home > Mounted > Limited education for children. Regulatory and legal framework for the education of children and adolescents with secondary education. Special conditions are devices, technologies, methods, methods necessary for children with disabilities to receive rehabilitation services.

Limited education for children. Regulatory and legal framework for the education of children and adolescents with secondary education. Special conditions are devices, technologies, methods, methods necessary for children with disabilities to receive rehabilitation services.

REGULATORY AND LEGAL FRAMEWORK FOR EDUCATION OF CHILDREN WITH DISABILITIES

INTERNATIONAL DOCUMENTS

1. "Universal Declaration of Human Rights". Adopted by Resolution 217 A (III) of the UN General Assembly on December 10, 1948.

2. "Declaration of the Rights of the Child". Adopted by General Assembly resolution 1386 (XIV) of November 20, 1959.

3. "Convention against Discrimination in Education". Adopted on December 14, 1960 by the UN General Conference on Education, Science and Culture at its eleventh session (ratified by the Decree of the Presidium of the USSR Supreme Soviet of July 2, 1962).

4. “Declaration on the Rights of Mentally Retarded Persons”. Adopted by General Assembly resolution 2856 (XXVI) of December 20, 1971.

5. "Declaration on the Rights of Persons with Disabilities". Adopted by General Assembly resolution 3447 (XXX) of December 9, 1975.

6. "World Program of Action for Persons with Disabilities". Adopted by the UN General Assembly on December 3, 1982.

7. "Convention on the Rights of the Child". Adopted by General Assembly resolution 44/25 of 20 November 1989. Entered into force on September 2, 1990.

8. "World Declaration on the Survival, Protection and Development of Children." Adopted by the World Summit for Children, New York, 30 September 1990.

10. “Standard Rules on the Equalization of Opportunities for Persons with Disabilities”. Adopted by General Assembly resolution 48/96 of December 20, 1993.

11. "Salamanca Declaration on Principles, Policies and Practices for the Education of Persons with Special Needs", Adopted at the World Conference on Education for Persons with Special Needs: Access to Education and its Quality (Salamanca, Spain, June 7-10, 1994 ).

12. "Convention on the Rights of Persons with Disabilities" (adopted by General Assembly resolution 61/106 of 13 December 2006), art. 24

13. “Implementation of the World Program of Action for Persons with Disabilities: Achievement of the Millennium Development Goals concerning persons with disabilities - adopted by the UN General Assembly Resolution No. 62/127 of 18.12.2007.

FEDERAL DOCUMENTS

1. Constitution Russian Federation... Section one, chapter 2: Human and civil rights and freedoms. Article No. 43.

2. the federal law Of the Russian Federation "On Ratification of the Convention on the Rights of Persons with Disabilities", dated May 3, 2012. 46-FZ, No.

3. Federal Law of the Russian Federation "On Education in the Russian Federation" No. 273-FZ dated December 29, 2012.

4. Law of the Russian Federation "On psychiatric care and guarantees of the rights of citizens during its provision", dated 02.06.1992. No. 3185-1.

5. Federal Law of the Russian Federation "On social protection of disabled people in the Russian Federation", dated November 24, 1995. No. 18-ФЗ.

6. Federal Law of the Russian Federation "On the basic guarantees of the rights of the child in the Russian Federation", dated 24.07.1998. No. 124-FZ (as amended on July 20, 2000, August 22, December 21, 2004, June 30, 2007).

7. Federal Law of the Russian Federation "On Amendments to Certain Legislative Acts of the Russian Federation on the Issue of Citizens with Disabilities", dated June 30, 2007 No. 120-FZ.

8. National educational initiative "Our new school" (approved by the President of the Russian Federation DA Medvedev on February 4, 2010, Pr-271).

9. State Program of the Russian Federation "Accessible Environment" for 2011-2015, approved by the Decree of the Government of the Russian Federation of March 17, 2011 No. 175.

10. Decree of the Government of the Russian Federation "On the national strategy of action in the interests of children for 2012-2017" No. 761 dated 01.06.2012.

11. Decree of the President of the Russian Federation of May 7, 2012 No. 599 "On measures to implement state policy in the field of education and science."

DOCUMENTS OF THE GOVERNMENT OF THE RUSSIAN FEDERATION

1. Decree of the Government of the Russian Federation of March 12, 1997 "On approval of the Model Regulations on a special (correctional) educational institution for students, pupils with developmental disabilities" (as amended by the Decree of the Government of the Russian Federation of March 10, 2002 No. 212, of December 23, 2002 . No. 919).

2. Decree of the Government of the Russian Federation of 07.31.1998. No. 867 "On the approval of the model regulation on an educational institution for children in need of psychological, pedagogical and medical and social assistance" (with amendments and additions from: 23.12.2002, 18.08.2008, 10.03.2009).

3. Decree of the Government of the Russian Federation of March 10, 2000 N 212 "Standard regulation on a special (correctional) educational institution for students, pupils with disabilities" (as amended by the Decree of the Government of the Russian Federation of March 10, 2000 N 212, of December 23, 2002 N 919, dated 01.02.2005 N 49, dated 18.08.2008 N 617, dated 10.03.2009 N 216).

4. Decree of the Government of the Russian Federation of October 4, 2000 "On the national doctrine of education in the Russian Federation."

5. Decree of the Government of the Russian Federation of February 20, 2006 "On the procedure and conditions for recognizing a person as a disabled person."

6. Order of the Government of the Russian Federation of November 17, 2008 No. 1662-r (as amended on 08.08.2009)

"The concept of long-term socio-economic development of the Russian Federation for the period up to 2020" -

7. By order of the Government of the Russian Federation of February 7, 2011 N 163-r "On the concept of the Federal Target Program for the Development of Education for 2011-2015".

8. "On the plan of priority measures until 2014 for the implementation of the most important provisions of the National Strategy for Action in the Interests of Children for 2012 - 2017" - Order of the Government of the Russian Federation of October 15, 2012 No. 1916-r.

DEPARTMENTAL DOCUMENTS

1. "The Concept of Reforming the System of Special Education", adopted by the Board of the Ministry of Education of the Russian Federation on February 9, 1999.

2. Order of the Ministry of Education of the Russian Federation "On approval of the approximate position of the class (classes) of compensatory education in educational institutions" (approved from 08.09.1992, No. 333).

3. Order of the Ministry of Education of the Russian Federation of April 10, 2002 N 29/2065-p "On the approval of curricula of special (correctional) educational institutions for students, pupils with developmental disabilities."

4. Order of the Ministry of Health and Social Development of the Russian Federation

(Ministry of Health and Social Development of Russia) of August 22, 2005 N 535 Moscow "On the approval of classifications and criteria used in the implementation of medical and social expertise citizens by federal state institutions of medical and social expertise ”.

5. Order of the Ministry of Health and Social Development of the Russian Federation

(Ministry of Health and Social Development of Russia) dated 04.08.2008. N 379n Moscow "On the approval of forms individual program rehabilitation of a disabled person, an individual rehabilitation program for a disabled child issued by federal state institutions of medical and social expertise, the procedure for their development and implementation. "

6. Order of the Ministry of Education and Science of the Russian Federation of October 6, 2009 No. 373 "On the approval and implementation of the federal state educational standard for primary general education».

7. Order of the Ministry of Education and Science of the Russian Federation of September 22, 2011 N 2357 Moscow "On amendments to the federal state educational standard of primary general education, approved by order of the Ministry of Education and Science of the Russian Federation of October 6, 2009 N 373" ...

8. Order of the Ministry of Education and Science of Russia dated December 17, 2010 No. 1897 "On the approval of the federal state educational standard of basic general education."

9. Order of the Ministry of Education and Science of Russia dated May 17, 2012 No. 413 "On approval of the federal state educational standard of secondary (complete) general education".

10. Order of the Ministry of Health and Social Development of the Russian Federation

(Ministry of Health and Social Development of Russia) dated August 26, 2010 N 761n Moscow "On the approval of the United

qualification reference book of positions of managers, specialists and employees, section "Qualification characteristics of positions of educational workers".

11. Order of the Ministry of Education and Science of the Russian Federation "On approval of the procedure for admitting citizens to educational institutions" (approved by order of the Ministry of Education of Russia dated 15.02.2012 No. 107.

