsky, M.F. Gnezdilov, G.M. Dulnev, L.V. Zankov, N.F. Kuzmina-Syromyatnikova, I.M. Solovyov). This direction is associated with the concept of a dynamic approach in understanding the structure of the defect and the development prospects of mentally retarded children. The main position of this direction was and remains at the present time that the correction of defects in cognitive processes in such children is not isolated into separate activities, as was the case previously, but is carried out throughout the entire process of training and education.
Currently, defectology science and practice are faced with a number of organizational and scientific problems, the solution of which would make it possible to qualitatively and quantitatively improve the process of correctional education:
1. creation of permanent full-time psychological, medical and pedagogical consultation commissions, with the aim of earlier identifying the individual structure of developmental defects in children and the beginning of correctional education and upbringing, as well as improving the quality of selection of children into special educational institutions;
2. implementation of total intensification of the process of correctional education of children with special needs through special defectological 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 special needs;
4. the spread of correctional educational work in some specialized children's medical institutions where preschool children are treated, with the aim of optimally combining medical, health-improving and psychological-pedagogical work for the successful preparation of children for studying in a special educational correctional school;
5. providing the opportunity to receive an adequate education for all children with psychophysical developmental disorders;
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 production of small series of technical educational aids for children with sensory and motor impairments;
8. expansion of the network of sociocultural support for families raising children with special needs, defectological education of parents, introduction of innovative forms of work with families.
Literature: 3, 26, 29, 30, 51, 62, 64, 91, 97.
