Children ABS school 8 species. Training of children with OVD. Social policy of the state in the field of inclusive education

Perhaps this information will be useful to educators operating in the system of corrective learning. It contains information on the principles of training, methods and techniques for working with such children. Preparing for coursework, certification, material took on various Internet sites.

Introduction

The problems of special education today are among the most relevant in the work of all units of the Ministry of Education and Science of the Russian Federation, as well as a system of special correctional institutions. This is primarily due to the fact that the number of children with disabilities and disabled children is growing steadily. Currently, Russia has more than 2 million children with disabilities (8% of all children), of which about 700 thousand are disabled children. In addition to the growth of the number of almost all categories of children with disabilities, there is also a tendency to qualitative change in the structure of the defect, the integrated nature of violations from each individual child. The education of children with disabilities and disabled children provides for the creation of a special correctional and developing environment for them, providing adequate conditions and equal opportunities with conventional children to obtain education within special educational standards, treatment and recovery, education and training, correction of developmental disorders, Social adaptation.
Obtaining children with disabilities and disabled children education is one of the main and inalienable conditions for their successful socialization, ensuring their full participation in the life of society, effective self-realization in various types of professional and social activities.
In this regard, ensuring the realization of the rights of children with disabilities for education on 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.
In the Constitution of the Russian Federation and the Law "On Education" it is said that children with development issues have equal rights to education. The most important task of modernization is to ensure the availability of high-quality education, its individualization and differentiation, systematic increase in the level of professional competence of teachers of correctional and educational training, as well as the creation of conditions for achieving a new modern quality of general education.
Features of children with disabilities.
Children with disabilities are children, whose health status prevents the development of educational programs outside the special conditions of training and upbringing. A group of schoolchildren with OVD is extremely heterogeneous. This is determined primarily by the fact that it includes children with different impairment of development: impairment of hearing, vision, speech, musculoskeletal system, intelligence, with pronounced disorders of the emotional-volitional sphere, with delay and comprehensive developmental impairment. Thus, the most important priority in working with such children is an individual approach, taking into account the specifics of the psyche and the health of each child.
Special educational needs differ in children of different categories, as they define the specifics of mental disabilities and determine the special logic of building the educational process, they are reflected in the structure and content of education. Along with this, it is possible to allocate the need for its nature, characteristic of all children with ABS:
- Start a special teaching of the child immediately after identifying the primary developmental violation;
- to introduce special sections to the child's learning content that are not present in the educational programs of normally developing peers;
- use special methods, techniques and learning tools (including specialized computer technologies), ensuring the implementation of "bypass tract" of training;
- individualize training in more thanwhat is required for a normally developing child;
- to ensure the special spatial and temporary organization of the educational environment;
- Madely push the educational space outside the educational institution.
General principles and regulations of correctional work:
1. An individual approach to each student.
2. Preventing the onset of fatigue using for this a variety of means (alternation of mental and practical activity, presenting material in small doses, the use of interesting and colorful didactic material and visibility means).
3. The use of methods that activate the cognitive activity of students who develop their oral and written speech and form the necessary learning skills.
4. Manifestation of pedagogical clock. Permanent encouragement for the slightest successes, timely and tactical assistance to every child, the development of faith in its own strength and opportunities.
Effective techniques for the correctional impact on the emotional and cognitive scope of children with deviations in development are:
- game situations;
- didactic games that are associated with the search for species and generic signs of objects;
- gaming trainings that promote the development of the ability to communicate with others;
- psychogympics and relaxation, allowing to remove muscle spasms and clips, especially in the field of face and hands.
Most students with ABS have an insufficient level of cognitive activity, immaturity of motivation to learning activitiesreduced level of performance and independence. Therefore, the search and use of active forms, methods and techniques of training is one of the necessary means of improving the effectiveness of the correctional and developing process in the work of the teacher.
The goals of school education that state 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 capacity, creating favorable conditions for the realization of its natural abilities. The natural gaming environment in which there is no coercion is there and there is an opportunity for each child to find its place, managing the initiative and independence, freely realize its abilities and educational needs, is optimal to achieve these goals. Turning on active methods learning to the educational process allows you to create such an environment, both in class and in extracurricular activities, including children with HSA.
The rapidly developing changes in society and the economy require today from a person of the ability to quickly adapt to new conditions, find optimal solutions to complex issues, showing flexibility and creativity, not to be lost in the situation of uncertainty, to be able to establish effective communications with different people.
The task of the school is to prepare a graduate with the necessary set of modern knowledge, skills and qualities that allow him to confidently feel in independent life.
Traditional reproductive training, the passive subordinate role of the student cannot solve such tasks. To solve them require new pedagogical technologies, effective forms of organization educational process, active learning methods.
Cognitive activity is the quality of the student's activities, which is manifested in its attitude to the content and process of teachings, in the desire to effectively master the knowledge and methods of activity for optimal time.
One of the basic principles of learning in a common and special pedagogy is the principle of consciousness and activity of students. According to this principle, "learning is effective only when students show cognitive activity, are subjects of training." As J. K. Babansky indicated, the activity of students should be directed not just to memorize the material, but on the process of self-producing knowledge, research of facts, identify errors, formulation of conclusions. Of course, all this should be carried out at the affiliates of the level and with the help of a teacher.
The level of their own cognitive activity of students is insufficient, and to enhance the teacher, it is necessary to apply funds to promote academic activities. One of the features of students with problems in development is the insufficient level of activity of all mental processes. Thus, the application in the course of training tools to enhance training activities is a prerequisite for the success of the process of learning schoolchildren Sov.
Activity is one of the most important characteristics of all mental processes, which largely determining the success of their flow. Increasing the level of activity of perception, memory, thinking contributes to greater efficiency. cognitive activity generally.
When selecting the content of classes for students with ABS, it is necessary to take into account, on the one hand, the principle of availability, and on the other hand, not to allow excessive simplification of the material. The content becomes an effective means of enhancing learning activities if it consists of mental, intellectual possibilities of children and their needs. Since a group of children with ABS is extremely heterogeneous, the task of the teacher is the selection of content in each specific situation and adequate to this content and the possibilities of students and forms of training.
The following very important means of activating the teachings are methods and techniques of learning. It is through the use of certain methods that the learning content is implemented.
The term "method" comes from the Greek word "Metodos", which means the way, the way to move towards the truth, to the expected result. In pedagogy, there are many definitions of the concept of "learning method". These include the following: "Training methods are the ways of interrelated activities of the teacher and students aimed at solving a complex of tasks of the educational process" (Yu. K. Babansky); "Under the methods understand the combination of ways and ways to achieve goals, solving problems of education" (I. P. Podlavy).
There are several classifications of methods that differ depending on the criterion that is based on. The most interesting in this case, two classifications are presented.
One of them proposed by M. N. Rodhatyn and I. Ya. Lerner. According to this classification, the methods are allocated depending on the nature of cognitive activity, the level of students' activity.
The following methods are allocated in it:
Explanatory illustrative (information and receptive);
reproductive;
partially search (heuristic);
Problem presentation;
research.
Another classification of methods for organizing and implementing educational and cognitive activity; methods of its incentive 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 educational activities: verbal (story, lecture, seminar, conversation); visual (illustration, demonstration, etc.); practical (exercises, laboratory experiments, labor actions and D.R.); Reproductive and problem-search (from private to common, from common to particular), methods of independent work and work under the guidance of the teacher;
Methods of stimulating and motivation of educational activities: methods of stimulating and motivating interest in the teaching (used the entire arsenal of the methods of organization and implementation of training activities for the purpose of psychological setting, encouraging to the teaching), methods of stimulating and motivating debt and responsibility in teaching;
Methods of control and self-control for 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 having ABS, we consider explanatory-illustrative, reproductive, partially search, communicative, information and communication; Methods of control, self-control and interconnection.
A group of search and research methods provides the greatest opportunities for forming cognitive activity among students, but for the implementation of problem learning methods, a rather high level of formation is needed for students to use the information provided by them, the ability to independently search for ways to solve the task. Not all the younger students with ABS have such skills, which means they need additional assistance to the teacher and teacher-speech therapist. Increase the degree of independence of students with ABS, and especially children with a mental delay and introduce to the instruction of a task, which are based on elements of creative or search activity, it is possible only very gradually when some basic level of their own cognitive activity has already been formed.
Active learning methods, gaming methods are very flexible methods, many of them can be used with different age groups and in different conditions.
If the usual and desired form of activity for a child is the game, it means that it is necessary to use this form of organization of activities for training, uniting the game and educational process, more precisely, applying the playing formation of the organization of students to achieve educational purposes. Thus, the motivational potential of the game will be aimed at a more effective development of the schoolchildren of the educational program, which is important not only for schoolchildren with speech impairment, but also important for schoolchildren with OVD.
The role of motivation in the successful learning of children with ABS is difficult to overestimate. Conducted studies of learning motivation revealed interesting patterns. It turned out that the value of motivation for successful studies is higher than the value of the study of the student. High positive motivation can play the role of a compensating factor in the event of not enough high-tidy abilities, but in the opposite direction this principle does not work - no abilities can compensate for the lack of an educational motive or its low severity and ensure significant success in their studies. The possibilities of various methods of training in the sense of intensifying educational and educational and production activities are different, they depend on the nature and content of the corresponding method, the methods of their use, the mastery of the teacher. Each method actively does the one who applies it.
The concept of "admission of training" is closely connected with the concept of the method. Training techniques are specific operations of the interaction of the teacher and student in the process of implementing training methods. Teaching techniques are characterized by substantive content organized by informative activities and determine the purpose of use. Real learning activities consist of individual techniques.
In addition to methods, the intensification of training activities can act as a means of enhancing learning activities. Speaking about various forms of training, refers to the "special design of the learning process", the nature of the interaction of the teacher with the class and the nature of the flow of educational material at a certain period of time, which is due to the content of learning, methods and types of students' activity.
The form of the organization of the joint activity of the teacher and students is a lesson. During the lesson, the teacher can use various methods and teaching techniques, selecting the most appropriate content of learning and educational capabilities of students, thereby contributing to the intensification of their cognitive activity.
To enhance students with ABS, you can use the following active methods and teaching techniques:
1. Using signal cards when performing tasks (on one side, it shows plus, on the other - minus; circles of different colors on sounds, cards with letters). Children perform a task or estimate its correctness. Cards can be used when studying any topic in order to verify students' knowledge, identify gaps in the material covered. Convenience and effectiveness of them are that the work of each child is immediately visible.
2. The use of inserts on the board (letters, words) when performing a task, solving crossword puzzle, etc. D. Chiyam very like a competitive moment during the execution of this type of task, since to attach your card on the board, they need to answer correctly To the question, or to fulfill the proposed task better than others.
3. The nodules for memory (drawing up, recording and hanging on the board of the main points of studying the topic, the findings 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 when performing tasks.
4. The perception of material at a certain stage of occupation with closed eyes is used to develop auditory perception, attention and memory; switching the emotional state of children during the lesson; For the mood of children to occupy after active activity (after the lesson of physical education), after performing the task of increased difficulty, etc.
5. Using the presentation and fragments of the presentation in the course of the occupation.
The introduction of modern computer technologies in school practice allows you to make the work of the teacher more productive and efficient. The use of ICT organically complements traditional forms of work, expanding the possibility of organizing the interaction of the teacher with other participants in the educational process.
The use of the presentation creation program seems very convenient. On the slides, you can place the necessary picture material, digital photos, texts; You can add musical and voice accompaniment to demonstration of the presentation. With such a material organization, three types of children's memory are included: visual, hearing, motor. This allows you to form sustainable visual-kinesthetic and visual-audit conventional reflex ties in Central nervous system. In the process of corrective work on their basis, children are formed by the right speech skills, and in the future and self-control over their speech. Multimedia presentations bring the effect of visibility in occupation, increase motivational activity, contribute to the closer relationship between the teacher-speech therapist and child. Due to the consistent appearance of images on the screen, children have the ability to perform exercises more carefully and in full. The use of animation and surprise moments makes the correction process interesting and expressive. Children get approval not only from the speech therapist, but also from the computer in the form of pictures of prizes, accompanied by sound design.
6. Using picture material for changing the type of activity during the occupation, development of visual perception, attention and memory, intensification of the vocabulary, the development of connected speech.
7. Active reflection methods.
The word reflection comes from the Latin "Reflexior" - appeal. The explanatory dictionary of the Russian language interprets reflexion as a reflection on his inner state, self-analysis.
In modern pedagogical science, the reflection usually understand the self-analysis of activity and its results.
In the pedagogical literature, there is the following classification of types of reflection:
1) mood reflection and emotional state;
2) the reflection of the content of the educational material (it can be used to find out how students realized the content of the material passed);
3) Reflexing activities (the student must not only realize the content of the material, but also to comprehend the ways and the techniques of their work, be able to choose the most rational).
These types of reflection can be carried out both individually and collectively.
When choosing a particular type of reflection, the goal of classes, the content and difficulty of educational material, the type of classes, methods and methods of teaching, the age and psychological features of students are considered.
In class when working with children with ABS, the reflection of mood and emotional state is most often used.
The reception with various colors is widely used.
Students have two cards of different colors. They show the card according to their mood at the beginning and at the end of the lesson. In this case, you can trace how the emotional state of the student changes in the process of occupation. The teacher must necessarily clarify the changes in the mood of the child during the class. This is valuable information for reflection and adjust your activities.
"Feeling Tree" - students are invited to hang on wood apples of red, if they feel good, comfortable, or green, if they feel discomfort.
"Sea of \u200b\u200bjoy" and "Sea of \u200b\u200bsadness" - let your boat in the sea in your mood.
Reflection of the end of the classes. The most successful today is the designation of species of tasks or stages of picture classes (symbols, various cards, etc.), helping children at the end of the classes to actualize the material passed and choose the one who remembered, the most successful stage for the child, attaching its own Picture.
All of the above methods and techniques for organizing training in one degree or another stimulate the cognitive activity of students with HSA.
Thus, the use of active methods and techniques of training increases the cognitive activity of students, develops their creative abilities, actively involves students in the educational process, stimulates independent activities of students, which equally applies to children with HSAs.
A variety of existing learning methods allows the teacher to alternate different kinds Works, which is also an effective means of activating the exercise. Switching from one type of activity to another, protects from overwork, and at the same time does not allow to be distracted from the material being studied, and also provides its perception from different sides.
Activation tools must be used in a system that, combining properly selected content, methods and forms of training, will allow to stimulate various components of educational and corrective-developing activities in students with ABS.
Application of modern technologies and techniques.

