Limited education for children. Regulatory and legal framework for the education of children and adolescents with disabilities. Special conditions are devices, technologies, methods, methods necessary for children with disabilities to receive rehabilitation services.
REGULATORY AND LEGAL FRAMEWORK FOR THE EDUCATION OF CHILDREN WITH DISABILITIES
INTERNATIONAL DOCUMENTS
1. "Universal Declaration of Human Rights". Adopted by resolution 217 A (III) of the UN General Assembly on December 10, 1948.
2. "Declaration of the rights of the child." Adopted by General Assembly resolution 1386 (XIV), November 20, 1959.
3. "Convention against Discrimination in Education". Adopted on December 14, 1960 by the UN General Conference on Education, Science and Culture at its eleventh session (ratified by the Decree of the Presidium of the Supreme Soviet of the USSR of July 2, 1962).
4. "Declaration on the Rights of Mentally Retarded Persons". Adopted by General Assembly resolution 2856 (XXVI), December 20, 1971.
5. "Declaration on the Rights of Persons with Disabilities." Adopted by General Assembly resolution 3447 (XXX) of 9 December 1975.
6. World Program of Action for Persons with Disabilities. Adopted by the UN General Assembly on December 3, 1982.
7. "Convention on the Rights of the Child". Adopted by General Assembly resolution 44/25 of 20 November 1989. Entered into force on September 2, 1990.
8. World Declaration for the Survival, Protection and Development of Children. Adopted by the World Summit for Children, New York, 30 September 1990.
10. "Standard Rules for Equal Opportunities for Persons with Disabilities". Adopted by General Assembly resolution 48/96 of December 20, 1993.
11. "Salamanca Declaration on Principles, Policies and Practice in the Education of Persons with Special Needs", Adopted at the World Conference on Education for Persons with Special Needs: Access to Education and its Quality (Salamanca, Spain, 7-10 June 1994 ).
12. “Convention on the Rights of Persons with Disabilities” (adopted by General Assembly resolution 61/106 of December 13, 2006), art. 24
13. “Implementation of the World Program of Action for Persons with Disabilities: Achieving the Millennium Development Goals for Persons with Disabilities proclaimed - adopted by the UN General Assembly Resolution No. 62/127 of 18.12.2007.
FEDERAL DOCUMENTS
1. Constitution Russian Federation. Section one, chapter 2: Rights and freedoms of man and citizen. Article number 43.
2. Federal Law of the Russian Federation "On Ratification of the Convention on the Rights of Persons with Disabilities", dated May 3, 2012 N 46-FZ.
3. Federal Law of the Russian Federation "On Education in the Russian Federation" No. 273-FZ of December 29, 2012.
4. Law of the Russian Federation "On psychiatric care and guarantees of the rights of citizens in its provision", dated 02.06.1992. No. 3185-1.
5. Federal Law of the Russian Federation "On the social protection of disabled people in the Russian Federation", dated November 24, 1995 No. 18 -FZ.
6. Federal Law of the Russian Federation "On the Basic Guarantees of the Rights of the Child in the Russian Federation", dated 24.07.1998. No. 124-FZ (as amended on July 20, 2000, August 22, December 21, 2004, June 30, 2007).
7. Federal Law of the Russian Federation “On Amendments to Certain Legislative Acts of the Russian Federation on the Issue of Citizens with Disabilities”, dated June 30, 2007 No. 120-FZ.
8. National educational initiative "Our new school" (approved by the President of the Russian Federation D.A. Medvedev on February 4, 2010, Pr-271).
9. The State Program of the Russian Federation "Accessible Environment" for 2011-2015, approved by Decree of the Government of the Russian Federation of March 17, 2011 No. 175.
10. Decree of the Government of the Russian Federation “On the National Strategy for Action in the Interests of Children for 2012-2017” No. 761 dated 06/01/2012.
11. Decree of the President of the Russian Federation of May 7, 2012 No. 599 "On measures to implement state policy in the field of education and science."
DOCUMENTS OF THE GOVERNMENT OF THE RUSSIAN FEDERATION
1. Decree of the Government of the Russian Federation of March 12, 1997 "On approval of the Model Regulations on a special (correctional) educational institution for students, pupils with developmental disabilities" (as amended by Decrees of the Government of the Russian Federation of March 10, 200 No. 212, of December 23, 2002 No. 919).
2. Decree of the Government of the Russian Federation No. 31.07.1998 No. 867 “On Approval of the Model Regulations on an Educational Institution for Children in Need of Psychological, Pedagogical and Medical and Social Assistance” (as amended and supplemented on: 12/23/2002, 08/18/2008, 03/10/2009).
3. Decree of the Government of the Russian Federation of March 10, 2000 N 212 "Typical regulation on a special (correctional) educational institution for students, pupils with disabilities" (as amended by Decree of the Government of the Russian Federation of March 10, 2000 N 212, of December 23, 2002 No. 919, No. 49 dated February 1, 2005, No. 617 dated August 18, 2008, No. 216 dated March 10, 2009).
4. Decree of the Government of the Russian Federation of October 4, 2000 "On the National Doctrine of Education in the Russian Federation".
5. Decree of the Government of the Russian Federation of February 20, 2006 "On the procedure and conditions for recognizing a person as disabled."
6. Decree of the Government of the Russian Federation of November 17, 2008 No. 1662-r (as amended on August 08, 2009)
"The concept of long-term socio-economic development of the Russian Federation for the period up to 2020" -
7. Order of the Government of the Russian Federation of February 7, 2011 N 163-r "On the concept of the Federal Target Program for the Development of Education for 2011-2015".
8. "On the plan of priority measures until 2014 to implement the most important provisions of the National Strategy for Action in the Interests of Children for 2012-2017" - Decree of the Government of the Russian Federation of October 15, 2012 No. 1916-r.
DEPARTMENTAL DOCUMENTS
1. "The concept of reforming the system of special education", adopted by the collegium of the Ministry of Education of the Russian Federation on February 9, 1999.
2. Order of the Ministry of Education of the Russian Federation "On the Approval of the Approximate Regulations for the Class(es) of Compensatory Education in General Educational Institutions" (approved on 08.09.1992 No. 333).
3. Order of the Ministry of Education of the Russian Federation of April 10, 2002 N 29/2065-p "On approval of the curricula of special (correctional) educational institutions for students, pupils with developmental disabilities."
4. Order of the Ministry of Health and Social Development of the Russian Federation
(Ministry of Health and Social Development of Russia) dated August 22, 2005 N 535 Moscow "On approval of classifications and criteria used in the implementation medical and social expertise citizens by federal state institutions of medical and social expertise”.
5. Order of the Ministry of Health and Social Development of the Russian Federation
(Ministry of Health and Social Development of Russia) dated 04.08.2008. N 379n Moscow "On approval of forms individual program rehabilitation of a disabled person, an individual program for the rehabilitation of a disabled child, issued by federal state institutions of medical and social expertise, the procedure for their development and implementation.
6. Order of the Ministry of Education and Science of the Russian Federation dated October 6, 2009 No. 373 “On approval and implementation of the federal state educational standard for primary general education”.
7. Order of the Ministry of Education and Science of the Russian Federation of September 22, 2011 N 2357 Moscow "On Amendments to the Federal State Educational Standard of Primary General Education, approved by Order of the Ministry of Education and Science of the Russian Federation of October 6, 2009 N 373" .
8. Order of the Ministry of Education and Science of Russia dated December 17, 2010 No. 1897 “On approval of the federal state educational standard for basic general education”.
9. Order of the Ministry of Education and Science of Russia dated May 17, 2012 No. 413 “On approval of the federal state educational standard of secondary (complete) general education”.
10. Order of the Ministry of Health and Social Development of the Russian Federation
(Ministry of Health and Social Development of Russia) dated August 26, 2010 N 761n Moscow "On approval of the Unified
qualification directory of positions of managers, specialists and employees, section "Qualification characteristics of positions of education workers".
11. Order of the Ministry of Education and Science of the Russian Federation “On approval of the procedure for admitting citizens to general educational institutions” (approved by order of the Ministry of Education of Russia of February 15, 2012 No. 107.
