What it takes to get into a special school. Do parents (legal representatives) have the right to transfer a child from a special (correctional) school, where the child studied according to the type VII program, to a regular general education school? Special classes VI

If the parents themselves understood, or doctors and other specialists have established that the child has developmental features, it is necessary to find a suitable one as soon as possible. educational institution... And the sooner you find the one that suits your child with his individual characteristics, the higher the chances of his rehabilitation, social adaptation, psychological correction and overcoming the difficulties associated with health.

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Kindergarten plus primary school

There are so-called primary schools-kindergartens of a compensatory type, where children with developmental disabilities first simply are in the garden and socially adapt in the society of other kids, and then stay in the kindergarten smoothly moves to learning in primary school... Then, depending on how the child copes with the program, he goes to the 1st or immediately to the 2nd grade of the correctional school.

The developmental features are too different

There are so many features in development and they are so different that "special children" sometimes do not fit into the "template" of this or that diagnosis. AND the main problem their training consists precisely in the fact that all the children are completely different and dissimilar, and each with its own oddities and health problems. And yet, experts have identified the main developmental problems or diagnoses, which are indicated by such abbreviations:

Cerebral palsy - infantile cerebral palsy;

ZPR - mental retardation;

ЗРР - delayed speech development;

MMD - minimal cerebral dysfunction;

ODA - musculoskeletal system;

ОНР - general speech underdevelopment;

RDA - early childhood autism;

ADHD - attention deficit hyperactivity disorder;

HVD - disabilities.

As you can see, of all of the above, only cerebral palsy, MMD and problems with the musculoskeletal system are specific medical diagnoses. Otherwise, the names of children's features, oddities and problems are very, very arbitrary. What does "general speech underdevelopment" mean? And how does it differ from "speech retardation"? And this is a "delay" in relation to what - in relation to what age and level of intelligence? As for "early childhood autism", this diagnosis is made so different in behavioral manifestations of children that it seems that our domestic experts themselves do not agree on autism, since they have not yet studied this disease well enough. And "attention deficit hyperactivity disorder" today is given to almost every second restless child! Therefore, before you agree that your child will be assigned this or that diagnosis, show it not to one, but at least a dozen specialists and get from them intelligible arguments and clear medical indications for which the child will be diagnosed. A diagnosis such as blindness or deafness is obvious. But when a playful child, who gives educators and teachers more trouble than other children, is in a hurry to appropriate a "diagnosis", just to get rid of it by transferring it to kindergarten or a school for "children with special needs", then you can fight for your child. After all, a label glued from childhood can fundamentally spoil a child's life.

Special (correctional) schoolsI, II, III, IV, V, VI, Vii andVIII species. What kind of children do they teach?

In special (correctional) general education type I schools children with hearing disabilities, hearing impairments and deaf children are trained. IN type II schools deaf children study. Type III-IV schools designed for blind and visually impaired children. SchoolsV kind accept students with speech disorders, in particular stuttering children, into their walls. Type VI schools created for children with problems in physical and mental development. Sometimes such schools function in neurological and psychiatric hospitals. Their main contingent is children with in different forms infantile cerebral palsy (cerebral palsy), spinal and traumatic brain injuries. Type VII schools for children with ADHD and CRD. Type VII schools are engaged in the correction of dyslexia in children. Alexia is a lack of speech and a complete inability to master speech, and dyslexia is a partial specific disorder of reading mastery caused by a violation of higher mental functions... And, finally, in special (correctional) general education schools of the VIII type teach mentally retarded children, the main goal of these educational institutions is to teach children to read, count and write and orient themselves in social conditions. At schools of the VIII type there are carpentry, locksmiths, sewing or bookbinding workshops, where students within the walls of the school receive a profession that allows them to earn a living. Way to higher education it is closed for them, after graduation they only receive a certificate that they have attended the ten-year program.

Correctional school: strive for or avoid it?

This difficult question is up to you. As we know, cerebral palsy has such different and dissimilar forms - from profound mental retardation, in which doctors pass the verdict: "we are not learning" - to completely intact intelligence. A child with cerebral palsy can suffer from the musculoskeletal system and at the same time have a completely bright and intelligent head!

Considering all the individual characteristics of a child, before choosing a school for him, consult a hundred times with doctors, defectologists, speech therapists, psychiatrists and parents of special children who have more experience due to the fact that their children are older.