Currently, the topical problem is the training of schoolchildren for life and activities in new socio-economic conditions, and therefore the need for changing the goals and objectives of corrective learning children with disabilities has arisen.
An important place in the educational process, which I exercise, occupies a correctional and developing model of training (Khudoneko E.D.), which provides schoolchildren with comprehensive knowledge performing a developing function.
In the author's methodology of corrective training, the emphasis is on the following aspects of the educational process:
- the development of the procedure for compensation for a student with ABS through the educational process, which is based in a special way;
- formation of a system of knowledge, skills and skills defined by the program, in the context of the development of an active life position at the student, to professional vocational religions, development of the prospects for the future;
- Mastering the student with a set of models of educational / extracurricular behavior, ensuring successful socialization, corresponding to a certain age category.
As a result of correctional and developing learning, overcoming, correction and compensation of violations of the physical and mental development of children with intelligence disorders are occurring.
For the development of a general personality of a child, correctional and developing lessons play a very important role. These are lessons, during which there is a working out of educational information from the position of the maximum activity of all analyzers (vision, hearing, touch) of each particular student. Correctional and educational 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 basis of correctional and developing lessons is the principles of technology:
The principle of development of the dynamism of perception involves building training (lessons) in such a way that it is carried out at a fairly high level of difficulty. It is not about the complication of the program, but on the development of such tasks, in the execution of which the schoolchild has some obstacles, overcoming which will contribute to the development of the student, the disclosure of its capabilities and abilities, the development of the mechanism for compensation for various mental functions in the process of processing this information. For example, in the lesson on the topic "Declination of the names of the nouns" I give a task "Divided the data of the words into groups, add a word to the desired group."
Based on the constant active inclusion of interimattory connections, an efficiently response system of information processing coming to a child is developing. For example, in the lesson reading I give a task "Find an excerpt in the text that is depicted on the illustrations." which contributes to the dynamic of perception and allows you to constantly exercise in the processing of information. The dynamism of perception is one of the main properties of this process. There is still a "meaningfulness" and "constancy". These three characteristics constitute the essence of the perception process.
The principle of productive processing of information is as follows: Organization learning so that students develop a skill to transfer information processing methods and thereby developing a mechanism for independent search, selection and decision making. We are talking about developing an independent adequate response during the teaching. For example, when studying the topic "Composition of the Word" I give a task - "Collect the Word" (from the first word, take a prefix, from the second - the root, from the third suffix, from the fourth - end).
The principle of development and correction of higher mental functions involves the organization of training in such a way that various mental processes exercise during each lesson. For this, we include special correctional exercises in the content lesson: for the development of visual attention, verbal memory, motor memory, hearing perception, analytical synthetic activities, thinking, etc. For example,
At the concentration of attention I give a task "Do not miss an error";
On verbal and logical generalization - "What time of year is described in the poem, how did they define?" (animal, tree, etc.).
On the auditory perception - "Fort up the wrong statement."
The principle of motivation to the teaching is that tasks, exercises, etc. must be interested in the student. All learning organization is focused on the voluntary inclusion of the student in activities. To do this, give creative and problem tasks, but corresponding to the possibilities of a child.
Sustainable interest in learning activities in mentally retarded schoolchildren is formed through conducting lessons travel, game lessons, lesson-quiz, research lessons, meetings, plot lessons, lessons to protect creative tasks, through the attraction of fabulous characters, game activities, extracurricular work and the use of various techniques. For example: Let's help the fabulous hero to calculate the number of objects, sounds, syllables, etc. I offer children reading words by semiconductor. Half words (top or bottom) closes. On the lessons in the form of a riddle, rebus, charaks, crossword puzzle may be given the subject of the lesson. Encrypted theme. "- We are scouts today, we need to task. - Decry the word, for this, lay out letters according to the figures in order."
On the example of the lesson of the Russian language

Features of learning children with ABS in a correctional schoolVIII.view

Petrenko Marina Igorevna,
Teacher-organizer GBOU Skashi
VIII.type number 79, Moscow

I.V.V.