12. Order of the Ministry of Education and Science of the Russian Federation dated August 30, 2013 No. 1015 “On approval of the Procedure for organizing and implementing educational activities on the main general educational programs - educational programs of primary general, basic general and secondary general education.
13. Order of the Ministry of Education and Science of the Russian Federation of September 2, 2013 N 1035 “On the recognition of the letter of the Ministry of Education of the USSR of May 5, 1978 N 28-M “On improving the organization of individual education of sick children at home” as invalid on the territory of the Russian Federation and invalidated letter of the Ministry of Public Education of the RSFSR dated November 14, 1988 N 17-253-6 "On the individual education of sick children at home."
14. Order of the Ministry of Education and Science of the Russian Federation (Ministry of Education and Science of Russia) dated September 20, 2013 No. 1082 Moscow “On Approval of the Regulations on the Psychological, Medical and Pedagogical Commission”.
15. Order of the Ministry of Education and Science of the Russian Federation (Ministry of Education and Science of Russia) dated
19.12.2014 No. 1598 "On the approval of the Federal State Educational Standard of the IEO for students with disabilities
health."
Letters:
16. Letter from the Ministry of Education of the RSFSR dated 03.06.1988. No. 10-136-6 "On Special Leveling Classes for Children with Mental Retardation".
17. Instructional Letter of the Ministry of Education and Science of the RSFSR dated 06/30/89. No. 17-154-6 "On the direction of recommendations on individual and group remedial classes with students of special schools and alignment classes with mental retardation."
18. Letter from the Ministry of General and Vocational Education dated 04.09.1997. No. 48 "On the specifics of the activities of special (correctional) educational institutions" (as amended on December 26, 200)
19. Letter of the Ministry of Defense of the Russian Federation dated March 27, 2000. No. 27 / 901-6 "On the psychological, medical and pedagogical council (PMPC) in an educational institution."
20. Instructional letter of the Ministry of Defense of the Russian Federation dated 12/14/2000. No. 2 "On the organization of the work of a speech therapy center of a general educational institution."
21. Letter of the Ministry of Defense of the Russian Federation "On the concept of integrated education for persons with disabilities (with special educational needs)", dated 04.26.2001. No. 29/1524-6.
22. Letter of the Ministry of Defense of the Russian Federation dated April 03, 2003 No. 27-2722-6 "On the organization of work with students with a complex defect."
23. Letter of the Department of Special Education of the Ministry of Defense of the Russian Federation dated May 30, 2003 No. 27 / 2881-6 “On uniform requirements for the name and organization of the activities of compensatory education classes and classes for children with mental retardation”.
24. Letter of the Ministry of Defense of the Russian Federation of June 27, 2003 No. 28-51-513/16. Annex to the letter of the Ministry of Defense of the Russian Federation dated June 27, 2003 N 28-51-513 / 16 "Guidelines for the psychological and pedagogical support of students in the educational process in the context of education modernization."
25. Letter of the Ministry of Education and Science of the Russian Federation of 04/06/2004. No. 26/188-bi "O additional measures on observance of the right to education of children with disabilities with mental retardation”.
26. Letter of the Ministry of Education and Science of the Russian Federation from the Federal Service for Supervision in the Sphere of Education and Science dated 15.04.2008. No. 01-186 / 08-01 "On the organization of the exam for people with disabilities."
27. Letter of the Ministry of Education and Science of the Russian Federation dated 18.04.2008. No. AF-150/06 "On the creation of conditions for the education of children with disabilities and children with disabilities."
28. Letter of the Federal Service for Supervision of Education and Science dated March 5, 2010 No. 02-52-3 / 10-in “On guidelines for organizing and conducting a unified state exam (USE) for people with disabilities”.
29. Letter of the Ministry of Education and Science of the Russian Federation of April 19, 2011 N 03-255 "On the introduction of the federal state educational standard for general education."
30. Letter of the Ministry of Education and Science of the Russian Federation dated June 7, 2013 No. IR-535/07 “On Correctional and Inclusive Education for Children”.
31. Letter of the Ministry of Defense of the Russian Federation dated 05.09.2013. No. 07-1317 "Implementation of distance education for children-
invalids."
REGIONAL DOCUMENTS
1. The law "On the protection of the rights of children in the Novosibirsk region", adopted by the resolution of the Novosibirsk Regional Council of Deputies dated April 24, 2003. No. 111-OSD.
2. Law “On the Social Protection of the Disabled in the Novosibirsk Region” dated March 12, 1999 No. 45-OZ (as amended by the Laws of the Novosibirsk Region dated March 29, 2010 No. 467-OZ).
3. Law "On the standards for financing state budgetary and autonomous educational institutions of the NSO and municipal budgetary and autonomous educational institutions on the territory of the NSO" dated 15.05.2006. (As amended by the Laws of the NSOO of December 15, 2007 No. 174-OZ, of December 15, 2007 No. 179-OZ, of July 2, 2008 No. 252-OZ, of April 6, 2009 No. 322-OZ).
4. Decree of the Administration of the Novosibirsk Region of March 12, 2007 N 23-pa “On social support for students and pupils of regional state and municipal health educational institutions of a sanatorium type and special (correctional) educational institutions for children with disabilities (as amended by resolutions administration of the Novosibirsk region dated 06.05.2008 N 130-pa, dated 01.29.2009 N 45-pa, dated 24.02.2009 N 68-pa).
5. Decree of the Administration of the Novosibirsk Region dated 02.05.2007 No. No. 45-pa “On measures of social support for disabled children”.
6. Letter from the Department of Education of the Novosibirsk Region dated 29.09.2009. No. 5352-04-05 / 30, supplement to the letter "On licensing educational institutions for special (correctional) general education programs."
7. Decree of the Government of the Novosibirsk Region dated 11.07.2011 No. No. 301-p "On the approval of Comprehensive measures to modernize the general education system of the Novosibirsk Region in 2011",
8. Decree of the Government of the Novosibirsk Region dated 12.09.2011 No. No. 405-p "On the standards for financing public educational institutions of the Novosibirsk region, implementing the main general education programs of primary general, basic general, secondary (complete) general education."
9. Decree of the Government of the Novosibirsk Region dated 29.09.2011 No. No. 431-p "On amendments
Decree of the Government of the Novosibirsk Region dated 11.07.2011 No. No. 301-p".
10. Decree of the Government of the Novosibirsk Region dated 29.09.2011 No. No. 417-p "On the list and amounts of correction (increasing) coefficients used in calculating the amount of financing
State Educational Institutions of the Novosibirsk Region.
11. Draft Decree of the Government of the Novosibirsk Region, 01.10.2011, “On the standards for financing state educational institutions of the Novosibirsk Region and municipal educational institutions on the territory of the Novosibirsk Region, implementing the main general education programs of primary general, basic general, secondary (complete) general education.”
12. Decree of the Government of the Novosibirsk Region dated 13.12.2011 No. No. 541-p "On the standards for financing public educational institutions of the Novosibirsk Region and municipal educational institutions located on the territory of the Novosibirsk Region, implementing the main general education programs of primary general, basic general, secondary (complete) general education and the list and sizes of correction (increasing) coefficients used in calculation of the funding volumes of the GOU NSO and municipal educational institutions located on the territory of the NSO, implementing the main general education programs of primary general, basic general, secondary (complete) general education, applied to the payroll calculated according to the funding standard.
13. Order of the Ministry of Education, Science and Innovation Policy of the Novosibirsk Region dated 06.09. 2011 No. 1451/1549 "On approval of the regulations for the interaction of the child psychiatric service and psychological, medical and pedagogical commissions."
14. Order of the Ministry of Education and Science of the Novosibirsk Region dated 08.09.2011 No. No. 1583 “On the results of the competitive selection of institutions of the Novosibirsk region for the implementation of the regional project “Education and socialization of children with disabilities in the inclusive educational space of the Novosibirsk region”.
15. Guidance letter of MONiIP NSO dated 08.11.2011. No. 5461/30 "On the organization of inclusive education for children with disabilities."