For example, is it necessary for a child with severe stuttering to be in an environment like him? Would that kind of environment be good for him? Isn't it better to follow the path of inclusive education, when diagnosed children are immersed in the environment of healthy peers? Indeed, in one case, the correctional school can help, and in another ... harm. After all, each case is so individual! Remember the first frames of Tarkovsky's film "The Mirror". "I can speak!" - says the teenager after the hypnosis session, forever freeing himself from the strong stuttering that oppressed him for many years. This is how the brilliant director shows us: miracles happen in life. And the one on whom teachers and doctors put an end to, sometimes can surprise the world with an extraordinary talent or at least become a socially adapted member of society. Not special, but an ordinary person.

Visit the school in person!

Doctors will be the first to judge your child's abilities. They will send him to the psychological, medical and pedagogical commission (PMPK). Check with the committee on which school in your district is best suited for your child, will open up his abilities, and correct his problems and shortcomings. Contact the county resource center for the development of inclusive education: can they help with advice? To get started, call the schools in your area. Chat on forums with parents of children who are already learning. Are they satisfied with the education and attitude of the teachers? And it is better, of course, to personally get acquainted with the headmaster of the school, teachers, and certainly - with future classmates! You need to know what kind of environment your child will be in. You can go to the websites of schools, but there you will receive only a minimum of formal information: you can draw a beautiful picture on the Internet, but will it correspond to reality? Only attending school will give you a true idea of \u200b\u200bthe school. Having crossed the threshold of the building, you will immediately understand whether there is cleanliness, order, discipline here, and most importantly, the reverent attitude of teachers to special children. You will feel all this right at the entrance!

Home-based training as an option

For some children, doctors offer home education. But again, this option is not suitable for everyone. Some psychologists in general are categorically against home-based education, because for children with developmental disabilities there is nothing more terrible than isolation from society. And home-based education is isolation from peers. Whereas communication with them can have a beneficial effect on the mental and emotional development of the child. Even in ordinary schools, teachers talk about the great strength of the team!

Please note that there are several schools, for example, type VIII in each district, and even there is a choice, but not every district has schools for blind or deaf children. Well, you will have to travel far, drive or ... rent an apartment where there is a school your child needs. Many nonresident people come to Moscow solely for the education and rehabilitation of their special children, because in the provinces, correctional education is by and large simply lacking. So newcomers do not care in which district to rent an apartment, so first they find a school suitable for their child, and then they rent an apartment nearby. Can you do the same in the interests of your own child?

According to the Constitution of the Russian Federation, everyone is equal

Be aware that according to the Constitution of the Russian Federation and the law on education, everyone has the right to education, regardless of the diagnosis. The state guarantees the general availability and free of charge preschool, basic general and secondary vocational education (Articles 7 and 43 of the Constitution of the Russian Federation). The provisions of the Constitution of the Russian Federation are explained in Federal law dated July 10, 1992 No. 3266-1 "On Education", in accordance with paragraph 3 of Article 2 of which one of the principles of state policy in the field of education is general accessibility of education , as well as adaptability of the education system to the levels and characteristics of development and training of students .

So, to enroll a child in first grade, you must submit to the general educational institution application for admission, birth certificate, medical card in the form 0-26 / U-2000, approved by order of the Ministry of Health Russian Federation dated 03.07.2000 No. 241, certificate of registration of the child (form No. 9). Parents have the right not to disclose the diagnosis of a child upon admission to an educational institution (Article 8 of the Law of the Russian Federation of 07/02/1992 N 3185-1 (as amended on 07/03/2016) "On psychiatric care and guarantees of citizens' rights during its provision" (p. amended and supplemented, entered into force on 01.01.2017), and the school administration has no right to receive this information from anyone other than the parent (legal representative) of the child.

And if you think that the rights of your child are being infringed upon by attributing a false diagnosis to him (after all, the unwanted were hidden in psychiatric clinics at all times), feel free to join the fight! The law is on your side. Remember, there is no one besides you to protect the rights of your child.

After the correctional school, you can continue your education in two ways:
1. Education for the purpose of obtaining a certificate of basic secondary general education - it can be an evening school, external studies, perhaps there are some other options. As a result, pass the exams of an independent commission, as students do at the end of the 9th grade of secondary schools. With the obtained certificate, you can continue your education in almost any college.
2. Training in the vocational education system (college). At the end of the correctional school, students receive not a Certificate, but a Certificate of Education. With this document, it is possible to continue education only in the college in which there is a correctional group (KRO), which gives primary vocational education (NGO). The training will be only professional, with a number of general subjects (physical education, life safety, etc.). As a result, only a certificate of profession is issued, but not a certificate of secondary education. If desired and possible, obtaining a profession can be combined with training in an evening school.
The list of colleges and specialties that accept graduates of correctional schools is not very large. I have used information from a variety of sources. College staff and teachers of KRO groups usually answer all questions in detail, you can come to college and look at the learning conditions, days pass open doors... Here's what I found out:

• In response to my request (I asked to send a detailed and up-to-date list of professional educational institutions), the Moscow Department of Education offered only 4 colleges:

• Detailed lists of colleges with KRO groups are on the website http://center1.testov.net/ovs/ It is these lists that I advise to take as a basis , or persistently call all colleges in general for admission. The information is very helpful, but phone numbers and specialties may not be entirely correct. The correct phone numbers are easy to find on the Internet on college websites, and further clarify all the details by phone. A directory of secondary vocational institutions can be purchased.