12. Order of the Ministry of Education and Science of the Russian Federation of August 30, 2013 No. 1015 "On approval of the Procedure for organizing and carrying out educational activities for basic general education programs - educational programs of primary general, basic general and secondary general education."

13. Order of the Ministry of Education and Science of the Russian Federation of September 2, 2013 N 1035 "On recognizing as invalid in the territory of the Russian Federation the letter of the Ministry of Education of the USSR of May 5, 1978 N 28-M" On improving the organization of individual education for sick children at home "and invalidated letters of the Ministry of Public Education of the RSFSR of November 14, 1988 N 17-253-6 "On the individual education of sick children at home."

14. Order of the Ministry of Education and Science of the Russian Federation (Ministry of Education and Science of Russia) dated September 20, 2013 No. 1082 Moscow “On approval of the Regulations on the Psychological, Medical and Pedagogical Commission”.

15. Order of the Ministry of Education and Science of the Russian Federation (Ministry of Education and Science of Russia) from

19.12.2014 No. 1598 "On the approval of the Federal State Educational Standard of the NOE for students with disabilities

health ".

Letters:

16. Letter from the Ministry of Education of the RSFSR dated 03.06.1988. No. 10-136-6 "On special alignment classes for children with mental retardation."

17. Instructional Letter of the Ministry of Education and Science of the RSFSR dated 06/30/89. No. 17-154-6 "On the direction of recommendations on individual and group correctional classes with students of special schools and equalization classes with mental retardation."

18. Letter of the Ministry of General and Professional Education dated 04.09.1997. No. 48 "On the specifics of the activities of special (correctional) educational institutions" (as amended on 26.12.200.)

19. Letter of the Ministry of Defense of the Russian Federation of 03/27/2000. № 27 / 901-6 "On the psychological, medical and pedagogical council (PMPk) in an educational institution."

20. Instructional letter of the RF Ministry of Defense dated 12/14/2000. No. 2 "On the organization of the work of a speech therapy center of a general educational institution."

21. Letter of the RF Ministry of Defense "On the Concept of Integrated Education for Persons with Disabilities (with Special Educational Needs)", dated 26.04.2001. N 29 / 1524-6.

22. Letter of the Ministry of Defense of the Russian Federation dated April 03, 2003 No. 27-2722-6 "On the organization of work with students with a complex defect."

23. Letter of the Department of Special Education of the Ministry of Defense of the Russian Federation dated May 30, 2003 No. 27 / 2881-6 "On uniform requirements for the name and organization of the activities of classes of compensatory education and classes for children with mental retardation."

24. Letter of the Ministry of Defense of the Russian Federation dated June 27, 2003 No. 28-51-513 / 16. Appendix to the letter of the Ministry of Defense of the Russian Federation of June 27, 2003 N 28-51-513 / 16 "Methodological recommendations for psychological and pedagogical support of students in the educational process in the context of education modernization."

25. Letter from the Ministry of Education and Science of the Russian Federation dated 06.04.2004. No. 26/188-bi "O complementary measures on the observance of the right to education of children with mental disabilities ”.

26. Letter of the Ministry of Education and Science of the Russian Federation Federal Service for Supervision in Education and Science of 15.04.2008. No. 01-186 / 08-01 "On the organization of the USE for people with disabilities."

27. Letter from the Ministry of Education and Science of the Russian Federation of 18.04.2008. No. AF-150/06 "On the creation of conditions for education by children with disabilities and children with disabilities."

28. Letter of the Federal Service for Supervision in Education and Science dated March 5, 2010 No. 02-52-3 / 10-in "On methodological recommendations for organizing and conducting a unified state examination (USE) for persons with disabilities."

29. Letter of the Ministry of Education and Science of the Russian Federation of April 19, 2011 N 03-255 "On the introduction of the federal state educational standard of general education."

30. Letter of the Ministry of Education and Science of the Russian Federation dated June 7, 2013 No. IR-535/07 "On correctional and inclusive education of children."

31. Letter of the Ministry of Defense of the Russian Federation dated 05.09.2013. No. 07-1317 "Implementation of distance education for children

disabled people. "

REGIONAL DOCUMENTS

1. The Law "On the Protection of the Rights of Children of the Novosibirsk Region" was adopted by the resolution of the Novosibirsk Regional Council of Deputies dated 24.04.2003. No. 111-OSD.

2. Law "On social protection of disabled people in the Novosibirsk region" dated 12.03.1999, No. 45-OZ (as amended by the Laws of the Novosibirsk region from 29.03.2010, No. 467-OZ).

3. Law "On the standards for financing state budgetary and autonomous educational institutions of NSO and municipal budgetary and autonomous educational institutions on the territory of NSO" dated 15.05.2006. (as amended by the NSOO Laws of December 15, 2007 No. 174-OZ, of December 15, 2007 No. 179-OZ, of July 02, 2008 No. 252-OZ, of April 06, 2009 No. 322-OZ).

4. Decree of the Administration of the Novosibirsk region of March 12, 2007 N 23-pa "On social support for students and pupils of regional state and municipal health educational institutions of a sanatorium type and special (correctional) educational institutions for children with disabilities (as amended by resolutions Administration of the Novosibirsk Region dated 06.05.2008 N 130-pa, dated 29.01.2009 N 45-pa, dated 24.02.2009 N 68-pa).

5. Resolution of the Administration of the Novosibirsk region from 02.05.2007. No. 45-pa "On measures of social support for disabled children."

6. Letter of the Department of Education of the Novosibirsk Region dated 09.29.2009. No. 5352-04-05 / 30, addition to the letter "On licensing educational institutions for special (correctional) general education programs."

7. Resolution of the Government of the Novosibirsk region from 11.07.2011. No. 301-p "On approval of Comprehensive measures to modernize the general education system of the Novosibirsk region in 2011",

8. Resolution of the Government of the Novosibirsk region from 12.09.2011. № 405-p "On the standards of financing of state educational institutions of the Novosibirsk region, implementing the basic general education programs of primary general, basic general, secondary (complete) general education."

9. Resolution of the Government of the Novosibirsk region from 29.09.2011. No. 431-p "On amendments

the decree of the Government of the Novosibirsk region of 11.07.2011. No. 301-p ".

10. Decree of the Government of the Novosibirsk region from 29.09.2011. No. 417-p "On the list and amounts of correction (increasing) coefficients used in calculating the amount of funding

state educational institutions of the Novosibirsk region ".

11. Draft decree of the Government of the Novosibirsk region, 01.10.2011, "On the standards for financing state educational institutions of the Novosibirsk region and municipal educational institutions on the territory of the Novosibirsk region, implementing the main educational programs of primary general, basic general, secondary (complete) general education."

12. Decree of the Government of the Novosibirsk region from 13.12.2011. No. 541-p "On the standards of financing of state educational institutions of the Novosibirsk region and municipal educational institutions located on the territory of the NSO, implementing basic general education programs of primary general, basic general, secondary (complete) general education and the list and size of correction (increasing) coefficients used in calculating the amount of funding for GOU NSO and municipal educational institutions located on the territory of the NSO that implement the basic general education programs of primary general, basic general, secondary (complete) general education, applied to the wage fund, calculated according to the funding standard ”.

13. Order of the Ministry of Education, Science and Innovation Policy of the Novosibirsk Region dated 06.09. 2011 №1451 / 1549 "On the approval of the regulation of interaction between the child psychiatric service and the psychological, medical and pedagogical commissions."

14. Order of the Ministry of Education and Science of the Novosibirsk Region dated 09/08/2011. № 1583 "On the results of the competitive selection of institutions in the Novosibirsk region for the implementation of the regional project" Education and socialization of children with disabilities in the inclusive educational space of the Novosibirsk region ".

15. Instructional letter of MONiIP NSO dated 08.11.2011. No. 5461/30 "On the organization of inclusive education for children with disabilities."

16. Instructional letter of MONiIP NSO dated 14.12.2011. No. 6164-03 / 30 "On the prevention of violations of citizens' rights during the diagnostic session and the implementation of the recommendations of the PMPK by educational institutions

17. Letter from MONiIP NSO dated 26.03.2012. "11411-03 / 30" On spending subsidies for financial support of the modernization of the municipal system of general education. "

18. Order of MONiIP NSO of 23.07.2012 No. 1602 "On the approval of approximate regional basic curricula for state and municipal special (correctional) educational institutions, correctional classes for students, pupils with disabilities of the Novosibirsk region of all types for 2012- 2013; 2013-2014 academic years ".