16. Letter of instruction from MONiIP NSO dated 14.12.2011. No. 6164-03 / 30 "On the prevention of violations of the rights of citizens during the diagnostic session and the implementation of the recommendations of the PMPK by educational institutions
17. Letter from MONiIP NSO dated March 26, 2012. “11411-03/30 “On the spending of subsidies for the financial support of the modernization of the municipal system of general education”.
18. Order of the Ministry of Education and Science of the Russian Federation dated July 23, 2012 No. 1602 “On approval of exemplary regional basic curricula for state and municipal special (correctional) educational institutions, correctional classes for students, pupils with disabilities of the Novosibirsk region of all types for 2012- 2013; 2013-2014 academic years".
19. Order of the City Hall of Novosibirsk dated 21.12.2012. No. 1940-od "On the procedure for organizing the activities of the city psychological, medical and pedagogical commission."
20. Order of the Ministry of Education and Science of the Novosibirsk Region dated 04.03.2013 No. No. 618 “On Approval of the Departmental Target Program “Development of Education for Children with Disabilities and Children with Disabilities in the Novosibirsk Region for 2013-2015”.
21. Order of the Ministry of Education and Science of the Novosibirsk Region dated 08.11.2013 No. No. 2565 “On the procedure for regulating and formalizing relations between the state educational organization Novosibirsk Region and the municipal educational organization and parents (legal representatives) of students in need of long-term treatment, as well as disabled children in terms of organizing training in basic educational programs at home and in medical organizations.
22. Guidance letter of MONiIP NSO dated 18.12.2013. No. 6032_03/25 "On the direction guidelines».__
Letter of the Department of Special Education of the Ministry of Education of the Russian Federation dated May 30, 2003 N 27 / 2881-6 "On uniform requirements for the name and organization of the activities of compensatory education classes and classes for children with mental retardation"
A monitoring study conducted by the Ministry of Education of the Russian Federation in the 2002/2003 academic year revealed the presence in general educational institutions of the Russian Federation of classes of various names (correctional and developmental education, adaptation, health, pedagogical support, leveling, intensive development, increased attention, etc.). This fact was confirmed by the opinion of the participants of the All-Russian conference on the problem "Compensatory and correctional developmental education: tasks and development prospects", held in February, 2003, recorded in the resolution of the conference, brought to the attention of the educational authorities of the constituent entities of the Russian Federation by an information letter dated 18.04. 2003 N 27/2756-6.
In connection with inquiries about the organization of the activities of these classes, the Ministry considers it necessary to clarify the following.
The model regulation on a general education institution, approved by Decree of the Government of the Russian Federation of March 19, 2001 N 196, provides for the opening of compensatory education classes and special (correctional) classes for students with developmental disabilities in general education institutions of the Russian Federation. Functioning in educational institutions of classes of other names is not provided for by the Model Provision.
At the same time, we clarify that the activities of compensatory education classes are currently regulated by the Regulations on Compensatory Education Classes, approved by order of the Ministry of Education of Russia dated 08.08.92 N 333.
When organizing the work of special (correctional) classes, a general educational institution should be guided by the Model Regulations on a special (correctional) educational institution for students, pupils with developmental disabilities, as amended by the Decrees of the Government of the Russian Federation dated 12.03.97 N 288 and dated 10.03.2000 N 212.
The specified Model Regulation lists the categories of children for whom special (correctional) institutions and, accordingly, special (correctional) classes can be created. educational institutions, namely deaf, hard of hearing and late deaf, blind, visually impaired and late blind children, children with severe speech disorders, with disorders of the musculoskeletal system, with mental retardation, for mentally retarded and other children with developmental disabilities.
We clarify that the name of these classes must comply with paragraph 30 of the Model Regulations on a general educational institution. At the same time, the name of a special (correctional) class may indicate its type, depending on deviations in the development of students, pupils, designated as follows: "Type I" - for the deaf, "II type" - for the hearing impaired, "III type" - for the blind , "IV type" - for visually impaired, "V type" - for children with severe speech disorders, "VI type" - for children with disorders of the musculoskeletal system, "VII type" - for children with mental retardation, "VIII type - for the mentally retarded. We consider it expedient when organizing the activities of these classes to use the instructional letter of the Ministry of General and Vocational Education of the Russian Federation dated 04.09.97 N 48 "On the specifics of the activities of special (correctional) educational institutions of types I - VIII and the order of the Ministry of Education of Russia dated 10.04.2002 N 29 / 2065- p "On approval of the curricula of special (correctional) educational institutions for students, pupils with developmental disabilities".
Most often, classes for students with mental retardation are opened in general educational institutions, in which more than 195 thousand children study. When organizing the work of special (correctional) classes of type VII, you can use a package of documents on education in a general educational institution for children with mental retardation, developed by the Moscow Department of Education, approved by the III All-Russian Conference "Compensatory and correctional developmental education: experience, problems, solutions", held in February 2000, and brought to the attention of the educational authorities of the constituent entities of the Russian Federation by an information letter of the Ministry of Education of Russia dated 06.28.2000 N 27 / 1012-6, and a letter of the Ministry of Education of the RSFSR dated 03.06.88 N 10-136-6 "On special classes leveling for children with mental retardation", in part that does not contradict the current standard provisions on general education and special (correctional) general education institutions, the instruction letter of the Ministry of General and Vocational Education of the Russian Federation dated 04.09.97 N 48 "On the specifics of the activities of special (correctional) educational institutions of I - VIII types "and the order of the Ministry of Education of Russia dated 10.04.2002 N 29 / 2065-p "On approval of the curricula of special (correctional) educational institutions for students, pupils with developmental disabilities".
Chief of the Office of Special Education
T.V. Volosovets
ON CORRECTIONAL AND INCLUSIVE EDUCATION OF CHILDREN Letter from the Ministry of Education and Science of the Russian Federationdated June 7, 2013 No. IR-535/07
In connection with the restructuring of educational institutions for children with disabilities, the Russian Ministry of Education and Science sends clarifications of its position regarding corrective and inclusive children's education.
THEM. REMORENKO
In connection with the appeals of the deputy of the State Duma of the Federal Assembly of the Russian Federation Lomakin-Rumyantsev A.V. and the collectives of educational institutions of a number of constituent entities of the Russian Federation on the issue of restructuring educational institutions for children with disabilities, taking into account the norms of the Federal Law of December 29, 2012 No. 273 “On Education in the Russian Federation”, which comes into force on September 1, 2013 (hereinafter referred to as the Federal Law), the Department considers it necessary to note the following.
The education of persons with disabilities and the disabled is one of the priorities of the education system of the Russian Federation.
The efforts of the Russian Ministry of Education and Science are focused on ensuring that, as part of the modernization Russian education create an educational environment that ensures the availability of quality education for all persons with disabilities, and the disabled, taking into account the peculiarities of their psychophysical development and health status.
As part of the development of regulatory legal acts necessary for the implementation of the Federal Law, draft orders of the Ministry of Education and Science of Russia were prepared on the specifics of organizing educational activities for students with disabilities, on establishing the procedure for issuing a certificate of education to people with disabilities who do not have basic general and secondary general education and trained in adaptive basic general education programs, on the establishment of a sample certificate of education issued to persons with disabilities (with various forms of mental retardation), who do not have basic general and secondary general education and studied in adapted basic general education programs (posted on the website: regulation.gov.ru).
According to Article 79 of the Federal Law, the state authorities of the constituent entities of the Russian Federation create separate organizations that carry out educational activities on adaptive basic general education programs for the deaf, hard of hearing, late deaf, blind, visually impaired, with severe speech disorders, with disorders of the musculoskeletal system, with mental retardation development, with mental retardation, with autism spectrum disorders, with complex disabilities and other students with disabilities.
Currently, in Russia there is a differentiated network of specialized educational institutions for the education of children with disabilities. It includes special (correctional) educational institutions for students, pupils with disabilities (schools, boarding schools) (hereinafter - SKOU).
In the last few years in the subjects of the Russian Federation there has been a reduction by 5 percent of the SKOU with a simultaneous increase of 2 percent in the number of students and children brought up in them (as of the beginning of the 2009/2010 academic year, 1804 SKOU functioned in Russia, in which 207 thousand children studied with various disabilities in physical and (or) mental development, in the 2012/2013 academic year, respectively: 1708 - 211 thousand children).