• Another list that I managed to find on the Internet, but the link http://omczo.org/publ/468-1-0-2980 does not work now. It overlaps with the previous one in many ways, but there are also differences.

• I checked some colleges from the general lists (see above), I got another table. I left in it those that are definitely not accepted after correctional school. Usually colleges have several "sites" located in different districts of Moscow, where exactly the chosen specialty is taught, you need to clarify directly with the selection committee.

For those children who find it difficult to study due to their existing health problems, there are special educational institutions or correctional classes are opened in a regular school. Here you can write a disabled or developmentally delayed child. The main purpose of such institutions and classes lies in the social adaptation of pupils and their integration into society.

If the child is going to school soon ...

The fact that their child lags behind their peers in development, caring parents understand already in the first years of his life. This becomes especially evident by the age of six. has poor speech and a low level of intellectual abilities. Sometimes these children do not even know how to hold a pencil in their hands. It is becoming obvious not only for teachers, but also for parents that such a child needs to attend a correctional class. This will allow him to adapt to life socially and physically.

Where are specialized classes created?

The process of teaching children with developmental delays can be organized in any educational institution. For those who do not know what a correctional class at school is, it is worth explaining that kids from special groups enter it. preschool institutions... Moreover, enrollment is possible only with the consent of the parents, upon their written application.

A correctional class is usually opened at the initial stage of the school curriculum. Moreover, it continues to function up to receiving incomplete secondary education. To work with children, specially trained teachers are on the staff of the institution. In addition, the school must have scientific and methodological literature, as well as the material base corresponding to the direction of the class. All this will allow organizing the educational process, as well as providing treatment and prophylactic support to these special children.

Correctional classes in schools are opened according to the order of the director. At the same time, there must be a mandatory conclusion of the psychological, medical and pedagogical council of the school for each of the children, as well as the psychological, medical and pedagogical commission of the district.

Who is accepted into the correctional class?

Special education in a general education school is received by children who experience certain difficulties in acquiring knowledge, as well as poorly adapting to the team. As a rule, such students show slight disturbances in the work of the brain, central nervous system, as well as a lag in the emotional-volitional type.

Children with severe developmental disabilities are not admitted to the correctional class opened in a general education school. These include:

Harsh vision, motor forms, and speech;
- mental retardation;
- pronounced disorders of collective communication, in the form of early autism.

Transfer to regular class

Children enrolled in a special program have the opportunity to gain knowledge together with their peers. To transfer to a regular class, a child needs to have a positive developmental dynamics. In addition, he must successfully master the special program. This translation is possible with the adoption of an appropriate decision by the psychological, medical and pedagogical council, as well as with the consent of the student himself.

Work and rest mode

For students in correctional classes, work in the first shift is considered the most appropriate. At the same time, their daily routine is set taking into account their low working capacity and rapid fatigue.

Additional vacations are introduced for babies attending grade 1 through correctional grade 3. These children are allowed to rest for seven days in February.

Benefits of specialized training

Correctional classes in schools have a capacity of seven to fourteen students. With a larger number of pupils, a rate should be allocated for one more teacher. In this case, an additional correctional class is formed. A small number of children allows you to pay maximum attention to each of them.

The positive side of this class is that work with students is carried out not by ordinary teachers, but by pedagogues-defectologists. This specialty is taught in universities. Defectologists are called upon to work with children who have difficult medical diagnoses. These teachers can find the key to even the most difficult children.

Speech therapists deal with students who attend correctional classes in schools. If necessary, such training is carried out individually. Psychologists work with children attending the correctional class. If necessary, these specialists advise parents.

The program for the correctional class takes into account the fact that special children are engaged in it. It includes the most simple exercises and tasks. This allows the child to move up the learning ladder in microscopic steps. In other words, such a special program keeps pace with the retarded development of the student.

Cons of correctional education

One of the main problems of the special class is bringing together children with dissimilar medical diagnoses and different psychiatric diagnoses, and there is no Universal Program for All. Often, such children are lagging behind in one subject and gifted in another. So, a child may not be in tune with mathematics, but at the same time draw like a real artist, write crookedly, but have the ability to foreign languages (they, unfortunately, are not provided in the special program).