19. Order of the Mayor's Office of the city of Novosibirsk dated 21.12.2012. № 1940-od "On the procedure for organizing the activities of the city psychological, medical and pedagogical commission."

20. Order of the Ministry of Education and Science of the Novosibirsk Region dated 04.03.2013. No. 618 "On approval of the departmental target program" Development of education for children with disabilities and children with disabilities in the Novosibirsk region for 2013 - 2015 ".

21. Order of the Ministry of Education and Science of the Novosibirsk Region dated 08.11.2013. No. 2565 "On the procedure for regulating and formalizing relations between the state educational organization of the Novosibirsk region and the municipal educational organization and the parents (legal representatives) of students in need of long-term treatment, as well as children with disabilities in terms of organizing training in basic educational programs at home and in medical organizations ".

22. Instructional letter of MONiIP NSO dated 18.12.2013. No. 6032_03 / 25 "About direction guidelines».__

Letter of the Directorate of Special Education of the Ministry of Education of the Russian Federation of May 30, 2003 N 27 / 2881-6 "On uniform requirements for the name and organization of the activities of classes of compensatory education and classes for children with mental retardation"

A monitoring study conducted by the Ministry of Education of the Russian Federation in the 2002/2003 academic year revealed the presence of classes of various names (correctional and developmental education, adaptation, health, pedagogical support, alignment, intensive development, increased attention, etc.) in the general educational institutions of the Russian Federation. This fact was confirmed by the opinion of the participants of the All-Russian conference on the problem "Compensatory and correctional-developmental education: tasks and development prospects", held in February 2003, fixed in the conference resolution, brought to the attention of the educational authorities of the constituent entities of the Russian Federation by an information letter dated 18.04. 2003 N 27 / 2756-6.

In connection with the incoming requests for the organization of the activities of these classes, the Ministry considers it necessary to clarify the following.

The standard regulation on a general educational institution, approved by the Government of the Russian Federation of March 19, 2001 N 196, provides for the opening of compensatory education classes and special (correctional) classes for students with developmental disabilities in educational institutions of the Russian Federation. The functioning of classes of other names in educational institutions is not provided for by the Model Regulations.

At the same time, we explain that the activities of compensatory education classes are currently regulated by the Regulations on compensatory education classes, approved by order of the Ministry of Education of Russia dated 08.08.92 N 333.

When organizing the work of special (correctional) classes, a general educational institution should be guided by the Standard Regulations on a Special (Correctional) Educational Institution for Students, Pupils with Developmental Disabilities, as amended by the Resolutions of the Government of the Russian Federation of 12.03.97 N 288 and of 10.03.2000 N 212.

The specified Standard Regulation lists the categories of children for whom special (correctional) institutions and, accordingly, special (correctional) classes of general educational institutions can be created, namely deaf, hearing impaired and late-deaf, blind, visually impaired and late-blind children, children with severe speech disorders, with impairments musculoskeletal system, with mental retardation, for mentally retarded and other children with developmental disabilities.

We explain that the names of these classes must correspond to paragraph 30 of the Model Regulations on a General Education Institution. At the same time, the name of a special (correctional) class may indicate its type, depending on deviations in the development of students, pupils, indicated as follows: "I type" - for the deaf, "II type" - for the hearing impaired, "III type" - for the blind , "IV type" - for the visually impaired, "V type" - for children with severe speech impairments, "VI type" - for children with musculoskeletal disorders, "VII type" - for children with mental retardation, "VIII type "- for the mentally retarded. We consider it expedient when organizing the activities of these classes to use the instruction letter of the Ministry of General and Professional Education of the Russian Federation dated 09/04/97 N 48 "On the specifics of the activities of special (correctional) educational institutions of I - VIII types and the order of the Ministry of Education of Russia dated 04/10/2002 N 29 / 2065- p "On approval of curricula of special (correctional) educational institutions for students, pupils with developmental disabilities."

Most often, general education institutions open classes for students with mental retardation, in which more than 195 thousand children study. When organizing the work of special (correctional) classes of type VII, you can use a package of documents on training in a general education institution for children with mental retardation, developed by the Moscow Department of Education, approved by the III All-Russian conference "Compensatory and correctional-developmental education: experience, problems, solutions", held in February 2000, and brought to the attention of the educational authorities of the constituent entities of the Russian Federation by an information letter from the Ministry of Education of Russia dated 06.28.2000 N 27 / 1012-6, and a letter from the Ministry of Education of the RSFSR dated 03.06.88 N 10-136-6 "On special classes equalization for children with mental retardation ", insofar as it does not contradict the current model provisions on general education and special (correctional) educational institutions, an instructional letter of the Ministry of General and Vocational Education of the Russian Federation dated 09/04/97 N 48" On the specifics of the activities of special (correctional) educational institutions of I - VIII types "and the order of the Ministry of Education of Russia of 10.04.2002 N 29/2065-p" On the approval of curricula of special (correctional) educational institutions for students, pupils with developmental disabilities. "

Head of the Department of Special Education

T.V. Volosovets

ABOUT CORRECTIVE AND INCLUSIVE EDUCATION OF CHILDREN Letter from the Ministry of Education and Science of the Russian Federation
dated June 7, 2013 No. IR-535/07

In connection with the restructuring of educational institutions for children with disabilities, which is being implemented within the framework of the Federal Law of December 29, 2012 No. 273 "On Education in the Russian Federation" that comes into force on September 1, 2013, the Ministry of Education and Science of Russia is sending an explanation of its position regarding correctional and inclusive education of children.

THEM. REMORENKO

In connection with the appeals of the deputy of the State Duma of the Federal Assembly of the Russian Federation A.V. Lomakin-Rumyantsev and the collectives of educational institutions of a number of constituent entities of the Russian Federation on the issue of restructuring educational institutions for children with disabilities, taking into account the norms of Federal Law No. 273 of December 29, 2012 "On Education in the Russian Federation", which comes into force on September 1, 2013 (hereinafter referred to as the Federal Law), the Department considers it necessary to note the following.

Education of persons with disabilities and disabled people is one of the priority areas of the education system of the Russian Federation.

The efforts of the Russian Ministry of Education and Science are focused on ensuring that, within the framework of modernization, russian education to create an educational environment that ensures the availability of quality education for all persons with disabilities and people with disabilities, taking into account the characteristics of their psychophysical development and health status.

As part of the development of normative legal acts necessary for the implementation of the Federal Law, draft orders of the Ministry of Education and Science of Russia were prepared on the specifics of organizing educational activities for students with disabilities, on the establishment of the procedure for issuing a certificate of training for persons with disabilities who do not have a basic general and secondary general education and trained in adaptive basic general education programs, on the establishment of a sample certificate of education issued to persons with disabilities (with various forms of mental retardation), who do not have basic general and secondary general education and trained in adapted basic general education programs (posted on the website: regulation.gov.ru).

In accordance with Article 79 of the Federal Law, the state authorities of the constituent entities of the Russian Federation create separate organizations that carry out educational activities on adaptive basic general education programs for the deaf, hearing impaired, late deaf, blind, visually impaired, with severe speech impairments, with disorders of the musculoskeletal system, with mental retardation. development, with mental retardation, with autism spectrum disorders, with complex disabilities and other students with disabilities.

Currently in Russia there is a differentiated network of specialized educational institutions for teaching children with disabilities. It includes special (correctional) educational institutions for students, pupils with disabilities (schools, boarding schools) (hereinafter - SKOU).

In the last few years, in the constituent entities of the Russian Federation, there has been a 5 percent decrease in SKOU, while the number of students and children raised in them increased by 2 percent (as of the beginning of the 2009/2010 academic year, 1804 SKOU operated in Russia, in which 207 thousand children studied) with various disabilities in physical and (or) mental development, in the 2012/2013 academic year, respectively: 1708 - 211 thousand children).