The Ministry of Education and Science of Russia is concerned about the emerging trend towards the fact that the development of forms of education for children with disabilities and children with disabilities in the regions is not always planned, consistent, and often not accompanied by the creation of the necessary conditions. Some subjects of the Russian Federation are unjustifiably focused on reducing the network of special (correctional) educational institutions. During the specified period of time, educational activities from 1 to 3 SKOUs were terminated in most constituent entities of the Russian Federation, in the Khabarovsk Territory - 4, in the Kaliningrad Region - 5, in the Ivanovo Region - 6, in the Krasnoyarsk Territory - 7, in the Tver Region - 8, in the Perm Territory - 9, Sverdlovsk regions - 10, Krasnodar Territory- 14, Novgorod region - 18.
The main directions of organizing joint education of children with disabilities and peers who do not have developmental disabilities are reflected in the recommendations of the Ministry of Education and Science of Russia on creating conditions for education of children with disabilities and children with disabilities in the subject of the Russian Federation, which were sent to the heads of executive authorities subjects of the Russian Federation exercising management in the field of education, in April 2008 (letter dated April 18, 2008 No. AF-150/06).
Regional programs aimed at developing the education of children in this category, including their integration into the regular educational environment, are developed and implemented taking into account these recommendations.
Currently, within the framework of the state program of the Russian Federation "Accessible Environment" for 2011-2015, approved by the Decree of the Government of the Russian Federation dated November 26, 2012 No. 2181-r (hereinafter referred to as the Program), measures are being taken to equip ordinary educational institutions with special equipment and devices for unhindered access and education of disabled children, including those with visual, hearing, and musculoskeletal disorders.
The implementation of the activities of the Program will allow within 5 years (in 2011-2015) to create conditions for unhindered access for people with disabilities, joint education of children with disabilities and children without developmental disorders, only in 20 percent of the total number of general education schools.
In this regard, the Department draws the attention of the executive authorities of the constituent entities of the Russian Federation that manage in the field of education to the fact that inclusive (integrated) education of children with disabilities should not become an end in itself, much less acquire a formal character - inclusion (integration) for the sake of inclusion (integration). ).
The development of inclusive (integrated) forms of education for people with disabilities should be carried out gradually, based on the planning and implementation of a set of measures to ensure compliance with the requirements for the organization of this activity (including the availability of an appropriate material base, special educational programs, training of teaching staff, explanatory work with students and their parents ). Otherwise, such a measure will not only fail to ensure the full inclusion (integration) of students with disabilities, but will also negatively affect the quality of work of educational institutions with other students.
The development of joint education of disabled and healthy students does not mean giving up the best achievements Russian system special (correctional) educational institutions.
The issue of choosing an educational and rehabilitation route for a disabled child, including determining the form and degree of his inclusion (integration) in the educational environment, should be decided by psychological, medical and pedagogical commissions based, first of all, on the needs, developmental characteristics and capabilities of the child, with the direct participation of his parents.
The Department considers it necessary to pay attention to the functioning of the existing network of special (correctional) educational institutions, taking into account the fact that for some children it is more appropriate to study in a special (correctional) educational institution. Such institutions at the present stage can perform the functions of educational and methodological (resource) centers that provide methodological assistance teaching staff educational institutions, psychological and pedagogical assistance to children and their parents, to coordinate the work in this direction of the education system of the constituent entity of the Russian Federation.
Department Director
E.A. SILYANOV.
Teaching children with disabilities
Children with varying degrees of delay in speech development, mental development and intelligence are recruited into groups.
The first enrollment of students in 1 class
TRAINING FOR THE 2018/19 ACADEMIC YEAR
Why do we teach?
In the online school "BIT" special children:
- be able to get an education
- find friends among "ordinary" peers
- have the opportunity to reach their fullest potential
What do we teach?
Education in the online school is conducted according to adapted educational programs for children with disabilities.
Experienced teachers, psychologists, defectologists, in close cooperation with parents, teach children in mini-groups (up to 5 people) and individually in the following subjects:
- ABC
- Russian language
- Literary reading
- Mathematics
- The world
How do we teach?
Children learn online training courses containing tasks adapted to different features children with disabilities. Lessons are conducted individually and in mini groups in an online environment using videoconferencing. Each student has an individual tutor who will help parents organize and coordinate the educational process. A psychologist, defectologist and speech therapist will give their recommendations and help develop an individual syllabus. Teaching children with disabilities in the online school "BIT" will not only help to master the school curriculum, but will also contribute to the correction of the developmental disorder of the child, as well as his social adaptation.
Cost of education
The cost of education for children with disabilities is indicated for 1 month. The duration of training varies depending on the characteristics of the child.
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Reviews about the online school "BIT"
Feedback from our users
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comment Pavlyuchenko
Family
We study in absentia at the school where we live. After writing a trial OGE in mathematics in March, they realized that there were big problems. We randomly chose distance courses to prepare for the OGE and were not mistaken. The result is 20 points. And my son began to like geometry, which he did not understand at all.
comment Alla and Matvey Radchenko
Family
Some want to score the highest possible number of points on the exam, and for our family the goal was to score the number of points that would allow us to get a certificate for grade 11. The son studied in the group "USE for the certificate" in Russian and mathematics. Classes were held in the evening via videoconference. There were 4 people in the group. Several times I watched the passage of classes. The teacher analyzed the task in great detail and explained the theory needed to solve it. After each lesson, the teacher gave homework, which had to be sent the day before the next lesson. Thanks to the preparation for the Unified State Examination in the online school, we passed mathematics and Russian with strong triples. Hooray!!!
comment Ermolai Vasiliev
Student
I like to study at the BIT school because I am interested in doing lessons in the BIT system, they are very interesting and accessible, and Anastasia Alexandrovna is very kind and understands our problems and helps to solve them. I like to study at home, because it's calm at home, I can concentrate, I don't get tired like I used to at school. I have more free time. I am learning to plan my classes for the day, plan my week.
comment Emil Mageramov
Student
"We chose this school because we wanted to switch to home schooling and complete 2 grades (8th and 9th) in the academic year. The service met all expectations. It's easy and interesting to study. The whole education system is very well built. I liked it, chapters on subjects are conveniently located, which facilitates self-study.The test system allows you to independently check your knowledge and find out what needs to be improved.In the video lessons with teachers, you can consult about questions.The average attendance of video lessons was 5 people, and almost personal training was obtained.There were trial lessons-tests in the building of the school for preparing for the OGE, you can come and test as much as you want.All the teachers are very responsive and always ready to help.I am very glad that I was able to catch up with my age according to the school curriculum, because I went to school for 8 years and was older than the rest.Now I study with my age.Studied in the 2017-2018 academic year.
comment Olga Hopryaninova
mother Danila Khopryaninov
Many people are interested in Danina's school. I will write an impression after 1 week of study. ✔ As many have already understood, we left to leave our school, for various reasons. First of all, this is a school program, 2-the number of hours that I had to spend there. ✔ Initially, we went to the Internet lesson, because they issued a certificate, according to which you can pick up documents from the school without any questions. ✔ Then my husband accidentally stumbled upon BIT online school sai. And we began to think. What was offered at the BIT school was very interesting: ❗ an individual program for the child, ❗ no textbooks ❗ an innovative education program, taking into account all the best traditions of the Soviet school and modern technologies❗ Corresponding to GEF ❗ Correspondence form of education, not CO (although you can choose here) ❗ Attachment to a Moscow school for maintaining all documentation, entering ready-made grades in a personal file (rather than putting in a certificate with certification) ❗ Ability to write olympiads ❗ Tutor and psychologist ❗ Online lessons with real teachers, a class of 6 people, a show of hands, answers in lessons and all that (not only a chat in which you can write, but a contact) Stopped by the price (2 times more expensive than in int.lessons) and the fact that None of my friends knew about her. ✔for comparison, online lessons: ❗Everyone is registered for CO, and it seems to me that they pass it off as a slightly different form of education. ❗ they promise to put grades in the LD, in fact they put in a certificate with attestation (in principle, this probably does not affect anything, theoretically) ❗ a program for the School of Russia, textbooks either buy or download from them for 700 rubles. It is probably possible without them, but they wrote to me what was needed. ❗Lessons with one-way communication and 2 times shorter. ✔ we thought and decided to take the money for the paid year from int lessons and entered BIT.