Correctional educational institutions are educational institutions providing students with development deviations; Training, upbringing, treatment, contributing to social adaptation and integration into society.

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

1. Special (corrective) educational institution I species is created for training and educating unsolvable children, their comprehensive development in close connection with the formation of verbal speech as means of communication and thinking on a hearing basis, correction and compensation of deviations in their psychophysical development, to obtain general education, labor and social preparation for independent life.

2. The Correctional Institution II of the type is created for training and upbringing the hearing hearing-free children (having a partial hearing loss and various degrees of speech underdevelopment) and late-to-smoke children (felt in preschool or school age, but who have retained independent speech), and their development based on the formation of verbal speech, Preparations for free speech communication on a hearing and auditory basis. Learning of hearing impaired children has a correctional orientation that promotes overcoming deviations in development. At the same time, during the entire educational process, special attention is paid to the development of auditory perception and work on the formation of oral speech. Pupils provide active speech practice by creating an hearing and speech environment (using sound-drying equipment), which allows to form a hearing basis approximate to natural sound.

3.4. Correctional institutions III and IV species provide training, upbringing, correction of primary and secondary deviations in development in pupils with violations of violations, the development of preserved analyzers, the formation of correctional compensatory skills that contribute to social adaptation of pupils in society. If necessary, a joint (in one correctional institution) can be organized for teaching blind and visually impaired children, children with squint and amblyopy.

5. The Correctional Institution V of the species is created for training and raising children with severe speech pathology, providing them with specialized assistance to conducive to overcoming speech violations and related peculiarities of mental development.

6. The Correctional Institution VI of the species is created for training and education of children with disorders of the musculoskeletal system (with motor disorders of various etiology and degree of severity, children's cerebral paralysis, with congenital and acquired deformations of the musculoskeletal system, sluggish paralymps of the upper and lower extremities, bass and parapasses of the lower and upper extremities), to restore, form and develop motor functions, correction of deficiencies in the mental and speech development of children, their socio-labor adaptation and integration into society based on a specially organized motor regime and objective and practical activity.

7. The Correctional Establishment of the VII of the species is created for training and education of children with a delay in mental development, in which there is a weakness of memory, attention, insufficiency of the tempo and mobility of mental processes in the potentially preserved opportunities of intellectual development, intensifying ensuring the correction of their mental development and the emotional-volitional sphere, the intensification of cognitive activity, the formation of skills and skills of training activities.

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

The educational process in institutions 1 to 6 species is carried out in accordance with the general education program. The training of children in special (correctional) institutions is carried out on special programs.

II. Training features in a correctional school.

The main objectives of the correctional education of any kind are social adaptation and integration of a special child to society, that is, the goals are fully identical to inclusion. So what is the difference between inclusive and specialized education? First of all, in the ways to achieve the goal.

1. The methodology for corrective education is formed on the basis of the knowledge of the physiological and mental features of children with deviations in development. Individual and differentiated approach, special equipment, special techniques, visibility and didactics in explanation of the material, a special organization of the regime and filling of classes based on the features of children, food, treatment, a single work of defectologists, speech therapists, psychologists, physicians ... This is not the whole list What no and cannot be represented in a mass school.

2. The main goal of the mass school is to give knowledge to students, for subsequent use. In general educational institution It is paramount and significantly assessed precisely level of knowledge, upbringing takes 5-10% of the program. In the correctional institutions, on the contrary, first of all, the majority of the program 70 - 80% occupies education. Labor 50%, physical and moral 20 - 30%. A large emphasis and emphasis are put on learning to work skills, while in every correctional school in accordance with her formation exist their workshops in which children are trained in exactly the professions that they are available to them and are permitted, in accordance with the approved list.

3. The organization of training 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 dinner and walks, are engaged with an educator who has its own program. It is learning rules road. Rules of behavior in public places. Etiquette. Role-playing, excursions, practical tasks with subsequent analysis and analysis of the situation. And much more, which is not provided for by the General Education program.

Psychomotor development of a child is a complex dialectical process, it has a sequence and unevenness of the formation of individual mental processes and functions. On each of the complicated stages of development, its relationship with the previous and subsequent stages, each age stage is characterized by a qualitative originality that distinguishes it from other stages.

In modern overall and correctional pedagogy, the provision was established about the need for early detection and overcoming deviations in the development of children. The problem of preparing teachers of preschool and school institutions to meet such children, their proper recognition, the timely identification of their difficulties and the necessary psychological and pedagogical assistance to them is particularly important. In connection with this in last years In our country, the task of the orientation of all teachers in the most significant defectological problems is successfully solved.

Teachers must have an idea of \u200b\u200bthe main types of disorders of the psychophysical development of the child, about the reasons that are causing them, about their overcoming paths. In the aggregate, this information is the foundations of correctional pedagogy.

Numerous psychological and pedagogical studies have proven that early diagnosis and correction of deviations of psychomotoric development of children are the main conditions for their effective training and education, their warnings of more severe violations (right) before disability and social deprivation.

On the initial stages Development of the problem child The main obstacle to his learning and education is the primary defect. In the absence of correctional impact, in the future, the leading importance is beginning to acquire secondary layers (deviations), and it is they prevent the child's social adaptation. Pedagogical neglence, disorders of the emotional-volitional sphere and behavior, which is due to emotional personal characteristics against the background of the deficit of communication, comfort and feeling of failure.

Development violations in children of multi-facets and many aspects. They are expressed in intellectual, motor, speech or sensory inferiority. Deviations in development are of different forms and varying degrees of severity.

Under different types of deviations in the development of dominant, a violation of speech communication is when the child is broken by the ability to receive and process information. This is a common pattern for all abnormal children. When analyzing a specific type of violated development, it is important to take into account the common and tendencies common and abnormal development for the entire group of disorders, as well as the individual character characteristics of each child.

An important pattern of mental development of abnormal children is the difficulty of their social adaptation. Education of children with developmental deviations is distinguished by an uniqueness, which manifests itself in a correctional orientation, in an inextricable communication of the corrective impact with the formation of practical skills and skills. The peculiarities of the education of a particular child depends on the nature of his defect, on the degree of severity of the violations of individual mental processes and functions, from the age and compensatory abilities of the child, on the nature of the medical and pedagogical impact, on the living conditions and education of the child and a number of other factors. Some children need only psychological and pedagogical impacts, and serious medical and wellness assistance is also required. All this emphasizes the need for early diagnostic and correctional work, for the early detection of violations is the guarantee of the effectiveness of their overcoming.

Problems of study, learning, education and social adaptation of children with intellectual development disorders are developed by one of the sectors of special pedagogy - oligophrenopedagogic.

Solving problems of professional orientation, labor learning and education of students, social and labor adaptation of graduates of the correctional school defines close cooperation of oligophrenopedagogic with such branches of humanitarian knowledge as sociology and law. This makes the oligophrenopedagogic of socio-pedagogical science.

The presence of special tasks in learning and raising children with intellectual development disorders determines the structure of a correctional school: 90% of the Correction Schools in the country - boarding schools. This allows for a longer organizational impact on children not only in the learning process, but also a system of extracurricular activities.

The presence of special correctional problems of the correctional school is reflected in a special curriculum and programs that differ significantly from the mass school. The main contingent of the student of the correctional school is the children-oligofrens.

The most acceptable to solve problems of oligophrenopedagogic is considered to be a classification developed by the famous Soviet defectologist M.S. Pevzner. This classification is based on a clinical and pathogenetic approach.

The main form is characterized by diffuse, but relatively surface damage to the bark of the hemispheres of the brain in the preservation of subcortical formations and the absence of changes on the part of the licority. Clinical studies show that this category of children has the activity of sense organs roughly not violated, there are no gross violations in the emotional-volitional sphere, in the motor sphere, speech. These features are combined with underdevelopment of all cognitive activities. Children are often not aware of the tasks set before them and replace its solution to other activities. They do not understand the basic meaning of plot pictures, cannot establish a system of links in a series of consecutive pictures or understand the story with hidden meaning.

Oligophrenia with severe neurodynamic disorders differs from the main form of oligophrenia. This is rapidly excitable, deficient, unfinounted children, with sharply reduced performance or extremely sluggish and inhibited, which is caused by a violation of the balance between the processes of excitation and braking in the nervous system.