The Ministry of Education and Science of Russia is concerned about the emerging tendency that the development of forms of education for children with disabilities and children with disabilities in the regions is not always planned, consistent, often not accompanied by the creation of the necessary conditions. Some constituent entities of the Russian Federation are unjustifiably focused on reducing the network of special (correctional) educational institutions. During this period of time, in most constituent entities of the Russian Federation, educational activities from 1 to 3 SKOU were terminated, in the Khabarovsk Territory - 4, the Kaliningrad Region - 5, the Ivanovo Region - 6, the Krasnoyarsk Territory - 7, the Tver Region - 8, the Perm Territory - 9, the Sverdlovsk region - 10, Krasnodar region - 14, Novgorod region - 18.

The main directions of organizing joint education for children with disabilities and peers who do not have developmental disabilities are reflected in the recommendations of the Ministry of Education and Science of Russia on creating conditions for education for children with disabilities and children with disabilities in the constituent entity of the Russian Federation, which were sent to the heads of executive authorities subjects of the Russian Federation that manage education in April 2008 (letter dated April 18, 2008 No. AF-150/06).

Regional programs aimed at developing the education of children in this category, including their integration into the usual educational environment, are developed and implemented taking into account the above recommendations.

Currently, within the framework of the state program of the Russian Federation "Accessible Environment" for 2011-2015, approved by the order of the Government of the Russian Federation dated November 26, 2012 No. 2181-r (hereinafter referred to as the Program), measures are being taken to equip ordinary educational institutions with special equipment and devices for unimpeded access and education of disabled children, including those with visual impairments, hearing impairments, and musculoskeletal disorders.

The implementation of the activities of the Program will allow within 5 years (in 2011-2015) to create conditions for unimpeded access of disabled people, joint education of disabled children and children without developmental disabilities, only in 20 percent of the total number of secondary schools.

In this regard, the Department draws the attention of the executive authorities of the constituent entities of the Russian Federation, exercising management in the field of education, to the fact that inclusive (integrated) education of children with disabilities should not become an end in itself, let alone acquire a formal character - inclusion (integration) for the sake of inclusion (integration). ).

The development of inclusive (integrated) forms of education for people with disabilities should be carried out gradually, on the basis of planning and implementing a set of measures to ensure compliance with the requirements for the organization of this activity (including the availability of an appropriate material base, special educational programs, training of teaching teams, explanatory work with students and their parents ). Otherwise, such a measure will not only not allow to ensure full inclusion (integration) of students with disabilities, but also negatively affect the quality of work of educational institutions with other students.

The development of joint education for disabled people and healthy students does not mean abandoning the best achievements of the Russian system of special (correctional) educational institutions.

The issue of choosing the educational and rehabilitation route of a disabled child, including determining the form and degree of his inclusion (integration) into the educational environment, should be decided by the psychological, medical and pedagogical commissions, based, first of all, on the needs, developmental characteristics and capabilities of the child, with the direct participation of his parents.

The Department considers it necessary to pay attention to the functioning of the existing network of special (correctional) educational institutions, taking into account the fact that for some children it is more expedient to study in a special (correctional) educational institution. Such institutions at the present stage can perform the functions of educational and methodological (resource) centers providing methodological assistance educators educational institutions, psychological and pedagogical assistance to children and their parents, to coordinate work in this direction of the education system of the constituent entity of the Russian Federation.

Department Director
E.A. SILYANOV.

Teaching children with disabilities
The groups are recruited to children with varying degrees of delay in speech development, mental development and intelligence.

The first enrollment of students in 1 class
TRAINING 2018/19 ACADEMIC YEAR

Why teach?

In the online school "BIT" special children:

  • will be able to get education
  • will find friends among "ordinary" peers
  • will have the opportunity to fully reveal their potential

What are we teaching?

The online school is taught according to adapted educational programs for children with disabilities.

Experienced teachers, psychologists, defectologists, in close interaction with parents, teach children in mini-groups (up to 5 people) and individually in the following subjects:

How do we teach?

Children learn with online training coursescontaining tasks adapted for different features children with disabilities. Lessons are conducted individually and in small groups in an online environment using videoconference. Each student has an individual tutor who will help parents organize and coordinate the educational process. A psychologist, a speech pathologist and a speech therapist will give their recommendations and help develop an individual curriculum. Teaching children with secondary education in the online school "BIT" will not only help to master the school curriculum, but will also contribute to the correction of the child's developmental disorder, as well as his social adaptation.

Cost of education

The cost of teaching children with secondary education is indicated for 1 month. The duration of training varies depending on the characteristics of the child.

FILL OUT THE FORM AND GET A FREE SPECIALIST CONSULTATION

The questionnaire does not oblige you to anything. We care about your privacy, so we encrypt all personal data.

Reviews about the online school "BIT"

Feedback from our users

keyboard_arrow_up


keyboard_arrow_down

comment Pavlyuchenko

Family

We study in absentia at the local school. After writing a trial OGE in mathematics in March, they realized that there were big problems. At random, we chose distance courses in preparation for the OGE and were not mistaken. The result is 20 points. And his son also began to like geometry, which he did not understand at all.

comment Alla and Matvey Radchenko

Family

Some want to get the highest possible number of points on the exam, but our family's goal was to get the number of points that would allow us to get a certificate for grade 11. The son studied in the "Unified State Exam for the Certificate" group in Russian and mathematics. Classes were held in the evening via videoconference. There were 4 people in the group. Several times I watched the course. The teacher analyzed the task in great detail and explained the theory necessary to solve it. After each lesson, the teacher gave homeworkto be sent the day before the next lesson. Thanks to the preparation for the exam in the online school, we passed mathematics and Russian with strong Cs. Hooray!!!

comment Ermolay Vasiliev

Pupil

I like studying at the BIT school because it is interesting for me to do lessons in the BIT system, they are very interesting and accessible, and Anastasia Aleksandrovna is very kind and understands our problems and helps to solve them. I like to study at home, because it is calm at home, I can concentrate, I do not get tired as I did in school. I have more free time. I am learning to plan my classes for the day, plan my week.

comment Emil Mageramov

Pupil

“We chose this school because we wanted to switch to home schooling and finish 2 grades (8th and 9th) during the academic year. The service met all expectations. Learning is easy and interesting. The whole learning system is very well built. I liked it. that conveniently located chapters on subjects, which facilitates self-study. The test system allows you to independently test your knowledge and find out what you need to improve. In video lessons, you can consult with teachers about questions. The average attendance of video lessons was 5 people, and it turned out almost personal learning. trial lessons-tests in the school building to prepare for the OGE, you can come as much as you want and be tested. All teachers are very helpful and always ready to help. I am very glad that I was able to catch up with my age according to the school curriculum, I went to school for 8 years and was older than the rest. Now I study with my age. I studied in the 2017-2018 academic year.

comment Olga Khopryaninova

mother Danila Khopryaninova

Many are interested in Danina's school. I will write an impression after 1 week of study. ✔ As many have already understood, we left our school for various reasons. First of all, this is the school curriculum, 2-the number of hours that I had to spend there. ✔ Initially, the lesson went online, because they issued a certificate, according to which you can pick up documents from the school without any questions. ✔Then my husband accidentally stumbled upon the site of the online school BIT. And we began to think. What was offered at the BIT school was very interesting: ❗ an individual program for a child, ❗ no textbooks ❗ an innovative educational program, taking into account all the best traditions of the Soviet school and modern technologies, corresponding to the Federal State Educational Standard ❗ part-time form of study, not CO (although you can choose here) ❗ attachment to a Moscow school to maintain all documentation, entering ready-made grades into a personal file (and not putting a certificate with certification) ❗ the ability to write Olympiads ❗ tutor and psychologist ❗ online lessons with real teachers, a class of 6 people, raising hands, answering the lessons and all that (not only chat, in which you can write, but contact) Stopped the price (2 times more expensive than in int. lessons) and the fact that none of the acquaintances knew about her. ✔ for comparison, Internet lessons: ❗Everyone is issued on CO, and they give it, as it seemed to me, a slightly different form of training. ❗ they promise to put marks in the LD, in fact they contribute a certificate with attestation (in principle, this probably does not affect anything, in theory) ❗ a program for the School of Russia, textbooks either buy or download from them for 700r. Probably it is possible without them, but they wrote to me what was needed. Lessons with one-way communication and 2 times shorter. ✔ we thought and decided to take the money for the paid year from int lessons and entered BIT.