comment Angelica Fefilova
mother of Alina Fefilova
Alina has been in family education since grade 1. My husband and I deal with it ourselves, but from time to time we had questions about how to explain this or that topic to a child. There is no point in hiring a tutor. Therefore, we turned to BIT for help. Here we received not only a teacher, but also interesting educational materials with the help of which the child can learn independently. Our teacher Anastasia Alexandrovna, when checking assignments, not only puts marks, but also writes comments and recommendations for the child to study the material.
comment Svetlana Leontieva
mother of Maria Nikiforova
Thanks to distance learning my daughter can do figure skating and master the school curriculum in her free time from training. We prepared for certification on our own in accordance with the plan of the school to which we are attached. Once a month, we took individual lessons with teachers of the BIT online school in Russian language and mathematics. Lessons were held via videoconference. The teacher reviewed what we had learned and answered our questions. Passed certification for 4 and 5, than we are very satisfied!
comment Elena Savelyeva
Pupil
I want to say a big thank you to Evgenia Nikolaevna, who taught me individually in the Russian language. Thanks to the classes, I prepared for the exam and scored 98 points.
comment Anastasia Lapochkina
mother of Fedor, Sevastian and Ruslana Lapochkin
My children never went to a traditional school and I don't regret it at all! While the eldest son studied the 1st grade program, and the younger twins arrived in preschool age, there were no major problems. But as soon as the time came to organize the training of three at the same time, problems began. It's good that I found the BIT online school. Now my children study on their own, each at a convenient time for him. And I can combine classes in numerous circles and study for everyone at once.
WHO TEACHES?
Teachers, a defectologist, a psychologist with appropriate qualifications and experience working with children with disabilities will create a comfortable and developing environment for the child's education. The team works under the guidance of a candidate of pedagogical sciences, director of the Institute of Childhood of the Moscow Pedagogical state university, head of the project "Inclusive education" in LLC "MEO" Solovieva Tatyana Alexandrovna.
IN last years Considerable attention is paid to the problems of children with special health needs (HIA). What is it and how to solve them? Let's try to figure it out.
Disabilities of health (HIA). What it is?
Scientific literature sources describe that a person with disabilities has certain limitations in daily life. We are talking about physical, mental or sensory defects. Therefore, a person cannot perform certain functions or duties.
This condition can be chronic or temporary, partial or general.
Naturally, physical limitations leave a significant imprint on psychology. Usually, people with disabilities tend to isolation, are characterized by low self-esteem, increased anxiety and self-doubt.
Therefore, work must begin from childhood. Considerable attention within the framework of inclusive education should be given to the social adaptation of disabled people.
Three-bar scale of disability
This is the British version. The scale was adopted in the 1980s by the World Health Organization. It includes the following steps.
The first one is called "illness". We are talking about any loss or anomaly (psychological/physiological, anatomical structure or function).
The second stage involves patients with defects and loss of the ability to perform activities that are considered normal for other people.
The third stage is incapacity (disability).
Types of HIA
In the approved classification of violations of the basic functions of the body, a number of types are distinguished. Let's dwell on them in more detail.
1. Violations of mental processes. It is about perception, attention, memory, thinking, speech, emotions and will.
2. Violations in sensory functions. These are sight, hearing, smell and touch.
3. Violations of the functions of respiration, excretion, metabolism, blood circulation, digestion and internal secretion.
4. Changes in the static-dynamic function.
Disabled children, who belong to the first, second and fourth categories, are a large part of the total. They are distinguished by certain deviations and developmental disorders. Therefore, such children require special, specific methods of training and education.
Psychological and pedagogical classification of children who belong to the system of special education
Let's consider this question in more detail. Since the choice of techniques and methods of training and education will depend on this.
- Children with developmental disabilities. They lag behind in mental and physical development due to the fact that there is an organic lesion of the central nervous system and violations of the functioning of analyzers (auditory, visual, motor, speech).
- Children who have developmental disabilities. They differ in the deviations listed above. But they limit their possibilities to a lesser extent.
Children with disabilities, children with disabilities have significant developmental disorders. They enjoy social benefits and benefits.
There is also a pedagogical classification of violations.
It consists of the following categories.
Children with disabilities:
- hearing (late-deaf, hearing-impaired, deaf);
- vision (visually impaired, blind);
- speech (various degrees);
intellect; - delayed psychoverbal development (ZPR);
- musculoskeletal system;
- emotional-volitional sphere.
Four degrees of health impairment
Depending on the degree of dysfunction and adaptation possibilities, it is possible to determine the degree of health impairment.
Traditionally, there are four degrees.
First degree. The development of a child with disabilities occurs against the background of mild and moderate functional impairment. These pathologies may be an indication for the recognition of disability. However, as a rule, this does not always happen. Moreover, at proper education and upbringing, the child can fully restore all functions.
Second degree. This is the third group of disability in adults. The child has pronounced disturbances in the functions of systems and organs. Despite treatment, they continue to limit his social adaptation. Therefore, such children need special conditions for education and life.
The third degree of health impairment. It corresponds to the second group of disability in an adult. There is a large severity of violations that significantly limit the child's ability in his life.
The fourth degree of health impairment. It includes pronounced violations of the functions of systems and organs, due to which the child's social maladjustment occurs. In addition, we can state the irreversible nature of the lesions and, often, the ineffectiveness of measures (therapeutic and rehabilitation). This is the first group of disability in an adult. The efforts of teachers and doctors are usually aimed at preventing a critical condition.
Problems of development of children with disabilities
This is a special category. Children with disabilities are distinguished by the presence of physical and mental abnormalities that contribute to the formation of disorders of general development. This is the generally accepted position. But it is necessary to understand this issue in more detail.
If we talk about a child with minor disabilities, which we have already determined, then it should be noted that by creating favorable conditions, most of the problems with development can be avoided. Many violations are not limiters between the child and the outside world. Competent psychological and pedagogical support for children with disabilities will allow them to master the program material and study together with everyone in general education school attend regular kindergarten. They can communicate freely with their peers.
However, disabled children with serious disabilities need special conditions, special education, upbringing and treatment.
Social policy of the state in the field of inclusive education
In Russia, certain areas have been developed in recent years social policy associated with an increase in the number of children with disabilities. What is it and what problems are being solved, we will consider a little later. For now, let's note the following.
The basic provisions of social policy are based on modern scientific approaches, available material and technical means, a detailed legal mechanism, national and public programs, a high level of professional training of specialists, and so on.
Despite the efforts made and the progressive development of medicine, the number of children with disabilities is steadily growing. Therefore, the main directions of social policy are aimed at solving the problems of their education at school and stay in a preschool institution. Let's consider this in more detail.
Inclusive education
The education of children with disabilities should be aimed at creating favorable conditions for the realization of equal opportunities with peers, education and a decent life in modern society.
However, the implementation of these tasks should be carried out at all levels, from kindergarten and ending with school. Let's take a look at these stages below.
Creating a "barrier-free" educational environment
The basic problem of inclusive education is to create a "barrier-free" educational environment. The main rule is its accessibility for children with disabilities, solving the problems and difficulties of socialization.
In educational institutions that provide their support, it is necessary to comply with general pedagogical requirements for technical equipment and equipment. This is especially true for the implementation household needs, the formation of competence and social activity.
In addition, special attention should be paid to the upbringing and education of such children.
Problems and difficulties of inclusive education
Despite the ongoing work, the education and upbringing of children with disabilities is not so simple. The existing problems and difficulties of inclusive education are reduced to the following positions.
Firstly, a group of children does not always accept a child with disabilities as "their own".
Secondly, teachers cannot master the ideology of inclusive education, and there are difficulties in implementing teaching methods.
Third, many parents do not want their normally developing children to be in the same class as a "special" child.
Fourthly, not all disabled people are able to adapt to the conditions of ordinary life without requiring additional attention and conditions.
Children with disabilities in a preschool
Children with disabilities in preschool educational institutions are one of the main problems of a non-specialized kindergarten. Since the process of mutual adaptation is very difficult for the child, parents and teachers.