In the school learning process, difficulties arising from poor fixation of children on the proposed task are detected. In the letter it is skipping, permutations, with an oral account - a bad and fragmentary execution of the task.

In the correctional and educational work with these children, pedagogical techniques, aimed at the organization and streamlining of training activities, are primarily used. It is imperative to develop interest in the child and a positive attitude towards training activities, the task proposed by the teacher. For this, especially in the first years of study, didactic material and gaming activities are widely used. An important example of the right organization of the child's learning activities is joint activities with the teacher when performing a task. In the process of working with these children, it is advisable to use verbal instructions in a phased form and speech (first teachers, and then a child) as a factor that organizes educational activities.

The specific features of the children of oligofrens with predominant braking are lethargy, slowness, inhibition of motility, the nature of cognitive activity, behavior in general. Working with such children, it is advisable to use techniques that contribute to increasing activity. Children should constantly help include the team, to the overall work, to give the tasks with which they certainly can handle, stimulate learning activities, encouraging even the most minor successes.

Among the children-oligofren students in a correctional school, there are children who, along with the underdevelopment of complex forms of cognitive activity, there are also disturbed speech.

These children have the Apraquess of Lip and Language. In the future, the sensory side of speech suffers. With sufficient acute hearing, these children do not distinguish between the characteristics of the sounds, cannot highlight individual sounds from smooth speech, poorly differentiate complex sound complexes, i.e. Have a persistent violation of phondematic perception. Naturally, it leads to a violation of sound-lettering, which, in turn, negatively affects the mastering of diploma and written speech.

There are such forms of oligophrenia, in which the diffuse damage of the cerebral cortex is combined with local lesions in the dark-occipital region of the left hemisphere. In these cases, the clinical picture of oligophrenia is extremely complex, as it consists of a combination of underdeveloped thinking with a violation of spatial perception. The latter, in turn, makes it difficult to master the implementation of the presentation. With this form of oligophrenia, children experience significant difficulties even when mastering the simplest counting operations. Correctional work with these children should be carried out in terms of development of them mainly spatial representations and concepts.

The latter group is the children-oligofrens, which, against the background of the underdevelopment of cognitive activity, the underdevelopment of the person in general is clearly acting. In these cases, the entire system of needs and motives has changed, there are pathological inclinations. The main pathological feature in this case is that the diffuse damage of the cerebral cortex is combined with the preemptive underdevelopment of frontal fractions.

In the study, the rude peculiar disruption of motility is detected - the movements are clumsy, awkwards, children cannot serve themselves. A specific feature of these children is the gap between arbitrary and spontaneous movements. So, with the complete inability to perform any movements on the instructions of the same movements, children can perform spontaneously.

These children also have peculiar behavior changes. They are uncritized, inadequately evaluate the situation, devoid of elementary forms of shyness, unmatched. Their behavior is deprived of persistent motives.

Correctional and educational work with children of this group should be based on the qualitative originality of the structure of the defect. First of all, pedagogical techniques are used, aimed at the formation of arbitrary motor skills under the organizing start of speech.

In some cases, such forms of oligophrenia are detected, in which a combination of general intelligent underdevelopment with pronounced psychopathic forms of behavior has a combination. These are the most difficult children in the educational plan. Rough with peers and seniors, unfurply, often having pathological attractions, they do not know how to regulate their behavior with generally accepted moral and ethical standards.

Promotion of mentally retarded children occurs uneven in different age periods. Studies established that the activation of cognitive activity is replaced by years, during which it is prepared, the possibilities required for subsequent cognitive changes are concentrated. The greatest promotion can be seen in the first two school years of study, at the fourth-fifth year and at the end of training.

Thinking is a generalized, indirect reflection of the outside world and its laws, the socially determined process of knowledge, the highest level. It has consistently emerging in the ontogenesis of the child and then interacting almost effective, visual-shaped and verbal-logical form.

Junior schoolchildren with deviations in intellectual development detects the insufficiency of all levels of mental activity. They make them difficult to resolve the simplest practical problems, such as combining the image of a familiar object cut into 2 - 3, the choice of a geometric shape in its form and the value of an identical corresponding existing in the surface of the deepening. They perform similar tasks with a large number of errors, after many attempts. Moreover, the same errors repeated many times, since children without achieving success, usually do not change once a favorites method of action. The implementation of practical actions makes it difficult for oligofren, since their motor and sensual knowledge is defective.

Even greater difficulties are caused by the disciples of the task, providing for the use of visual-shaped thinking. So, having a color picture, depicting a certain time of year, schoolchildren cannot always correctly establish causal relationships reflected on it and on this basis determine what time of year the figure transmits.

The greatest difficulty is tasks that require verbal-logical thinking from students, such as understanding of simple texts, the content of certain dependencies - temporary, causals, etc. Children perceive the material simplifier, much lowered, change the sequence of semantic links, do not establish the necessary relationship between them.

As learned in the correctional school, the shortcomings of the thinking of students are corrected, but they are not overcome and again detected in the complication of the tasks that presented.

The mental processes of mentally retarded younger schoolchildren are very peculiar. The thoughtful analysis of the visually perceived real object or its image is characterized by poverty and fragmentation. Looking at the object, the student points far from all the components of it even in cases where he knows their names, and also does not notice many essential properties. Usually he speaks of such parts that appear from the overall contour of the figure. Analysis of objects will be more detailed if the child will execute it, answering the teacher's questions. Gradually, students take possession of the ability to characterize the object in a certain order in a certain order, starting with the fact that it is most significant for it. Promotion is manifested in an increasing skill to use their own experience, which is already marked with middle classes.

An even more difficult task for students with deviations in intellectual development is the generalization of objects or phenomena, i.e., combining them on the basis of the common features for all of them. By carrying out this process, oligofrens of all ages are often based on random signs. Their generalizations are often too extensive, insufficiently differentiated. Especially makes it difficult for students to change once a highlighted principle of generalization, combining objects on a new foundation. In these difficulties, the pathological inertness of nervous processes is pronounced by oligophrenas.

According to learning opportunities, mentally retarded students are divided into four groups.

The group 1 accounts for students who are most successfully mastered by software in the process of frontal learning. All tasks them are usually carried out on their own. They do not experience great difficulties when performing a modified task, mainly use the existing experience, performing a new job. The ability to explain their actions with words indicates conscious assimilation by these students of software material. They are available to some level of generalization.

In the lessons of the Russian language, these disciples are quite easy to master sound-letter analysis, initial letters and reading skills, assimilate the simple spelling regulations. They understand the content of the read texts, respond to questions on the content. In mathematics lessons, they are faster than others remember the techniques of calculations, ways to solve problems. They almost do not need substantive visibility. Students in mathematics lessons use phrase speech, freely explain their actions, including countable.

However, in the conditions of front work, when studying new educational material, these students still have difficulty orientation and planning work. They need additional assistance in mental labor actions. They use this help quite effectively.

Students of the Group II are also sufficiently successfully trained in the class. In the course of training, these children experience somewhat large difficulties than students of the I group. They mainly understand the frontal explanation of the teacher, well remember the material studied, but not able to make elementary conclusions and generalizations without the help of the teacher. They need the activating and organizing teacher's help.

In the lessons of the Russian language, they allow many errors in reading and writing and cannot find them alone. The rules mema, but they can not always apply them in practice. Read understand, but when retelling can allow skimming sense units.

In mathematics lessons, these students experience some difficulties. These children cannot submit quite clearly those phenomena, events, items and the facts that they are reported. They deliberately solve the arithmetic task only when it is illustrated by groups of objects. These children are slower than students of the first group remember conclusions, mathematical generalizations, master the algorithms of oral computing.

The Group III includes students who, with difficulty absorb software material, needing a variety of help: verbally logical, visual and subject-practical.

The success of mastering knowledge, primarily depends on the understanding of children what they are reported. For these students, there is a lack of awareness of the newly reported material (rules, theoretical information, facts). It is difficult for them to determine the main thing in the studied, establish a logical connection of parts, separate the secondary. It is difficult for them to understand the material during front classes, they need an additional explanation. They are distinguished by low independence. The pace of mastering the material in these students is significantly lower than in children related to the II group.

Despite the difficulties of mastering the material, students basically do not lose their acquired knowledge and skills, can apply them when performing a similar task, but each somewhat modified task is perceived by them as new.

Schoolchildren of the Group III in the learning process overcome inertia. Significant help is needed mainly at the beginning of the task, after which they can work more independently until they meet with the new difficulty. The activities of these students need to be constantly organized until they understand the main material in the material being studied. After that, they confidently perform tasks and better give a verbal report about it. This speaks although it is difficult, but to a certain extent a conscious learning process.

The difficulties of learning Russian languages \u200b\u200bin this group of students are manifested primarily where analytic synthetic activities are required. They slowly master the sound-letter analysis, the skills of a competent letter. Students can learn the spelling rules, but apply them to practice mechanically. The formation of connected oral and written speech among these schoolchildren is difficult. They are distinguished by the inability to build a phrase. The perception of the content is fragmented in them. This leads to the fact that students even in general do not assimilate the meaning of the read.