comment Angelica Fefilova

alina Fefilova's mother

Alina has been in family education since grade 1. My husband and I deal with it ourselves, but from time to time we had questions about how to explain a particular topic to a child. There is no point in hiring a tutor. Therefore, we turned to BIT for help. Here we received not only a teacher, but also interesting teaching materials with the help of which the child can study independently. Our teacher Anastasia Aleksandrovna, when checking assignments, not only puts marks, but also writes comments and recommendations for the child for studying the material.

comment Svetlana Leontieva

mother of Maria Nikiforova

Thanks to distance learning, my daughter can figure skate and master the school curriculum in her free time from training. We prepared for certification on our own in accordance with the plan of the school to which we are attached. Once a month, we took individual lessons with the teachers of the online school "BIT" in the Russian language and mathematics. The lessons were held via videoconference. The teacher repeated what he had passed with us and answered our questions. We passed the certification at 4 and 5, which makes us very happy!

comment Elena Savelieva

Schoolgirl

I want to say a big thank you to Evgenia Nikolaevna, who studied with me individually in the Russian language. Thanks to the classes, I prepared for the Unified State Exam and scored 98 points.

comment Anastasia Lapochkina

mother of Fedor, Sevastian and Ruslana Lapochkin

My children have never attended a traditional school and I do not regret it at all! While the eldest son was studying the 1st grade program, and the younger twins arrived at preschool age, there were no special problems. But as soon as the time came to organize training for three at the same time, problems began. It's good that I found the BIT online school. Now my children study independently, each at a convenient time for him. And I can combine classes in numerous circles and study at once for everyone.

WHO TEACHES?

Teachers, a defectologist, a psychologist with the appropriate qualifications and experience in working with children with disabilities will create a comfortable and developing environment for the child's education. The team works under the guidance of the candidate of pedagogical sciences, director of the Institute of Childhood of the Moscow Pedagogical state university, head of the project "Inclusive education" in LLC "MEO" Solovieva Tatyana Aleksandrovna.

In recent years, considerable attention has been paid to the problems of children with special health opportunities (HH). What are these and how to solve them? Let's try to figure it out.

Disabilities of health (HH). What it is?

In scientific literature sources, it is described that a person with disabilities is distinguished by certain limitations in daily life. These are physical, mental or sensory defects. Therefore, a person cannot perform certain functions or duties.

This condition is chronic or temporary, partial or general.

Naturally, physical limitations leave a significant imprint on psychology. Usually people with disabilities tend to be isolated, are characterized by low self-esteem, increased anxiety and lack of confidence in their abilities.

Therefore, work must be started from childhood. Significant attention within the framework of inclusive education should be paid to the social adaptation of disabled people.

Three-bar scale of disabilities

This is the British version of it. The scale was adopted in the eighties of the last century by the World Health Organization. It includes the following steps.

The first one is called "ailment". It refers to any loss or abnormality (psychological / physiological, anatomical structure or function).

The second stage involves patients with defects and loss of the ability to perform activities that are considered normal for other people.

The third stage is incapacity (disability).

Types of ovz

In the approved classification of violations of the basic functions of the body, a number of types are distinguished. Let's dwell on them in more detail.

1. Disorders of mental processes. It is about perception, attention, memory, thinking, speech, emotion and will.

2. Disorders in sensory functions. These are sight, hearing, smell and touch.

3.Disorders of the functions of respiration, excretion, metabolism, blood circulation, digestion and internal secretion.

4. Changes in the static-dynamic function.

Children with disabilities, who belong to the first, second and fourth categories, make up the majority of the total. They are distinguished by certain deviations and developmental disorders. Therefore, such children require special, specific methods of teaching and upbringing.

Psychological and pedagogical classification of children who belong to the special education system

Let's consider this issue in more detail. Since the choice of techniques and methods of teaching and education will depend on this.

  • Children with developmental disabilities. They lag behind in mental and physical development due to the fact that there is an organic lesion of the central nervous system and dysfunction of analyzers (auditory, visual, motor, speech).
  • Children who have developmental disabilities. They differ in the above deviations. But they limit their possibilities to a lesser extent.

Children with disabilities, children with disabilities have significant developmental disabilities. They enjoy social benefits and benefits.

There is also a pedagogical classification of violations.

It consists of the following categories.

Children with disabilities:

  • hearing (late deaf, hard of hearing, deaf);
  • vision (visually impaired, blind);
  • speech (different degrees);
    intelligence;
  • delayed psychoverbal development (PDD);
  • musculoskeletal system;
  • emotional and volitional sphere.

Four degrees of health impairment

Depending on the degree of impairment of functions and adaptation capabilities, the degree of health impairment can be determined.

Traditionally, there are four degrees.

First degree. The development of a child with disabilities occurs against the background of mild to moderate dysfunction. These pathologies can be an indication for the recognition of disability. However, as a rule, this does not always happen. Moreover, with proper training and education, the child can fully restore all functions.

Second degree. This is the third group of disabilities in adults. The child has pronounced disorders in the functions of systems and organs. Despite treatment, they continue to restrict his social adaptation. Therefore, such children need special conditions for learning and life.

Third degree of health impairment. It corresponds to the second group of disability in an adult. There is a high severity of violations that significantly limit the child's abilities in his life.

The fourth degree of health impairment. It includes pronounced dysfunctions of systems and organs, due to which the child's social maladjustment occurs. In addition, one can state the irreversible nature of the lesions and, often, the ineffectiveness of measures (treatment and rehabilitation). This is the first group of disabilities in an adult. The efforts of teachers and doctors are usually aimed at preventing a critical condition.

Development problems of children with disabilities

This is a special category. Children with disabilities are distinguished by the presence of physical and mental abnormalities that contribute to the formation of disorders of general development. This is a generally accepted position. But it is necessary to understand this issue in more detail.

If we talk about a child with minor disabilities, what we have already identified, then it should be noted that by creating favorable conditions, most of the developmental problems can be avoided. Many violations are not constraints between the child and the outside world. Competent psychological and pedagogical support of children with disabilities will allow them to master the program material and study together with everyone in comprehensive schoolattend a regular kindergarten. They can communicate freely with their peers.

However, disabled children with serious disabilities need special conditions, special education, upbringing and treatment.

Social policy of the state in the field of inclusive education

In Russia, in recent years, certain areas of social policy have been developed, which are associated with an increase in the number of children with disabilities. What it is and what problems are being solved, we will consider a little later. For now, let's note the following.

The basic provisions of social policy are based on modern scientific approaches, available material and technical means, a detailed legal mechanism, national and public programs, a high level of professional training of specialists, and so on.

Despite the efforts made and the progressive development of medicine, the number of children with disabilities is growing steadily. Therefore, the main directions of social policy are aimed at solving the problems of their education in school and stay in a preschool institution. Let's consider this in more detail.

Inclusive education

Education of children with disabilities should be aimed at creating favorable conditions for the realization of equal opportunities with peers, education and ensuring a decent life in modern society.

However, the implementation of these tasks should be carried out at all stages, starting from kindergarten and ending with school. Let us dwell on these stages below.

Creation of a "barrier-free" educational environment

The basic problem of inclusive education is to create a “barrier-free” educational environment. The main rule is its availability for children with disabilities, solving problems and difficulties of socialization.

In educational institutions that provide their support, it is necessary to comply with the general pedagogical requirements for technical equipment and equipment. This is especially true for the implementation of everyday needs, the formation of competence and social activity.

In addition, special attention should be paid to the upbringing and education of such children.

Challenges and challenges of inclusive education

Despite the ongoing work, teaching and raising children with disabilities is not so simple. The existing problems and difficulties of inclusive education are reduced to the following positions.

First, the collective of children does not always accept a child with disabilities as "their own."

Secondly, teachers cannot master the ideology of inclusive education, and there are difficulties in the implementation of teaching methods.

Thirdly, many parents do not want their normally developing children to go to the same class with a "special" child.

Fourth, not all people with disabilities are able to adapt to the conditions of ordinary life, without requiring additional attention and conditions.

Children with disabilities in preschool

Children with disabilities in a preschool educational institution are one of the main problems of a non-specialized kindergarten. Since the process of mutual adaptation is very difficult for a child, parents and teachers.