The priority goal of the integrated group is the socialization of children with disabilities. For them preschool becomes the starting point. Children with different abilities and developmental disabilities must learn to interact and communicate in the same group, develop their potential (intellectual and personal). This becomes equally important for all children, as it will allow each of them to maximize the existing boundaries of the world around them.
Children with disabilities at school
The priority task of modern inclusive education is to increase attention to the socialization of children with disabilities. Approved adapted program for children with disabilities for education in a comprehensive school. However, the currently available materials are scattered and not integrated into a system.
On the one hand, inclusive education in general education schools is beginning to appear, on the other hand, the heterogeneity of the composition of students is increasing, taking into account the level of their speech, mental and mental development.
Such an approach leads to the fact that the adaptation of both conditionally healthy children and children with disabilities is significantly more difficult. This leads to additional, often insurmountable difficulties in the implementation of the individual approach of the teacher.
Therefore, children with disabilities in school cannot simply learn on an equal basis with others. For a favorable result, certain conditions must be created.
The main areas of work in the system of inclusive education
For the full development of a child with disabilities at school, it is necessary to work in the following areas.
Firstly, in order to solve problems, it is recommended to create a group of psychological and pedagogical support in an educational institution. Her activities will be as follows: to study the developmental features of children with disabilities and their special needs, to draw up individual educational programs, to develop forms of support. These provisions must be recorded in special document. This - individual card psychological and pedagogical support for the development of a child with disabilities.
Secondly, constant adjustment of the methods and methods of training and education is necessary.
Thirdly, the escort group should initiate a revision of the curriculum, taking into account the assessment of the child's condition and the dynamics of his development. As a result, an adapted version of it for children with disabilities is being created.
Fourthly, it is necessary to regularly conduct correctional and developmental classes aimed at increasing motivation, developing cognitive activity, memory and thinking, and understanding one's personal characteristics.
Fifth, one of the necessary forms of work is work with the family of a disabled child. Its main goal is to organize assistance to parents in the process of mastering the practical knowledge and skills necessary in the upbringing and education of children with disabilities. In addition, it is recommended:
- actively involve the family in the work of the educational institution, providing psychological and pedagogical support;
- provide counseling to parents;
- educate the family in the techniques and methods of assistance available to them;
- organize feedback parents with educational institution and etc.
In general, it should be noted that inclusive education in Russia is just beginning to develop.
In accordance with part 1 (hereinafter referred to as the Federal Law "On Education in the Russian Federation"), the content of education and the conditions for organizing the training and education of students with disabilities (hereinafter - HIA) are determined, and for disabled people also in accordance with an individual program for the rehabilitation of a disabled person .
According to part 2, the general education of students with disabilities is carried out in organizations that carry out educational activities on. In such organizations, special conditions are created for the education of these students.
With this in mind, in order to receive general education for children with disabilities in educational organizations for such children, appropriate adapted basic general education programs should be developed (in separate documents).
Adapted basic general education programs for children with disabilities should be developed taking into account the peculiarities of their psychophysical development and individual capabilities. If necessary, these programs should ensure the correction of developmental disorders and social adaptation of these individuals and take into account the requirements of federal state educational standards for general education by levels of education and (or) federal state educational standards for the education of children with disabilities.
An educational organization must create special conditions for the education of children with disabilities, given that in accordance with Part 11, when receiving education, students with disabilities are provided free of charge with special textbooks and study guides, other educational literature, as well as the services of sign language and sign language interpreters. The specified measure of social support is an expenditure obligation of the constituent entity of the Russian Federation in relation to such students, with the exception of students studying at the expense of the budgetary allocations of the federal budget. For people with disabilities who study at the expense of federal budget allocations, the provision of these social support measures is an expense obligation of the Russian Federation.
In accordance with part 6, the features of the organization of educational activities for students with disabilities are determined by the federal executive body, which carries out the functions of developing state policy and legal regulation in the field of education, together with the federal executive body, which carries out the functions of developing state policy and regulatory - legal regulation in the field of social protection of the population.
The organization of educational activities for disabled children is carried out on the basis of an individual program for the rehabilitation of a disabled person.
Teaching children with disabilities
Perhaps this information will be useful to teachers working in the system of remedial education. It contains information about the principles of teaching, methods and techniques of working with such students.
The problems of special education today are among the most urgent in the work of all departments of the Ministry of Education and Science of the Russian Federation, as well as the system of special correctional institutions. This is due, first of all, to the fact that the number of children with disabilities and children with disabilities is steadily growing. Currently, there are more than 2 million children with disabilities in Russia (8% of all children), of which about 700 thousand are children with disabilities. In addition to the growth in the number of almost all categories of children with disabilities, there is also a tendency for a qualitative change in the structure of the defect, the complex nature of disorders in each individual child.
The education of children with disabilities and children with disabilities provides for the creation of a special correctional and developmental environment for them that provides adequate conditions and equal opportunities with ordinary children for education within special educational standards, treatment and rehabilitation, education and training, correction of developmental disorders, social adaptation.
Getting children with disabilities and children with disabilities education is one of the main and indispensable conditions for their successful socialization, ensuring their full participation in society, effective self-realization in various types of professional and social activities.
In this regard, ensuring the realization of the right of children with disabilities to education is considered as one of the most important tasks of state policy not only in the field of education, but also in the field of demographic and socio-economic development of the Russian Federation.
The Constitution of the Russian Federation and the Law “On Education” state that children with developmental problems have equal rights to education with everyone. The most important task of modernization is to ensure the availability of quality education, its individualization and differentiation, the systematic increase in the level of professional competence of teachers of correctional and developmental education, as well as the creation of conditions for achieving a new modern quality of general education.
PECULIARITIES OF CHILDREN WITH LIMITED HEALTH OPPORTUNITIES.
Children with disabilities are children whose health condition prevents the development of educational programs outside the special conditions of education and upbringing. The group of schoolchildren with disabilities is extremely heterogeneous. This is determined primarily by the fact that it includes children with various developmental disorders: impaired hearing, vision, speech, musculoskeletal system, intellect, with pronounced disorders of the emotional-volitional sphere, with delayed and complex developmental disorders. Thus, the most important priority in working with such children is an individual approach, taking into account the specifics of the psyche and health of each child.
Special educational needs differ in children of different categories, since they are set by the specifics of mental development disorders and determine the special logic of building the educational process, are reflected in the structure and content of education. Along with this, it is possible to single out needs that are special in nature, inherent in all children with disabilities:
- begin special education of the child immediately after the detection of a primary developmental disorder;
- to introduce special sections into the content of the child's education that are not present in the education programs of normally developing peers;
- use special methods, techniques and teaching aids (including specialized computer technologies) that ensure the implementation of "workarounds" of learning;
- personalize learning more than required for a normally developing child;
- provide a special spatial and temporal organization educational environment;
- maximize the educational space beyond the boundaries of the educational institution.
General principles and rules of corrective work:
1. Individual approach to every student.
2. Prevention of the onset of fatigue, using a variety of means for this (alternating mental and practical activities, presenting material in small doses, using interesting and colorful didactic material and visual aids).
3. The use of methods that activate the cognitive activity of students, develop their oral and written speech and form the necessary learning skills.
4. Manifestation of pedagogical tact. Constant encouragement for the slightest success, timely and tactical assistance to each child, the development of faith in his own strengths and capabilities.
Effective methods of corrective impact on the emotional and cognitive sphere of children with developmental disabilities are:
- game situations;
- didactic games that are associated with the search for specific and generic features of objects;
- game trainings that contribute to the development of the ability to communicate with others;
- psycho-gymnastics and relaxation, allowing you to relieve muscle spasms and clamps, especially in the face and hands.
The majority of students with disabilities have an insufficient level of cognitive activity, immaturity of motivation for learning activities, a reduced level of efficiency and independence. Therefore, the search and use of active forms, methods and techniques of teaching is one of the necessary means of increasing the effectiveness of the correctional and developmental process in the work of a teacher.