In mathematics lessons, students of the Third Group are experiencing significant difficulties. The organization of a teacher of subjective-practical activity, the use of visual learning tools is insufficient for them. Communications, relations, causal dependencies on their own, are not comprehended by them. Children makes it difficult to assess quantitative changes (more, less), especially transferring them to the language of mathematics. All their efforts are guided by memorization of what the teacher reports. They hold separate facts in memory, requirements, recommendations for the performance of tasks, but since the memorization occurs without proper understanding, children violate the logic of reasoning, the sequence of mental and even real actions, mix significant and not significant signs mathematical phenomena. Knowledge of them are deprived of relationships. They are almost unavailable the opposite course of reasoning.

When solving tasks, students proceed from insignificant signs, based on individual words and expressions. If there is no, for example, familiar words in total, it becameThis knocks them down, and they may not solve a simple task due to the lack of familiar formulations.

Students with great difficulty remember the mathematical rules often because they do not understand them, in the words they are trying to memorize, there are no real ideas. These students hardly use, it would seem well-learned material in other lessons. For example, knowing the multiplication table, they find it difficult to use it in the exercise of calculations in social and household orientation classes, in labor learning lessons.

In labor learning, students of this group have significant difficulties in targeting and planning.

These children have a violated process of forming a program of activity, which is manifested in significant difficulties of planning upcoming labor actions.

The IV group includes students who master the auxiliary school educational material at the lowest level. At the same time, only front learning for them is not enough. They need to perform a large number of exercises, conducting additional teaching techniques, constant control and tips during work. Make conclusions with some share of independence, to use the past experience to them unavailable. Students require a clear repeated explanation of the teacher when performing any task. The help of a teacher in the form of a direct tip of one students is used correctly, others in these conditions allow mistakes. These schoolchildren do not see mistakes in work, they need a specific indication of them and an explanation for correction. Each subsequent task is perceived by them as new. Knowledge is absorbed purely mechanical, quickly forgotten. They may learn a significantly smaller volume of knowledge and skills than the program of the correctional school.

Pupils of this group are mastered mainly by the initial reading and writing skills. Testing great difficulties in sound and alphabetic analysis, they allow many errors. Especially it makes it difficult to master the spelling rules that they cannot use in practice, as well as the understanding of the readable. Schoolchildren with difficulty understand not only complex texts with missed links, causal relationships and relationships, but also simple with an easy story. The connected oral and written speech is formed by them slowly, differs by fragmentation, a significant distortion of meaning.

When teaching mathematics, students of junior classes cannot correctly recalculate objects, do not recognize numerical groups in three, four subjects. They can more successfully perform calculations only with a specific material. Children of this group do not understand the meaning of arithmetic action (subtraction. Multiplication, divisions), when solving problems, do not comprehend the situation proposed in it. For such children, it is characterized by building a question with the inclusion of a response or part of the condition. Subject to the repeated repetition of work techniques and using a particular material, these students can be trained in the implementation of all four arithmetic actions and solve simple tasks with small numbers.

In labor learning lessons, students of this group also manifests itself a significant lag from classmates.

Giving the oral characteristics of the object, the students do not comply with the sequence of analysis, irrelevant signs may not indicate the spatial characteristics of the product. They make it difficult for planning, in the composed plans it is difficult to detect any idea. During the practical activity, students cannot find a right decision. Even if they understand that the work does not work, it is often observed by 'jaming' on the same actions. In subject operational plans and technological cards They understand only with the help of the teacher, they are not always guided by them during the performance of products. These children cannot assign fully software material on labor lessons.

The classroom of schoolchildren to a particular group is not stable. Under the influence of corrective learning, students develop and can switch to a group higher or take a more prosperous place within the group.

All students of the correctional school allocated in four groups need a differentiated approach in the process of frontal learning. A sufficiently successful promotion of students I and II groups allows for solving some learning tasks on different objects Combine them in one group. These schoolchildren understand the frontal explanation, have a certain independence when performing tasks, they can themselves or with a slight assistance to transfer existing knowledge and skills.

The teacher should know the possibilities of each student to prepare him for the assimilation of the new material, to correctly select and explain the material, help students assimilate and apply with a greater or less degree of independence in practice. For this purpose, methods and teaching methods are used in various modifications. Much attention to the teacher should be paid to thinking out of what character and what volume is needed at different stages of learning material assimilation. Success in training can not be achieved without taking into account the mentally retarded schoolchildren of specific psychophysical disorders, the manifestations of which make it difficult to master the knowledge, skills, skills, even in the context of special training.

These violations exacerbate the difficulties of learning, increase the unevenness of the promotion of children. The success of learning is influenced by violations of phonetic and phonderatic perception, visual-spatial orientation, motor sphere, efficiency.

Such types of violations may have students with different levels of development of cognitive activity, and therefore, refer to a particular group. In schoolchildren with a more preserved intellectual development, the correction of disturbed psychophysical functions is carried out more successfully than students in which intelligence is reduced significantly.

Special (correctional) secondary school for children with deviations in intellectual development, being one of the units of the general system of public education, determines the social and legal status of persons with mental retardation In society, provokes equal civil rights for them to receive education.

The task of the correctional school is the correction of defects in the development of the child in the process of learning it to general education disciplines, vocational training and a versatile educational impact on the course of student development. Another, no less important task of the correctional school is to prepare its students for independent employment on one of the working professions in the conditions of modern production, i.e. Socio-labor adaptation.

Finally, the Correctional School leads a special treatment and recreation work aimed at strengthening and correcting the general physical condition of schoolchildren.

The correction of the shortcomings of the cognitive activity of schoolchildren is achieved in the main pedagogical means in the process of learning the basics of general education disciplines and the assimilation of labor skills and skills.

The didactic principles of the correctional school are:

§ raising and developing the focus of training;

§ learning scientific and availability;

§ systematic and sequence;

§ communication learning and life;

§ the principle of correction in training; The principle of visibility;

§ Consciousness and activity of students;

§ Individual and differentiated approach;

§ the strength of knowledge, skills and skills.

The learning process in the correctional school is primarily aimed at forming a variety of knowledge, skills and skills, but, of course, education and the development of students takes place in training.

The raising orientation of training in a correctional school is to form in students of moral representations and concepts, adequate ways of behavior in society.

The developing nature of training in the correctional school is to promote the general mental and physical development of students. In the conditions of constantly increasing requirements for the level of training mentally retarded schoolchildren, the focus of education for their general development is of particular importance. However, the development of mentally retarded schoolchildren without the correction of their thinking and disturbed psychophysiological functions cannot be quite successful. Therefore, training in the correctional school is a correctional-developing nature.

For the development of schoolchildren with problems in intellectual development, special conditions are needed, the most important of which is their training in a correctional school or other opportunities adequate to their capabilities that take into account the psychophysical features of the development of this group of abnormal children. Educational training involves improving the quality of lessons by incorporating students to active educational activities and develop cognitive activity and independence.

The principle of scientific in general pedagogy involves the reflection of modern achievements of science, the prospects for its development in each educational subject.

The principle of scientific relations is implemented primarily in the development of programs and drawing up textbooks, as well as in the activities of teachers and educators.

The principle of scientific relationship is closely related to the principle of affordability, because ultimately mentally retarded students can assume only the educational material that is available to them.

The principle of accessibility involves the construction of schoolchildren's training with problems in intellectual development at the level of their real educational capabilities.

The principle of accessibility, as well as the principle of scientific relations, is implemented, first of all, when developing curriculum and textbooks. The content of learning students with problems in intellectual development is determined on the basis of checking it in many years of practice of the work of the correctional school. The content of training to individual educational subjects is continuously improved, the volume of knowledge, skills and skills by year of study based on the results of scientific research and best practices is refined.

The principle of accessibility is also implemented in the constant activity of teachers by applying the appropriate methods and methodological techniques. It is known that the use of the most successful methodical system can make an accessible training material available for mentally retarded schoolchildren.

The essence of the principle of systematic and consistency is that the knowledge that students acquire at school should be given in a specific logical system so that they can use them, i.e. More successfully apply in practice.

For a correctional school, this principle has great importance Because for students with problems in intellectual development, inaccuracies are characteristic, infidelity or fragmentation of learned knowledge.

The principle of systematic and consistency is implemented both in the development of curricula and textbooks and in the daily work of the teacher. This implies such a selection and location of the educational material in programs, textbooks, in the thematic plans, at each lesson, when there is a logical connection between its components, when the subsequent material relies on the previous one, when the material has passed, prepares students to learn the learners.

In the activities of the teacher, the principle of systematic is implemented in planning a sequence of passing a new educational material and in repetition of the previously studied, in the inspection of knowledge and skills received by students, in the development of an individual work system with them. Based on this principle, it is possible to move to the study of a new educational material only after students digends the one that is being worked out at this time. With this circumstance, the teacher makes adjustments to previously planned plans.