The priority goal of the integrated group is the socialization of children with disabilities. For them, preschool becomes the initial stage. Children with different abilities and developmental disabilities must learn to interact and communicate in one group, develop their potential (intellectual and personal). This becomes equally important for all children, as it will allow each of them to maximize the existing boundaries of the world around them.

Children with disabilities at school

The priority task of modern inclusive education is to increase attention to the socialization of disabled children. An approved adapted program for children with disabilities to study in a comprehensive school. However, the materials currently available are scattered and not integrated into a system.

On the one hand, inclusive education in general education schools is beginning to appear, on the other hand, the heterogeneity of the composition of students is increasing, taking into account the level of their speech, mental and mental development.

This approach leads to the fact that the adaptation of both conventionally healthy children and children with disabilities is significantly hampered. This leads to additional, often insurmountable difficulties in the implementation of the teacher's individual approach.

Therefore, children with disabilities at school cannot simply study on an equal basis with others. For a favorable result, it is necessary to create certain conditions.

Main directions of work in the system of inclusive education

For the full development of a child with disabilities at school, it is necessary to work in the following areas.

First, in order to solve problems, it is recommended to create a group of psychological and pedagogical support in an educational institution. Its activities will be as follows: to study the features of the development of children with disabilities and their special needs, to draw up individual educational programs, to develop forms of support. These provisions should be recorded in a special document. This is an individual map of psychological and pedagogical support for the development of a child with disabilities.

Secondly, it is necessary to constantly adjust the techniques and methods of teaching and upbringing.

Third, a revision should be initiated by the escort team. curriculum, taking into account the assessment of the child's condition and the dynamics of his development. As a result, an adapted version is created for children with disabilities.

Fourthly, it is necessary to regularly conduct correctional and developmental classes aimed at increasing motivation, developing cognitive activity, memory and thinking, cognition of their personal characteristics.

Fifth, one of the necessary forms of work is work with the family of a disabled child. Its main purpose is to organize assistance to parents in the process of mastering practical knowledge and skills necessary in the upbringing and teaching of children with disabilities. In addition, it is recommended:

  • actively involve the family in the work of the educational institution, providing psychological and pedagogical support;
  • counseling parents;
  • teach the family the techniques and methods of providing assistance available to them;
  • organize parental feedback with an educational institution, etc.

In general, it should be noted that inclusive education in Russia is just beginning to develop.

In accordance with Part 1 (hereinafter referred to as the Federal Law "On Education in the Russian Federation"), the content of education and the conditions for organizing training and upbringing of students with disabilities (hereinafter referred to as HIA) are determined, and for the disabled also in accordance with the individual rehabilitation program for the disabled ...

According to Part 2, general education of students with disabilities is carried out in organizations that carry out educational activities on. In such organizations, special conditions are created for these students to receive education.

Taking this into account, in order to receive general education for children with disabilities in general educational organizations for such children, appropriate adapted basic general educational programs should be developed (by separate documents).

The adapted basic general education programs for children with disabilities should be developed taking into account the peculiarities of their psychophysical development, individual capabilities. If necessary, these programs should ensure the correction of developmental disorders and social adaptation of these persons and take into account the requirements of federal state educational standards of general education by levels of education and (or) federal state educational standards for the education of children with disabilities.

The educational organization must create special conditions for teaching children with disabilities, given that in accordance with Part 11, when receiving education, students with disabilities are provided with free special textbooks and tutorials, other educational literature, as well as the services of sign language interpreters and tiflo-sign language interpreters. This measure of social support is an expenditure obligation of the constituent entity of the Russian Federation in relation to such students, with the exception of students at the expense of budgetary allocations from the federal budget. For disabled people studying at the expense of federal budget allocations, the provision of these social support measures is an expenditure obligation of the Russian Federation.

In accordance with Part 6, the specifics of the organization of educational activities for students with disabilities are determined by the federal executive body responsible for the development of state policy and legal regulation in the field of education, together with the federal executive body responsible for the development of state policy and regulatory - legal regulation in the field of social protection of the population.

The organization of educational activities for disabled children is carried out on the basis of an individual disabled person's rehabilitation program.

Teaching children with disabilities

Perhaps this information will be useful to teachers working in the system of correctional education. It contains information about the principles of teaching, methods and techniques of working with such students.

The problems of special education today are among the most urgent in the work of all divisions of the Ministry of Education and Science of the Russian Federation, as well as the system of special correctional institutions. This is primarily due to the fact that the number of children with disabilities and children with disabilities is steadily growing. Currently, there are over 2 million children with disabilities in Russia (8% of all children), of which about 700 thousand are disabled children. In addition to an increase in the number of almost all categories of children with disabilities, there is also a tendency for a qualitative change in the structure of the defect, the complex nature of disorders in each individual child.

The education of children with disabilities and children with disabilities provides for the creation of a special correctional and developmental environment for them, providing adequate conditions and equal opportunities with ordinary children to receive education within the limits of special educational standards, treatment and rehabilitation, upbringing and training, correction of developmental disorders, social adaptation.
Obtaining education by children with disabilities and children with disabilities is one of the main and integral conditions for their successful socialization, ensuring their full participation in society, effective self-realization in various types of professional and social activities.
In this regard, ensuring the realization of the right of children with disabilities to education is considered as one of the most important tasks of state policy not only in the field of education, but also in the field of demographic and socio-economic development of the Russian Federation.
The Constitution of the Russian Federation and the Law "On Education" state that children with developmental problems have equal rights to education with all. The most important task of modernization is to ensure the availability of quality education, its individualization and differentiation, a systematic increase in the level of professional competence of teachers of correctional and developmental education, as well as to create conditions for achieving a new modern quality of general education.

FEATURES OF CHILDREN WITH DISABLED HEALTH OPPORTUNITIES.
Children with disabilities are children whose health conditions impede the development of educational programs outside the special conditions of education and upbringing. The group of schoolchildren with disabilities is extremely heterogeneous. This is determined, first of all, by the fact that it includes children with various developmental disorders: hearing, vision, speech, musculoskeletal, intellect disorders, with pronounced disorders of the emotional-volitional sphere, with delay and complex developmental disorders. Thus, the most important priority in working with such children is an individual approach, taking into account the specifics of the psyche and health of each child.
Special educational needs differ for children of different categories, since they are set by the specifics of mental development disorders and determine the special logic of building the educational process, and are reflected in the structure and content of education. Along with this, it is possible to single out the special needs inherent in all children with disabilities:
- to begin special education of the child immediately after the detection of the primary developmental disorder;
- to introduce into the content of the child's education special sections that are not present in the education programs of normally developing peers;
- use special methods, techniques and teaching aids (including specialized computer technologies) that ensure the implementation of "workarounds" of learning;
- individualize training in to a greater extentthan is required for a normally developing child;
- to provide a special spatial and temporal organization educational environment;
- maximize the educational space outside the educational institution.
General principles and rules of correctional work:
1. An individual approach to each student.
2. Preventing the onset of fatigue using various means (alternating mental and practical activities, presenting material in small doses, using interesting and colorful didactic material and visual aids).
3. The use of methods that activate the cognitive activity of students, develop their oral and written speech and form the necessary learning skills.
4. Manifestation of pedagogical tact. Constant encouragement for the slightest success, timely and tactical assistance to each child, the development in him of faith in his own strength and capabilities.
Effective methods of corrective influence on the emotional and cognitive sphere of children with developmental disabilities are:
- game situations;
- didactic games, which are associated with the search for specific and generic features of objects;
- game trainings that contribute to the development of the ability to communicate with others;
- psycho-gymnastics and relaxation, allowing you to relieve muscle spasms and clamps, especially in the face and hands.