The goals of school education, set before the school by the state, society and family, in addition to acquiring a certain set of knowledge and skills, are the disclosure and development of the child's potential, the creation of favorable conditions for the realization of his natural abilities. A natural play environment, in which there is no coercion and there is an opportunity for each child to find his place, show initiative and independence, freely realize his abilities and educational needs, is optimal for achieving these goals. Inclusion active methods training in educational process allows you to create such an environment, both in the classroom and in extracurricular activities, including for children with disabilities.
Rapidly developing changes in society and the economy today require a person to be able to quickly adapt to new conditions, find optimal solutions complex issues, showing flexibility and creativity, not getting lost in a situation of uncertainty, being able to establish effective communications with different people.
The task of the school is to prepare a graduate who has the necessary set of modern knowledge, skills and qualities that allow him to feel confident in independent life.
Traditional reproductive education, the passive subordinate role of the student, cannot solve such problems. To solve them, new pedagogical technologies, effective forms of organization of the educational process, active teaching methods.
Cognitive activity is the quality of the student's activity, which is manifested in his attitude to the content and process of learning, in the desire for effective mastery of knowledge and methods of activity in the optimal time.
One of the basic principles of teaching in general and special pedagogy is the principle of students' consciousness and activity. According to this principle, “learning is effective only when students show cognitive activity, are the subjects of learning”. As Yu. K. Babansky pointed out, the activity of students should be aimed not just at memorizing the material, but at the process of independently obtaining knowledge, researching facts, identifying errors, and formulating conclusions. Of course, all this should be done at a level accessible to students and with the help of a teacher.
The level of students' own cognitive activity is insufficient, and in order to increase it, the teacher needs to use means that contribute to the activation of learning activities. One of the features of students with developmental problems is the insufficient level of activity of all mental processes. Thus, the use of means of activating educational activity in the course of training is necessary condition the success of the learning process for students with disabilities.
Activity is one of the most important characteristics of all mental processes, which largely determines the success of their course. Increasing the level of activity of perception, memory, thinking contributes to greater efficiency cognitive activity in general.
When selecting the content of classes for students with disabilities, it is necessary to take into account, on the one hand, the principle of accessibility, and on the other hand, not to oversimplify the material. Content becomes effective tool activation of educational activity in the event that it corresponds to the mental, intellectual capabilities of children and their needs. Since the group of children with disabilities is extremely heterogeneous, the task of the teacher is to select the content in each specific situation and methods and forms of organization of education that are adequate to this content and the abilities of students.
The next very important means of activating the teachings are the methods and techniques of teaching. It is through the use of certain methods that the content of training is realized.
The term "method" comes from the Greek word "metodos", which means a way, a way to move towards the truth, towards the expected result. In pedagogy, there are many definitions of the concept of "teaching method". These include the following: “teaching methods are methods of interconnected activity of a teacher and students aimed at solving a complex of tasks of the educational process” (Yu. K. Babansky); “Methods are understood as a set of ways and means of achieving goals, solving the problems of education” (IP Podlasy).
There are several classifications of methods that differ depending on the criterion that is the basis. The most interesting in this case are two classifications.
One of them, proposed by M. N. Skatkin and I. Ya. Lerner. According to this classification, methods are distinguished depending on the nature of cognitive activity, the level of activity of students.
It includes the following methods:
explanatory-illustrative (information-receptive);
reproductive;
partially search (heuristic);
problem presentation;
research.
Another, the classification of methods for the organization and implementation of educational and cognitive activities; methods of its stimulation and motivation; methods of control and self-control, proposed by Yu. K. Babansky. This classification is represented by three groups of methods:
methods of organization and implementation of educational and cognitive activities: verbal (story, lecture, seminar, conversation); visual (illustration, demonstration, etc.); practical (exercises, laboratory experiments, labor activities, etc.); reproductive and problem-search (from particular to general, from general to particular), methods independent work and work under the guidance of a teacher;
methods of stimulating and motivating educational and cognitive activity: methods of stimulating and motivating interest in learning (the whole arsenal of methods for organizing and implementing educational activities is used for the purpose of psychological adjustment, motivation for learning), methods of stimulating and motivating duty and responsibility in learning;
methods of control and self-control over the effectiveness of educational and cognitive activity: methods of oral control and self-control, methods of written control and self-control, methods of laboratory and practical control and self-control.
The most acceptable methods in practical work teachers with students with disabilities are considered explanatory and illustrative, reproductive, partially search, communicative, information and communication; methods of control, self-control and mutual control.
The group of search and research methods provides the greatest opportunities for the formation of cognitive activity among students, but the implementation of problem-based learning methods requires a sufficiently high level of students' ability to use the information provided to them, the ability to independently seek ways to solve the problem. Not all younger students with disabilities have such skills, which means that they need additional help from a teacher and a speech therapist. It is possible to increase the degree of independence of students with disabilities, and especially children with mental retardation, and introduce tasks into training based on elements of creative or search activity only very gradually, when a certain basic level of their own cognitive activity has already been formed.
Active learning methods, game methods are very flexible methods, many of them can be used with different age groups and in different conditions.
If a game is a habitual and desirable form of activity for a child, then it is necessary to use this form of organizing activities for learning, combining the game and the educational process, more precisely, using a game form of organizing students' activities to achieve educational goals. Thus, the motivational potential of the game will be aimed at more effective mastering of the educational program by schoolchildren, which is important not only for schoolchildren with speech disorders, but also especially important for schoolchildren with disabilities.
The role of motivation in the successful education of children with disabilities cannot be overestimated. Conducted studies of students' motivation have revealed interesting patterns. It turned out that the value of motivation for successful study is higher than the value of the student's intellect. High positive motivation can play the role of a compensating factor in the case of insufficiently high student abilities, but this principle does not work in the opposite direction - no abilities can compensate for the absence of a learning motive or its low severity and ensure significant academic success. The possibilities of various teaching methods in terms of activating educational and educational-industrial activities are different, they depend on the nature and content of the corresponding method, methods of their use, and the skill of the teacher. Each method is made active by the one who uses it.
The concept of "training method" is closely related to the concept of method. Teaching methods are specific operations of interaction between a teacher and a student in the process of implementing teaching methods. Teaching methods are characterized by subject content, organized by them. cognitive activity and depend on the intended use. The real activity of learning consists of separate techniques.
In addition to methods, forms of organizing training can act as a means of activating learning activities. Speaking of various forms learning, we mean "special constructions of the learning process", the nature of the interaction of the teacher with the class and the nature of the presentation of educational material in a certain period of time, which is determined by the content of education, methods and activities of students.
The lesson is a form of organization of joint activities of the teacher and students. During the lesson, the teacher can use various teaching methods and techniques, selecting the most relevant to the content of the training and the cognitive abilities of students, thereby contributing to the activation of their cognitive activity.
To enhance the activities of students with disabilities, you can use the following active teaching methods and techniques:
1. The use of signal cards when performing tasks (on the one hand, it shows a plus, on the other, a minus; circles different color by sounds, cards with letters). Children perform the task, or evaluate its correctness. Cards can be used when studying any topic in order to test students' knowledge, identify gaps in the material covered. Their convenience and efficiency lies in the fact that the work of each child is immediately visible.
2. Using inserts on the board (letters, words) when completing a task, solving a crossword puzzle, etc. Children really like the competitive moment during this type of task, because in order to attach their card to the board, they need to answer correctly to a question, or to perform the proposed task better than others.
3. Knots for memory (compilation, recording and hanging on the board of the main points of studying the topic, conclusions that need to be remembered).
This technique can be used at the end of the study of the topic - to consolidate, summarize; during the study of the material - to assist in the performance of tasks.
4. The perception of the material at a certain stage of the lesson with closed eyes is used to develop auditory perception, attention and memory; switching the emotional state of children during the lesson; to set children up for a lesson after vigorous activity (after a physical education lesson), after completing a task of increased difficulty, etc.
5. Using the presentation and fragments of the presentation during the lesson.
The introduction of modern computer technologies in school practice makes it possible to make the work of the teacher more productive and efficient. The use of ICT organically complements the traditional forms of work, expanding the possibilities of organizing interaction between the teacher and other participants in the educational process.