The essence of the principle of communication of training with life is closely interaction of the school and the public in teaching and raising children. This principle is given an important role in the process of learning and educating students, as most correctional schools are boarding schools and there is a potential danger of certain extraction from the surrounding life.

The implementation of this principle in the Corrective School is to organize educational work on the basis of close and multifaceted communication with the surrounding reality, with the life of local enterprises, organizations and institutions. This principle is also implemented by communicating learning with the productive labor of students in the national economy. Students of high schools must be acquainted with socio-economic and legal relations in production, include them in the settlers of the basic and chef enterprises.

The correctional school should also actively participate in public events.

Only on the basis of communication with the surrounding life, the correctional school can conquer authority among the local population and the public. And this will improve the position of school graduates and will contribute to their successful adaptation.

The greatest effect in the development of students with problems in intellectual development is achieved in cases where the principle of correction is carried out in training.

Only the training is well that stimulates development, "leads it to himself," and does not serve the child just enriching the child with new information, easily part of his consciousness.

Thus, the principle of correction is to correct the shortcomings of the psychophysical development of students with problems in intellectual development through the use of special methodological techniques. As a result of the use of correctional teaching techniques, some shortcomings of students are overcome, others weaken, thanks to which schoolchildren are faster in their development.

One of the indicators of the success of the correctional work can be the level of independence of students in the implementation of new educational and labor tasks.

Therefore, the implementation of the principle of correction in training is to form in students the skills to independently navigate in the requirements for the tasks, analyze the conditions and plan their activities, attracting existing knowledge and experience for this, draw conclusions about the quality of work performed.

To carry out individual correction, it is necessary to identify difficulties experienced students in teaching various subjects and establishing the causes of these difficulties. Based on this, individual correction measures are being developed. The class may have several students requiring different individual correction measures. In front of the front work, it is advisable to carry out individual correction alternately, additionally, working with one, then with another student.

The principle of visibility in training means attracting various visual funds into the learning process of learning knowledge and the formation of various skills and skills.

The essence of the principle of visibility is to enrich students with sensual cognitive experience necessary for cognitive mastering abstract concepts.

Exists general rule Applications of the principle of visibility in secondary schools: Training should be clear to the extent necessary for conscious assimilation of students' knowledge and developing skills and skills based on live images of objects, phenomena and actions. In the Correction School, the subject clarity is used for a long time. This is due to the fact that students with problems in intellectual development have sharply violated the processes of distraction and generalization, it is difficult for them to break away from observing specific items and make a distracted conclusion or conclusion, which is necessary for the formation of one or another concept.

Due to the wide use of a variety of substantive visibility, students have a personal sensual cognitive experience associated with the immediate perception of real objects and phenomena, with subject and practical activities.

The implementation of the principle of visibility in the correctional school is carried out in stages:

v Enrichment of sensory cognitive experience, involving learning skills to observe, compare and allocate essential signs of items and phenomena and reflect them in speech;

v ensuring the transition of the created subject images into abstract concepts;

v Use abstract visibility to form specific images of objects, phenomena and actions.

Compliance with these stages contributes to the conscious absorption of educational material and, ultimately, the development of abstract thinking among students who have problems in intellectual development.

One of the most important didactic principles of the correctional school is the principle of consciousness and the activity of students in training, since in the process of conscious learning of the educational material there are more intensive mental development of students. However, violations of analytical synthetic activities, characteristic of schoolchildren with intellectual failure, prevent the learning material assimilation based on its complete understanding. Therefore, in a correctional school, the question of how to achieve a complete understanding of the educational material by students was and remains the most significant. The solution of this issue is possible if each teacher will apply correction methodical techniques aimed at developing mental operations, as well as the ability to express their thoughts with words.

The conscious learning of the educational material involves the activity of students in training. Their cognitive activity in most cases itself does not arise in itself, so it is necessary to activate it. Under the activation of the exercise, the appropriate organization of the actions of schoolchildren, aimed at the awareness of them by educational material.

In principle, the strength of learning, skills and skills reflect the results of training. The essence of this principle is that the school should arm students with strong knowledge, skills and skills, i.e. So that they become the property of the personality, their own acquisition of each student. Such knowledge, skills and skills students can easily reproduce and use in their training, and in future work.

Durable knowledge is knowledge of conscious. Therefore, there is a close relationship between the principle of strength of the learning, skills and skills and the principle of consciousness and the activity of students in training. The deeper the student understands and comprehends the educational material, the more activity and independence, he manifests it with his study, the more durable knowledge and skills it will acquire.

The strength of knowledge, skills and skills is achieved by special pedagogical work aimed at deepening and consolidating knowledge and skills. This means is repetition. Repeat in the correctional school owns a special role. Therefore, in programs a large number of academic time is given to this process. Repetition is the basis of all educational work in a correctional school.

The strength of the learning of knowledge is achieved by systematic exercise, during which skills and skills are fixed and improved.

The repetition must be carried out continuously during the entire school year, including it in the process of studying the new educational material and seeking understanding between the passed and new.

Let us dwell in more detail on the principle of an individual and differentiated approach in training.

Essence of principle individual approach It is accounting for individual characteristics of students in the educational process in order to actively manage the development of their mental and physical capabilities.

An individual approach implies a comprehensive study of students and the development of appropriate measures of pedagogical impact, taking into account the identified features. In the Correction School, a teacher for studying students has the opportunity to obtain data from a clinical and psychological examination of each class student and supplement their pedagogical observations. As a result, pedagogical characteristics of students, reflecting the state of their speech, attention and memory, the pace of work and overall performance, the level of development of logical thinking, spatial orientation, motor and emotional-volitional sphere. Based on this data, the teacher outlines the nearest and promising tasks in working with each student and develops a system of pedagogical measures to solve them for use in the conditions of frontal work with the class, and in some cases - individual additional work.

An individual approach is needed to schoolchildren with problems in intellectual development regardless of their success in their studies. It is impossible to artificially delay in the development of well-time students, they need to give additional tasks, sometimes, maybe beyond the software requirements to support them and develop interest in the teaching.

If the individual features, characteristic of some schoolchildren, will be observed in others, then such features are called typical, i.e. inherent in a specific group of students.

Accounting for the typical features of students who have problems in intellectual development occurs in the process of a differentiated approach.

For the implementation of the differentiated approach, it is necessary, first of all, the differentiation of students on the typeyroup. In school practice, in some cases there is a simple differentiation of students on well-medium-and-delicate. She to some extent helps the teacher to carry out a differentiated approach. But this differentiation does not take into account the reasons for the difficulties of students in training and does not make it possible to essentially help students to cope with difficulties and advance in the assimilation of the educational material.

1. Features of the assimilation of mathematical knowledge, skills and skills by students of a special (correctional) school for children with problems in intellectual development.

Mastering even elementary mathematical concepts requires a sufficiently high level of development of such logical thinking processes, as an analysis, synthesis, generalization, comparison. It is known that mathematics is one of the most difficult items for these children, since these children have a number of features of psychophysical development.

Infection, weak perception activity creates certain difficulties in understanding the task, the mathematical task. Students perceive the task not completely, but fragmentary. Imperfection of analysis and synthesis interferes with connecting parts into an integer, establish communication between them and addiction, select the correct solution path.

For example, perception fragmentation is manifested in solving complex examples, type 3 + 4 + 2; 3x7-6. Here children perform only one action.

The imperfection of the visual perception and motility of students interferes with the letter learning letters and numbers (a mirror letter, mixing numbers 6 and 9, 2 and 5, 7 and 8. Mixing numbers 7 and 8 is caused by a violation of auditory perception).

Often, children do not write, but "build" numbers, forgetting, from which element should be started.

Children with poor coordination can hardly build angle, draw a straight line with a ruler, etc.

Violations of visual perception and spatial orientation lead to the fact that children do not see the string and do not understand its meanings. Such children are difficult to observe the intervals, write the numbers of the desired size. This violation leads to errors in solving examples in the column.

Motor disorders, disassembly, the impulsiveness of the behavior interferes with the correct objects to consider items (children call one subject, and move several).

Another reason for the weak differentiation of mathematical knowledge lies in the separation of mathematical terminology from the specific ideas of children, in misunderstanding the situation of the problem. Students do not represent such measurement units as a kilometer and kilograms and often mix them.

Diverse manifestation of cosupiness and reformity of thinking. Sometimes students record the response of the first example in the responses of the following: 3 + 10 \u003d 13; 13-10 \u003d 13; 9 + 3 \u003d 13

Supidity of thinking manifests itself in "adapt" to their knowledge and opportunities:

425 i.e. From 2 dozen he could not subtract 8 dozen. therefore

183 From 8 it took 2.

Tugidity of thinking manifests itself in solving actions with named numbers.

The weakness of generalizations prevents learning mathematical rules and patterns leads to mechanical memorization.

For example, a child who has learned table multiplication and division is not used in everyday life.

The uncriticality of thinking leads to the fact that children do not check the answers, do not doubt the correctness of the decision.