The majority of students with disabilities have an insufficient level of cognitive activity, immaturity of motivation for learning activities, and a reduced level of efficiency and independence. Therefore, the search and use of active forms, methods and techniques of teaching is one of the necessary means of increasing the effectiveness of the correctional and developmental process in the work of a teacher.
The goals of school education, which the state, society and family put before the school, in addition to acquiring a certain set of knowledge and skills, are the disclosure and development of the child's potential, the creation of favorable conditions for the realization of his natural abilities. A natural play environment, in which there is no coercion and there is an opportunity for each child to find their place, to show initiative and independence, to freely realize their abilities and educational needs, is optimal for achieving these goals. Incorporating active teaching methods into educational process allows you to create such an environment both in the classroom and in extracurricular activities, including for children with disabilities.
The rapidly developing changes in society and the economy today require a person to be able to quickly adapt to new conditions, to find optimal solutions complex issues, showing flexibility and creativity, not to get lost in a situation of uncertainty, to be able to establish effective communication with different people.
The task of the school is to prepare a graduate who has the necessary set of modern knowledge, skills and qualities that allow him to feel confident in an independent life.
Traditional reproductive training, the passive subordinate role of the student cannot solve such problems. Their solution requires new pedagogical technologies, effective forms of organizing the educational process, active teaching methods.
Cognitive activity is the quality of the student's activity, which manifests itself in his attitude to the content and process of learning, in his striving for effective mastery of knowledge and methods of activity in the optimal time.
One of the basic principles of teaching in general and special pedagogy is the principle of students' consciousness and activity. According to this principle, "learning is effective only when students show cognitive activity, are subjects of learning." As Yu. K. Babansky pointed out, the activity of students should be directed not just at memorizing the material, but at the process of independently acquiring knowledge, researching facts, identifying errors, and formulating conclusions. Of course, all this should be carried out at a level accessible to students and with the help of a teacher.
The level of students' own cognitive activity is insufficient, and to increase it, the teacher needs to use means that promote the activation of educational activity. One of the features of students with developmental problems is the insufficient level of activity of all mental processes. Thus, the use of means of enhancing educational activity in the course of teaching is a necessary condition for the success of the learning process for schoolchildren with disabilities.
Activity is one of the most important characteristics of all mental processes, which largely determines the success of their course. Increasing the level of activity of perception, memory, thinking contributes to greater efficiency cognitive activity in general.
When selecting the content of classes for students with disabilities, it is necessary to take into account, on the one hand, the principle of accessibility, and on the other hand, avoid oversimplification of the material. Content becomes effective remedy activation of educational activity if it corresponds to the mental, intellectual capabilities of children and their needs. Since the group of children with disabilities is extremely heterogeneous, the task of the teacher is to select the content in each specific situation and methods and forms of teaching organization that are adequate to this content and students' capabilities.
The next very important means of activating learning are teaching methods and techniques. It is through the use of certain methods that the content of training is realized.
The term "method" comes from the Greek word "metodos", which means a path, a way of moving towards the truth, towards the expected result. In pedagogy, there are many definitions of the concept of "teaching method". These include the following: “teaching methods are methods of interrelated activity of a teacher and students, aimed at solving a complex of tasks of the educational process” (Yu. K. Babansky); “Methods are understood as a set of ways and means of achieving goals, solving educational problems” (IP Podlasy).
There are several classifications of methods that differ depending on the criterion that is used as a basis. The most interesting in this case are two classifications.
One of them, proposed by M. N. Skatkin and I. Ya. Lerner. According to this classification, the methods are distinguished depending on the nature of cognitive activity, the level of student activity.

It highlights the following methods:
explanatory and illustrative (informational and receptive);
reproductive;
partially search (heuristic);
problem statement;
research.
Another, the classification of methods for the organization and implementation of educational and cognitive activities; methods of its stimulation and motivation; methods of control and self-control, proposed by Yu. K. Babansky. This classification is represented by three groups of methods:
methods of organizing and implementing educational and cognitive activities: verbal (story, lecture, seminar, conversation); visual (illustration, demonstration, etc.); practical (exercises, laboratory experiments, labor actions, etc.); reproductive and problem-search (from private to general, from general to specific), methods independent work and work under the guidance of a teacher;
methods of stimulating and motivating educational and cognitive activities: methods of stimulating and motivating interest in learning (the entire arsenal of methods of organizing and implementing educational activities is used with the aim of psychological adjustment, incentives to learn), methods of stimulating and motivating duty and responsibility in learning;
methods of control and self-control over the effectiveness of educational and cognitive activity: methods of oral control and self-control, methods of written control and self-control, methods of laboratory-practical control and self-control.
The most acceptable methods in the practical work of a teacher with students with disabilities are explanatory and illustrative, reproductive, partially search, communicative, information and communication; methods of control, self-control and mutual control.
The group of search and research methods provides the greatest opportunities for the formation of students 'cognitive activity, but for the implementation of problem-based teaching methods, a sufficiently high level of formation of students' ability to use the information provided to them, the ability to independently search for ways to solve the problem is required. Not all younger schoolchildren with disabilities have such skills, which means that they need additional help from a teacher and a speech therapist. It is possible to increase the degree of independence of students with disabilities, and especially children with mental retardation, and introduce assignments based on elements of creative or search activity into learning only very gradually, when a certain basic level of their own cognitive activity has already been formed.
Active learning methods, play methods are very flexible methods, many of them can be used with different age groups and in different conditions.
If play is a habitual and desirable form of activity for a child, then it is necessary to use this form of organizing activities for learning, combining play and the educational process, more precisely, using a play form of organizing students' activities to achieve educational goals. Thus, the motivational potential of the game will be aimed at more effective mastering by schoolchildren of the educational program, which is important not only for schoolchildren with speech disorders, but also especially important for schoolchildren with disabilities.
The role of motivation in the successful education of children with disabilities can hardly be overestimated. The studies of student motivation have revealed interesting patterns. It turned out that the value of motivation for successful learning is higher than the value of the student's intelligence. High positive motivation can play the role of a compensating factor in the case of insufficiently high abilities of the student, however, this principle does not work in the opposite direction - no abilities can compensate for the absence of an educational motive or its low severity and ensure significant success in learning. The possibilities of various teaching methods in the sense of enhancing educational and educational-production activities are different, they depend on the nature and content of the corresponding method, the methods of their use, the teacher's skill. Each method is made active by the one who uses it.
The concept of "teaching technique" is closely related to the concept of the method. Teaching methods are specific operations of interaction between a teacher and a student in the process of implementing teaching methods. Teaching methods are characterized by subject content, organized by them cognitive activities and are determined by the purpose of the application. The real learning activity consists of separate techniques.
In addition to methods, forms of organizing training can act as a means of enhancing educational activity. Talking about different forms teaching, we mean “special constructions of the learning process”, the nature of the teacher's interaction with the class and the nature of the presentation of educational material in a certain period of time, which is due to the content of learning, methods and types of student activities.
The form of organizing joint activities of the teacher and students is a lesson. In the course of the lesson, the teacher can use various teaching methods and techniques, selecting the most appropriate for the content of learning and the cognitive capabilities of students, thereby contributing to the activation of their cognitive activity.
To enhance the activities of students with disabilities, you can use the following active teaching methods and techniques:
1. The use of signal cards when performing tasks (on the one hand it shows a plus, on the other - a minus; circles of different colors for sounds, cards with letters). Children complete the task, or assess its correctness. Cards can be used in the study of any topic in order to test the knowledge of students, identify gaps in the material covered. Their convenience and efficiency lies in the fact that the work of each child is immediately visible.
2. Using inserts on the board (letters, words) when completing a task, solving a crossword puzzle, etc. Children really like the competitive moment during this type of task, because in order to attach their card to the board, they need to answer correctly to a question, or perform the proposed task better than others.
3. Knots for memory (compilation, recording and hanging on the board of the main points of the study of the topic, conclusions that need to be remembered).
This technique can be used at the end of the study of the topic - to consolidate, summarize; during the study of the material - to assist in completing assignments.
4. Perception of the material at a certain stage of the lesson with closed eyes is used to develop auditory perception, attention and memory; switching the emotional state of children during the lesson; to motivate children to take classes after vigorous activity (after a physical education lesson), after completing a task of increased difficulty, etc.
5. Using the presentation and presentation fragments during the lesson.
The introduction of modern computer technologies into school practice makes the teacher's work more productive and efficient. The use of ICT organically complements the traditional forms of work, expanding the possibilities of organizing the teacher's interaction with other participants in the educational process.
Using the presentation software is very convenient. On the slides, you can place the necessary picture material, digital photographs, texts; you can add music and voice to your presentation. With this organization of the material, three types of children's memory are included: visual, auditory, and motor. This allows the formation of stable visual-kinesthetic and visual-auditory conditioned reflex connections of the central nervous system. In the process of correctional work, on their basis, children form correct speech skills, and in the future, self-control over their speech. Multimedia presentations bring a visual effect to the lesson, increase motivational activity, and contribute to a closer relationship between the speech therapist and the child. Thanks to the sequential appearance of images on the screen, children have the opportunity to perform exercises more carefully and in full. The use of animation and surprises makes the correction process interesting and expressive. Children receive approval not only from the speech therapist, but also from the computer in the form of pictures-prizes, accompanied by sound design.
6. Using picture material to change the type of activity during the lesson, develop visual perception, attention and memory, activate vocabulary, and develop coherent speech.
7. Active methods of reflection.
The word reflection comes from the Latin "reflexior" - turning back. The explanatory dictionary of the Russian language interprets reflection as thinking about one's inner state, introspection.
In modern pedagogical science, reflection is usually understood as an introspection of activity and its results.
In the pedagogical literature, there is the following classification of types of reflection:
1) reflection of mood and emotional state;
2) reflection of the content of the educational material (it can be used to find out how the students realized the content of the passed material);
3) reflection of activity (the student must not only realize the content of the material, but also comprehend the ways and techniques of his work, be able to choose the most rational ones).
These types of reflection can be carried out both individually and collectively.
When choosing one or another type of reflection, one should take into account the purpose of the lesson, the content and difficulties of the educational material, the type of lesson, methods and methods of teaching, age and psychological characteristics of students.
In the classroom, when working with children with disabilities, the most often used reflection of mood and emotional state.
The technique with various color images is widely used.
Students have two cards of different colors. They show a card according to their mood at the beginning and end of the session. In this case, it is possible to trace how the emotional state of the student changes during the lesson. The teacher should be sure to clarify the changes in the child's mood during the lesson. This is valuable information for reflection and adjustment of your activities.
"The tree of feelings" - students are encouraged to hang red apples on the tree if they feel good, comfortable, or green if they feel uncomfortable.
"Sea of \u200b\u200bJoy" and "Sea of \u200b\u200bSadness" - let your boat into the sea according to your mood.
Reflection of the end of the lesson. The most successful at the moment is the designation of the types of tasks or stages of the lesson with pictures (symbols, various cards, etc.), which help children at the end of the lesson to update the material passed and choose the stage of the lesson that they like, remember, the most successful for the child, attaching their own picture.
All of the above methods and techniques of organizing education to one degree or another stimulate the cognitive activity of students with disabilities.
Thus, the use of active teaching methods and techniques increases the cognitive activity of students, develops their creative abilities, actively involves students in the educational process, stimulates the independent activity of students, which equally applies to children with disabilities.
The variety of teaching methods available allows the teacher to alternate between different types of work, which is also an effective means of stimulating learning. Switching from one type of activity to another, prevents overwork, and at the same time does not allow distraction from the material being studied, and also ensures its perception from different sides.
The means of activation must be used in a system that, by combining properly selected content, methods and forms of organization of training, will stimulate various components of educational and correctional development activities in students with disabilities.
Application of modern technologies and techniques.