Using a presentation creation program seems to be very convenient. On the slides you can place the necessary picture material, digital photographs, texts; you can add music and voice accompaniment to the demonstration of the presentation. With this organization of the material, three types of children's memory are included: visual, auditory, motor. This allows you to form stable visual-kinesthetic and visual-auditory conditioned reflex connections of the central nervous system. In the process of corrective work on their basis, children form the correct speech skills, and in the future, self-control over their speech. Multimedia presentations bring a visual effect to the lesson, increase motivational activity, and contribute to a closer relationship between the speech therapist and the child. Thanks to the sequential appearance of images on the screen, children are able to perform exercises more carefully and fully. The use of animation and surprise moments makes the correction process interesting and expressive. Children receive approval not only from a speech therapist, but also from the computer in the form of pictures-prizes, accompanied by sound design.
6. The use of picture material to change the type of activity during the lesson, the development of visual perception, attention and memory, the activation of vocabulary, the development of coherent speech.
7. Active methods of reflection.
The word reflection comes from the Latin "reflexior" - turning back. Dictionary Russian language interprets reflection as reflection on one's inner state, introspection.
In modern pedagogical science, reflection is usually understood as introspection of activity and its results.
In pedagogical literature, there is the following classification of types of reflection:
1) reflection of mood and emotional state;
2) reflection of the content of the educational material (it can be used to find out how students realized the content of the material covered);
3) reflection of activity (the student must not only understand the content of the material, but also comprehend the methods and techniques of his work, be able to choose the most rational ones).
These types of reflection can be carried out both individually and collectively.
When choosing one or another type of reflection, one should take into account the purpose of the lesson, the content and difficulties of the educational material, the type of lesson, the methods and methods of teaching, the age and psychological characteristics of students.
In the classroom, when working with children with disabilities, reflection of mood and emotional state is most often used.
The technique with various color images is widely used.
Students have two cards of different colors. They show the card according to their mood at the beginning and end of the session. In this case, it is possible to trace how the emotional state of the student changes during the lesson. The teacher should definitely clarify the changes in the child's mood during the lesson. This is valuable information for reflection and adjustment of their activities.
"Tree of feelings" - students are invited to hang red apples on a tree if they feel good, comfortable, or green if they feel discomfort.
"Sea of joy" and "Sea of sadness" - let your boat into the sea according to your mood.
Reflection at the end of the lesson. The most successful at the moment is considered to be the designation of the types of tasks or stages of the lesson with pictures (symbols, various cards, etc.), which help children at the end of the lesson to update the material covered and choose the stage of the lesson they like, remember, the most successful for the child, attaching their own picture.
All of the above methods and techniques of organizing training to one degree or another stimulate the cognitive activity of students with disabilities.
Thus, the use of active teaching methods and techniques increases the cognitive activity of students, develops their creative abilities, actively involves students in the educational process, stimulates the independent activity of students, which equally applies to children with disabilities.
Diversity existing methods learning allows the teacher to alternate different kinds work, which is also an effective means of activating the teachings. Switching from one type of activity to another prevents overwork, and at the same time does not allow you to be distracted from the material being studied, and also ensures its perception from different angles.
Activation tools must be used in a system that, by combining properly selected content, methods and forms of organization of education, will stimulate various components of educational and correctional development activities for students with disabilities.
Application of modern technologies and methods.
Currently, an urgent problem is the preparation of schoolchildren for life and work in the new socio-economic conditions, in connection with which there is a need to change the goals and objectives of corrective education for children with disabilities.
An important place in the educational process is occupied by the correctional-developing model of education (Khudenko E.D.), which provides schoolchildren with comprehensive knowledge that performs a developing function.
In the author's method of remedial education, the emphasis is on the following aspects of the educational process:
- development of a compensation mechanism for a student with disabilities through the educational process, which is built in a special way;
- formation of a system of knowledge, skills and abilities defined by the Program in the context of the development of an active life position for the student, to professional career guidance, development of future prospects;
- development by the student of a set of models of educational / extra-curricular behavior, providing him with successful socialization corresponding to a certain age category.
As a result of correctional and developmental training, there is an overcoming, correction and compensation of violations of the physical and mental development children with intellectual disabilities.
For the development of a child's personality as a whole, correctional and developmental lessons play a very important role. These are lessons during which training information is worked out from the standpoint of the maximum activity of the work of all analyzers (vision, hearing, touch) of each individual student. Correction-developing lessons contribute to the work of all higher mental functions (thinking, memory, speech, perception, attention) aimed at solving the goals and objectives of the lesson. The principles of technology are at the heart of correctional and developmental lessons:
The principle of developing the dynamism of perception involves the construction of training (lessons) in such a way that it is carried out at a sufficiently high level of difficulty. This is not about complicating the program, but about developing such tasks, in the performance of which the student encounters some obstacles, the overcoming of which will contribute to the development of the student, the disclosure of his capabilities and abilities, the development of a mechanism for compensating various mental functions in the process of processing this information.
For example, in a lesson on the topic “Declination of nouns”, the task is given “divide the given words into groups, add the word to the desired group”.
Based on the constant active inclusion of inter-analyzer connections, an effectively responsive system for processing information that comes to the child develops. For example, in a literature lesson, the task is given "Find a passage in the text that is shown in the illustrations." which contributes to the dynamism of perception and allows you to constantly exercise in information processing. Dynamism of perception is one of the main properties of this process. There is also "meaningfulness" and "constancy". These three characteristics are the essence of the process of perception.
The principle of productive information processing is as follows: training is organized in such a way that students develop the skill of transferring information processing methods and thereby developing a mechanism for independent search, choice and decision making. We are talking about how, in the course of training, to develop in the child the ability of an independent adequate response.
For example, when studying the topic “Word composition”, the task is given - “Collect the word” (Take the prefix from the first word, the root from the second, the suffix from the third, the ending from the fourth).
The principle of development and correction of higher mental functions involves the organization of training in such a way that during each lesson various mental processes are exercised and developed. To do this, it is necessary to include special corrective exercises in the content of the lesson: for the development of visual attention, verbal memory, motor memory, auditory perception, analytical and synthetic activity, thinking, etc. For example,
for concentration of attention I give the task “Do not miss the mistake”;
to a verbal-logical generalization - "What time of the year is described in the poem, how was it determined?" (animal, tree, etc.).
on auditory perception - "Correct the wrong statement."
The principle of motivation for learning is that tasks, exercises, etc. should be interesting to the student. The entire organization of training is focused on the voluntary inclusion of the student in the activity. To do this, I give creative and problematic tasks, but corresponding to the capabilities of the child.
Sustained interest in learning activities among mentally retarded schoolchildren is formed through travel lessons, game lessons, quiz lessons, research lessons, meeting lessons, plot lessons, creative task defense lessons, through the involvement of fairy-tale characters, game activities, extracurricular activities. and the use of various methods.
Information resources allow to achieve a high level of effectiveness of lessons. In the office there are discs on theoretical and practical sections of the Russian language, with test tasks. Usage computer disks in Russian language lessons allows students to better perceive the teacher's explanations, learn a lot of new information, test their knowledge and skills with the help of tests.
Health is a state of complete physical, mental and social well-being, and not just the absence of diseases or physical defects, therefore, I use health-saving technologies both in class activities and in extracurricular activities.
In their practical activities, it is important to ensure the strengthening of the mental health of students, using:
- Methods for preventing and correcting psycho-emotional stress in children (Warm-up during intense intellectual activity, musical rhythmic gymnastics).
- Exercises to relieve nervous tension in children (" Balloon". "Artistic squat", "Curious Barbara" (relaxation of the neck muscles), "Lemon" (relaxation of the muscles of the arms), "Elephant" (relaxation of the muscles of the legs), "Icicle" (quick removal of strong emotional and physical stress), "Silence" ( relaxation of the whole organism), "Bell", "Blow out the candle", "Summer day", "Fly").
- Exercises for the development of the emotional sphere (“Humpty Dumpty”, “Relaxation”, “Gymnastics”, “Good mood”, “Let's sing”, “Two cockerels quarreled”, “Needle and thread”, “Dragon bites its tail”, “ Lisonka, where are you?”, “Listen to the command”, “I didn’t know!”, “Take and pass”, “Thinking”).