Students of the Correction School, who previously studied in a mass school, are often negative about studies in general and to mathematics lessons in particular.

For successful training, it is necessary to explore the composition of the class, the individual features of the psychophysical development of each child.

2. Studying the status of knowledge and skills of students.

By the end of the first year of study, the teacher will be well enough to know his students. In each class of the correctional school of this type there are students who can successfully absorb mathematical knowledge. But there will be such students who can assign only part of the knowledge learned, skills and skills. The most reliable way to study the learning of knowledge by children is the study of class notebooks. According to the quality of class work, you can judge the promotion of the student, about the strength of his knowledge, about the strength of his knowledge. For example, when adding two numbers with a transition through a category, it is important how the child received the result: the submission of one or by expanding the second terms. The second way is more progressive. So a child who adds one unit needs timely help.

Errors made in class independent work should be taken into account on subsequent lessons.

In addition to accounting errors in class independent work, it is necessary to carefully analyze the tests. Gradually, the teacher develops an opinion on the work of students in mathematics lessons, which helps better carry out a differentiated approach.

The organization of objective and practical activity, the use of visual learning means does not guarantee the formation of full-fledged mathematical knowledge from the mentally retarded. Communication, causal dependencies are not comprehended. They make it difficult to assess the quantitative changes "more - less", transfer them to the language of mathematics, i.e. Select action.

Of course, they hold separate facts in memory, requirements, recommendations for the performance of tasks, but often violate the logic of reasoning, the sequence of actions act impulsively. During school study, they may not master the receptions of an abstract account, need to be subject to practical activity.

In addition, in each class there may be two or three children who can learn a significantly smaller volume of knowledge than provided by the program. Education of such children is a great difficulty for the teacher, since these children cannot be included in the front work of the class. They can be trained at a significant simplified program.

Thus, the successful implementation of the differentiated approach is possible with a thorough study of the composition of the class, the peculiarities of the learning of knowledge by each child.

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The school has no license to conduct exams for children with ABS 8 of the species. Can these children continue to study at school, and pass the exam in a correctional school?

Answer

In order to conduct exams for children with APV, the license is not needed. It is not necessary to conduct certification in the correctional school. Teach children with OVD and take exams educational organization Maybe, but it is necessary to create the necessary conditions for their learning in the OO.

<…>To keep educational activities, you need to get.

The activities of schools and kindergartens licensed the state authorities of the constituent entities of the Russian Federation, which exercise authority in the field of education ().<…>

Thus, educational activities are subject to licensing.

The license is not issued for certification. Therefore, the educational organization is entitled to conduct exams for children with HPV, students studying on adapted programs.

Programs for children with mental retardation are not subject to state accreditation, so the final certification on them is not a state final certification and is carried out in the manner prescribed by the local act of the school (s).

However, special conditions must be created for the training of such children in OO. What are the qualification requirements for GEFs established to pedagogical workers of educational children with APP?

Any use of materials is allowed only if there is a hyperlink.

• for students with APV - adapted by the main educational program of the appropriate level of education (when learning in a separate class or in a separate general education organization) or an adapted educational program with joint training with normally developing classmates;
• for children with disabilities - OOP relevant level of education (if there is no conclusion of the psychological and medical and pedagogical commission (PMPC)) or AOO, taking into account individual program Rehabilitation or abillation.<…>

<…>For learning children with disabilities and with APV, educational organization:

• develops adapted programs;
• creates special training conditions;
• approves the necessary.

Primary general education AOO for deaf, weighted, late-cap, blind, visually impaired, with severe speech disorders, with impaired musculoskeletal system, with a delay in mental development, with disorders of an autistic spectrum, with complex defects (severe and multiple developmental impairment) are developed in accordance with approved.

Aoop for students with mental retardation is developed in accordance with the requirements approved.

With the joint education of the student with the OVI with normally developing classmates, the educational organization is developing AOP according to the indicated GEF for one year.

The grounds for creating special conditions for learning children with disabilities and with ABS serve:

• - for students with ATS (provisions approved);
• individual program of rehabilitation or abillation - for children with disabilities (K).

Conditions for children with APV and with disabilities that the educational organization provides in accordance with Article 79 of the Law of December 29, 2012 No. 273-FZ:

• special educational programs and methods of teaching and education;
• special textbooks, teaching aids and didactic materials;
• special technical teaching;
• assistant services (assistant), which provides educational technical assistance;
• group and individual correctional classes;
• available environment (

What does the Abbreviation of the OVD mean? Decoding reads: limited health opportunities. This category includes persons who have defects in development both in physical and psychological. The phrase "Children with OVD" means some deviations in the formation of a child if you need to create special conditions for life.

Categories of children with limited health

The main classification divides unhealthy guys into the following groups:

C and communication;

With hearing impairment;

With violations of vision;

With speech dysfunctions;

With changes in the musculoskeletal system;

With development;

With a delay in mental development;

Complex violations.

Children with ABS, their types, provide for correction schemes of training, with the help of which the child can be delivered from a defect or significantly reduce its influence. For example, when working with guys who have violations of vision, special developing computer games are used that help improve the perception of this analyzer (labyrinths, and others).

Principles of learning

Working with a child with APV is incredibly painstaking and requires a lot of patience. Each variant of violation requires its development program, the basic principles of which are:

1. Psychological safety.

2. Help in adaptation to environmental conditions.

3. The unity of joint activities.

4. Motivating the child to the learning process.

The initial stage of education includes cooperation with the educator, an increased interest in performing various tasks. The secondary school should strive to form a civil and moral position, as well as to the formation of creative abilities. We must not have forgotten about the impact on the development of children with ABS which plays a major role in the formation of a person.

It is no secret that the process of becoming an individual includes the unity of systems of sociocultural and biological factors. Atypical development has a primary defect, which was caused by biological circumstances. In turn, it forms secondary changes arising on the pathological environment. For example, the primary defect will be secondary - the advent of the admission. After studying the connection of the primary and subsequent changes, the teacher L. S. Vygotsky put forward the position in which it is said that the further the primary defect is separated from the secondary symptoms, the more successful will be the correction of the latter. Thus, four factors affect the development of a child with ABS: the type of violation, quality, degree and term of the main violation, as well as environmental conditions.

Training guys

With the right and ongoing development, many deviations in the further formation can be considerably mitigated. The formation of children with OVD should be qualitative. Currently, there is an increase in the number of guys with severe violations, but at the same time, thanks to the use of the latest equipment, modern correctional programs, many students achieve the desired level of development in their age category.

Currently, the tendency to eliminate the inequality of general education and corrective schools is gaining strength, the role of inclusive learning increases. In this regard, there is a large inhomogeneity of the composition of students on their mental, physical, mental development, which greatly complicates the adaptation of children with both deviations in health and without functional disorders. The teacher is often simply lost in receiving assistance and support for students with disabilities. There are also shortcomings in the application of a variety of information technologies during lessons or optional classes. Such gaps are due to the following reasons:

1. Lack of educational institution necessary technological infrastructure, software and hardware.

2. Lack of necessary conditions focused on joint learning activities.

Thus, the creation of a "barrier-free" medium in training is still a problem.

Education for all

Distance learning confidently conquers an honorable place in the teaching along with traditional forms. This method of organizing the educational process greatly simplifies the receipt of decent education for children with HSA. Decoding distance learning It looks like this: this is a form of training, the advantages of which are:

1. High adaptation to the living conditions and health of students.

2. Quick update of methodical support.

3. The ability to quickly obtain additional information.

4. Development of self-organization and independence.

5. The ability to get help in an in-depth study of the subject.

This form is able to resolve the question of often ill-suffering children, thereby smoothing the borders between them and the guys without deviations in health.

GEF. ABS in children

Based on the standard, the use of four types is possible. The definition of the desired version for students is based on the recommendations of the Psychological and Medical and Pedagogical Commission. For the successful implementation of the selected program, special conditions required by a child with disabilities are taken into account. It is envisaged to transition from one option to another with the development of the child. Such an action is possible subject to the following conditions: the statement of parents, the child's desire, visible positive dynamics in training, the results of the PMPC, as well as the creation of the necessary conditions for the educational organization.

Development programs taking into account GEF

There are several standards based on standard. The first option was created for children who were able to achieve the desired level of development by the time of arrival at school and which can cooperate with peers. In this case, students with healthy schoolchildren are trained with healthy schoolchildren. Deciphering this option is: children learn in the same environment, they are presented mainly to the same requirements, after graduation, everyone receives a document on education.

Children with disabilities that learn from the first option are entitled to pass different types of certification in other forms. Special conditions Created in applied to a specific student health category. The main educational program includes a mandatory correctional work, which corrects the shortcomings in the development of the child.

Second type of program

Pupils with ABS, at school, tuitions under this option are entitled to more prolonged terms. The main program joins several curricula, taking into account the needs of the student with restrictions in health. This option can be implemented both in the form of joint training with peers and in individual groups or classes. An important role in teaching is played by information technology and special equipment that expands the possibilities of a schoolboy. The second option provides for carrying out compulsory work aimed at deepening and expanding the social experience of students with HSA.