Currently, an urgent problem is the preparation of schoolchildren for life and activity in the new socio-economic conditions, in connection with which there is a need to change the goals and objectives of correctional education for children with disabilities.
An important place in the educational process is occupied by a correctional and developmental teaching model (Khudenko E.D.), which provides schoolchildren with comprehensive knowledge that performs a developmental function.
In the author's methodology of correctional education, the emphasis is on the following aspects of the educational process:
- development of a mechanism for compensating a student with disabilities through the educational process, which is built in a special way;
- formation of a system of knowledge, skills and abilities determined by the Program in the context of the development of an active life position the student, before professional career guidance, development of future prospects;
- mastering by the student with a set of models of educational / extracurricular behavior that ensure successful socialization, corresponding to a certain age category.
As a result of correctional and developmental training, overcoming, correction and compensation of violations of the physical and mental development of children with intellectual disabilities occurs.
For the development of the child's personality as a whole, correctional and developmental lessons play a very important role. These are lessons, during which the training information is worked out from the position of the maximum activity of the work of all analyzers (sight, hearing, touch) of each particular student. Correctional and developmental lessons contribute to the work of all higher mental functions (thinking, memory, speech, perception, attention), aimed at solving the set goals and objectives of the lesson. Correctional and developmental lessons are based on the principles of technology:
The principle of developing the dynamism of perception involves the construction of training (lessons) in such a way that it is carried out at a sufficiently high level of difficulty. We are not talking about complicating the program, but about developing such tasks, during the performance of which the student has some obstacles, overcoming which will contribute to the development of the student, the disclosure of his capabilities and abilities, the development of a mechanism for compensating various mental functions in the process of processing this information.

For example, in the lesson on the topic "Declination of nouns" the task is "divide these words into groups, add the word to the desired group."
On the basis of the constant active inclusion of inter-analytic connections, an efficiently responsive system of information processing that comes to the child develops. For example, in a literature lesson, the assignment is “Find a passage in the text shown in the illustrations”. which contributes to the dynamism of perception and allows you to constantly exercise in information processing. The dynamism of perception is one of the main properties of this process. There is also “meaningfulness” and “constancy”. These three characteristics are the essence of the process of perception.
The principle of productive information processing is as follows: training is organized in such a way that students develop the skill of transferring methods of information processing and thereby develop a mechanism for independent search, selection and decision-making. It is about developing the child's ability to independently respond appropriately in the course of learning.

For example, when studying the topic "Composition of a word", the task is given - "Collect the word" (From the first word take a prefix, from the second - the root, from the third - the suffix, from the fourth - the ending).
The principle of development and correction of higher mental functions presupposes the organization of training in such a way that in the course of each lesson, various mental processes are practiced and developed. To do this, it is necessary to include in the content of the lesson special correction exercises: for the development of visual attention, verbal memory, motor memory, auditory perception, analytical and synthetic activity, thinking, etc. For example,
I give the task "Don't miss a mistake" for concentration;
to verbal and logical generalization - "What season is described in the poem, how was it defined?" (animal, tree, etc.).
on auditory perception - "Correct the incorrect statement."
The principle of motivation for learning is that tasks, exercises, etc. should be interesting to the student. The entire organization of training is focused on the voluntary inclusion of the student in the activity. For this I give creative and problematic tasks, but appropriate to the child's capabilities.
A persistent interest in educational activities among mentally retarded schoolchildren is formed through conducting travel lessons, game lessons, quiz lessons, research lessons, meeting lessons, plot lessons, lessons in protecting creative assignments, through the attraction of fairy-tale characters, game activities, extracurricular work and the use of various techniques.
Information resources allow achieving a high level of effectiveness of lessons. In the office there are discs on theoretical and practical sections of the Russian language, with test tasks... The use of computer disks in Russian lessons allows students to better perceive the teacher's explanations, learn a lot of new information, and test their knowledge and skills using tests.
Health is a state of complete physical, mental and social well-being, and not just the absence of diseases or physical defects, therefore health-preserving technologies are used by me both in classroom activities and in extracurricular work.
In your practice, it is important to ensure the strengthening of the mental health of students, using:
- Methods of preventing and correcting psychoemotional stress in children (Warm-up during intense intellectual activity, musical rhythmic gymnastics).
- Exercises to relieve nervous tension in children (" Balloon". "Artistic squatting", "Curious Barbarian" (relaxation of the neck muscles), "Lemon" (relaxation of the arm muscles), "Elephant" (relaxation of the leg muscles), "Icicle" (quick release of strong emotional and physical stress), "Silence" ( relaxation of the whole organism), "Bell", "Blow out the candle", "Summer day", "Fly").
- Exercises for the development of the emotional sphere ("Humpty Dumpty", "Relaxation", "Gymnastics", "Good mood", "Sing", "Two cockerels quarreled", "Needle and thread", "The dragon bites its tail", " Fox, where are you? ”,“ Listen to the command ”,“ I didn't know! ”,“ Take it and pass it on ”,“ Meditation ”).


Similar articles

Flower beds and flower beds with their own hands from scrap materials - photos, recommendations

Flower beds and flower beds with their own hands from scrap materials - photos, recommendations

How to prune raspberries correctly in the fall: instructions for beginners

How to prune raspberries correctly in the fall: instructions for beginners

Replacing water pipes in an apartment: repair instructions

Replacing water pipes in an apartment: repair instructions

×
Close