Third type

Pupils with ABS, students studying for this option, receive an education unauthorized with the fact that schoolchildren receive without health disorders. Mandatory condition To implement the curriculum is the creation of an adapted individual environment. Students with ABS, together with the expert commission, choose form of certification and training deadlines. In this case, curriculum is possible both in conjunction with peers and in individual groups and special organizations.

Fourth Type of Development Program

In this case, a student with multiple violations of health is trained adapted program, taking into account the individual plan. There is a prerequisite for the formation of a medium in which a large extent is the implementation of life competence in society. The fourth option provides for training at home, where the emphasis is on expanding in the available limits of social contacts and life experience. To master the program, it is possible to use a network form of interaction using different educational resources. Pupils that successfully passed training under this option is given a certificate of the established sample.

We can consider those educational establishmentsthat are implemented both the main programs and adapted to the needs of the child with ABS. Such organizations include inclusive classes, which allows children with health impairment freely in society. Also in these schools there is continuous work not only with children, but also with their parents, teachers.

Sport as a reliable assistant. Working programm

OBS (diagnosis) is not a reason to reduce the motor activity of the child. The effectiveness of physical culture in the development of children is an indisputable fact. Thanks to sports, workability, intellectual development, health is strengthened.

Exercises are selected individually or students split into groups depending on the categories of diseases. Classes begin with warm-up, where children perform a number of simple movements for musical accompaniment. The preparatory part takes no more than 10 minutes. Next, the transition to the main section is carried out. In this part, exercises are performed on strengthening the cardiovascular system, muscles of the hands and legs, the development of coordination and others. The use of team games contributes to the successful functioning of communicative skills, the "spirit of rivalry", the disclosure of its abilities. In the final part, the teacher moves to calm games and exercises, summarizes the results of the work done.

Training programs for any subjects must necessarily comply with GEF. ABS children can be corrected by appropriate physical exertion, because it's no secret to anyone that, developing the body, develop and mind.

The role of parents

How to be parents who have a child with OVD. Decoding abbreviation is simple - limited health opportunities. Obtaining such a verdict leads parents into a state of helplessness, confusion. Many are trying to disprove the diagnosed diagnosis, but in the end comes awareness and adoption of a defect. Parents adapt and take different positions - from "I will do everything so that my child becomes a full-fledged person." To "I can't have an unhealthy child." These provisions must be taken into account psychologists when planning a correctional program with children with health deviations. Parents should know the right forms of assistance to their child, despite the types of OSA, the ways of adaptation, development features.

New approach to education

The joint training of children with OVI and without deviations in health is supported and described by a number of documents. Among them can be allocated: the national doctrine of the formation of the Russian Federation, the concept of modernization of Russian education, the National Educational Initiative "Our New School". Working with ABS implies the following tasks in inclusive learning: household, regulatory, labor, as well as socially adapting students with the subsequent merger with society. For the successful formation of skills in special schools, optional classes are organized, where all conditions for the development of additional abilities are created for the guys. This form of educational activities for children with violations of health should be agreed with psychologists and take into account the individual characteristics of students. With a long, patient work on developed psychologists, correctional programs sooner or later will definitely be the result.

Children with disabilities are children with various deviations of a mental or physical plan, which determine the common development violations that do not allow children a full life. Synonyms this concept The following definitions of such children can appear: "Children with problems", "Children with special needs", "nonypical children", "Children with difficulty learning", "abnormal children", "exceptional children." The presence of a particular defect (disadvantage) does not predetermine the wrong, in terms of society, development.

The loss of hearing on one ear or the defeat of sight of one eye does not necessarily lead to a deviation in development, since in these cases the ability to perceive sound and visual signals with saved analyzers.

Thus, children with disabilities can be considered children with a violation of psychophysical development in need of special (correctional) training and upbringing.
According to the classification proposed by V.A. Lapshin and B.P.Puzanov, the main categories of abnormal children include:

Children with hearing impairment (deaf, hearingly impaired, late boilers);

Children with violation of vision (blind, visually impaired);

Children with a violation of speech (logos);

Children with impaired musculoskeletal system;

Children with mental retardation;

Children with mental delay;

Children with violation of behavior and communication;

Children with comprehensive impairment of psychophysical development, with so-called complex defects (deaf-drum, deaf or blind children with mental retardation).

Depending on the nature of the violation, some defects can be fully overcome in the process of development, training and education of the child, for example, in children of the third and sixth groups), others are only smoothed, and some are only compensated. The complexity and nature of the violation of the normal development of the child determine the sharing of the formation of the necessary knowledge, skills and skills, as well as various forms Pedagogical work with him. One child with development deviations can master only elementary general educational knowledge(read by syllables and write simple proposals) other - relatively not limited in their capabilities(for example, a child with a delay in mental development or a hearing impaired) . The structure of the defect affects the practical activity of children. Some unlocking children in the future have the opportunity to become highly qualified professionals, the other all life will perform low-skilled work(for example, binding and cargo production, metalloshtampovka).

There are so many features in development so much and they are unlikely that "special children" sometimes fit into the "stencil" of one or another diagnosis. And the main problem of their learning is precisely the fact that all the children are completely different and unlike, and each - with their oddities and health problems. And yet, experts have established the main problems in development or diagnoses that are denoted by such abbreviations:

Cereals - children's cerebral paralysis;

ZPR - Mental Delay;

VRR - delayed speech development;

MMD - minimum brain dysfunction;

Oda - musculoskeletal system;

ONR - general underdevelopment of speech;

RDA - Early Children's Autism;

ADHD - attention deficit syndrome with hyperactivity;

OVD - limited health opportunities.

As you can see, from the above mentioned here, except for cerebral palsy, MMS and problems with the musculoskeletal system are specific medical diagnoses. The rest of the names of children's characteristics, oddities and problems are very and very conditional. What does "general underdevelopment of speech" mean? And how does it differ from the "speech development delay"? And this "delay" regarding what is about what age and the level of intelligence? As for the "early child autism," then this diagnosis is so unlike the behavioral manifestations of children, which, it seems, our domestic professionals themselves do not converge in views on autism, because they have not yet been well studied well. And already "attention deficit syndrome with hyperactivity" today put hardly every second restless child! Therefore, before agreeing with the fact that you will be prescribed by one or another diagnosis, show it not one, and at least dozen specialists and achieve a clear argument and clear medical testimony from them, for which the child will be diagnosed. Such a diagnosis as blindness or deafness is obvious. But when a playful child who delivers teachers and teachers is more troubles than the rest of the children, are in a hurry to assign a "diagnosis", just to get rid of it, translating kindergarten Or a school for "children with features", then here for your child can compete. After all, the label abandoned since childhood can thoroughly spoil the child's life.

Special (correctional) schools I, II, III, IV, V, VI, VII and VIII species. What children do they teach them?

In special (correctional) general educationschools I species Children with disabilities for hearing, weighted and deaf are studying. INschools II type Learn deaf-and-dumb children.Schools III-IV type Designed for blind and visually impaired children.School V View Take into their walls of students with violations of speech, in particular stuttering children.Schools VI View Created for children who have problems in physical and mental development. Sometimes such schools are functioning at neurological and psychiatric hospitals. Their main contingent is children with different forms of children's cerebral paralysis (cerebral palsy), spinal and cranial injuries.Schools VII type For children with ADHD and ZPR.Schools VII type Dyslexia correction is engaged in children. Alexy is the lack of speech and complete inability to absorb speech, and dyslexia is a partial specific disorder of mastering reading due to violation of higher mental functions. And finally, in special (correctional) general educationschools VIII type Teach the mentally retarded children, the main goal of these educational institutions is to teach children to read, consider and write and focus on social and living conditions. With VIII schools, there are carpentry, plumbing, sewing or binding workshops, where students in the school walls receive a profession that allows you to make money on bread. The path to higher education is closed for them, at the end of the school they receive only a certificate that they listened to the program of the decade.

Special techniques for learning children with OVD

In general, the school teachers work with children on special training techniques that concern all stages: explanation of the new material, the fulfillment of tasks, the evaluation of the student's work. The teacher uses the following methodological techniques:

Phased clarification of tasks.

Sequential execution of tasks.

Repeating students Instructions for the task.

Providing audio-visual technical means of learning.

Proximity to students during the explanation of the task.

Change of activities

Preparation of students for variation of activity.

Alternation of classes and physical education pauses.

Providing additional time to complete the task.

Providing additional time to put homework.

Work on a computer simulator.

Use of sheets with exercises that require minimal filling.

Use of exercises with missed words / suggestions.

Supplement of printed materials by video.

Providing students with printed copies of tasks written on the board.

Individual estimation of students' responses with OVD

The use of an individual scales of estimates in accordance with the successes and expended efforts.

Daily assessment in order to deduct the fourth mark.

Permission to remake the task with which he did not cope.

Evaluation of converted works.

Using a system of student achievements.