Children from families that are socially disadvantaged are often sent to the correctional class. Such children, deprived of parental care, at first really lag behind in development. However, with intensive studies, they quickly catch up. As a result, these healthy children become bored with the slow-paced school curriculum.

Graduation of correctional classes

Special education is divided into eight types. For education, children are sent to them in accordance with medical diagnoses. There are the following types of correctional classes:

I - for hearing impaired and deaf children;
- II - for the deaf and dumb;
- III and IV - for the blind and visually impaired;
- V - for stuttering and children with speech disorders;
- VI - for students with mental and physical development problems;
- VII - for children with mental retardation and ADHD;
- VIII - for the mentally retarded.

Special classes I and II

They open up for the education and training of hearing impaired children. These special correctional classes are designed to form students' verbal speech based on auditory-visual perception, to compensate and correct possible deviations in mental and physical development. Educators aim to prepare these children for an independent life. What is the difference between these correctional classes? Working programm general educational process designed specifically for deaf children. The occupancy of this class is up to ten people.

Special classes III and IV

They are created for training, education, and correction of deviations in children with visual impairments. Children with strabismus and amblyopia can be admitted to these types of correctional classes.

The main task of teachers is to form compensatory processes in students. For this, not only group, but also individual lessons on further development tactile and visual perception of the spoken speech, in terms of social orientation, rhythm. In the process of learning in such correctional classes, children develop communication skills.

For the development of the school curriculum, pupils with low vision are provided with special equipment and tiflo devices. The Braille system is at the heart of the education of such children. The teacher uses non-standard didactic materials, as well as specific visual aids. All this makes it possible to somewhat expand the scope of accessibility of the presented information.

Special classes V type

They are created for the purpose of educating and teaching children with severe speech pathologies. At the same time, the necessary assistance is provided to eliminate existing diseases and related features in mental development. With a positive development trend of the child, he can be transferred to a regular class. However, for this you will need to obtain the opinion of the psychological, medical and pedagogical commission.

Correctional class 5 type provides for obtaining for 4-5 years. A six-year term is standard for general basic education.

The stage of training provides for the provision of correction of various speech defects. These include violations of the tempo of speech, sound pronunciation, and also associated with these pathologies deviations in the mental development of the child. Pupils are taught the skills of normal speaking, correct grammatical design of statements and expand their vocabulary.

At the second stage of education, children develop full-fledged skills of written and oral transmission of information, which allows them to easily join the life of society. The maximum occupancy of class 5 type is 12 people. Correction of existing violations is carried out not only in the classroom, but also at various events.

Special classes VI type

They teach children with disabilities of the musculoskeletal system. In such a special class, the tasks of complex correction of speech, cognitive and motor spheres of pupils are solved. The purpose of this training is also the social and labor adaptation of children to the life of society. The maximum number of people with whom a teacher should deal should not exceed ten.

Special classes of type VII

They are designed to educate children with mental retardation. The main signs of this pathology are expressed in the weakness of attention and memory, as well as in lack of mobility and pace.

When visiting such classes, children are provided with the normalization of the emotional-volitional sphere and mental development. The pupils are developing the skills and abilities necessary for the educational process, and it is also activated cognitive activity... The occupancy of this class is 12 people. At the same time, children are provided with speech therapy assistance.

Special classes of VIII type

They are created to educate children who are suffering mental retardation, to eliminate developmental disabilities. Correctional classes of type 8 are intended for the social and psychological rehabilitation of the child. This will allow him to integrate into the life of society as painlessly as possible in the future. The maximum occupancy of this class is 8 people.

This training ends with a labor certification. This exam includes questions of materials science and manufacturing technology.

For some reason, at the words "correctional school" people imagine such a bottom of education. Year after year, the school of the eighth type of the city of Kungur is more and more overgrown with myths and horror stories. Iskra found out if at least some of these myths correspond to reality.

Correctional school is not a stigma, it is a place where the child really wants the best.

The first myth:in correctional school notorious hooligans from disadvantaged families are studying.

The first thing that I see in the building of the Kungur school of the eighth type is ordinary children who, upon seeing me, greet me and smile broadly in response to my smile. Climbing the stairs, I see walls hung with certificates, a stand filled with cups and awards for sporting achievements, and a filled honor board. School is like a school. The only difference is that the children studying here need the understanding and help of specialists.

There is an opinion that children from asocial families study here. In fact, this is not so - we have only a quarter of such students. Most parents follow the progress, some even attend classes with their children, - says the school director Olga Koshkina - They are sincerely interested in the success of their beloved children, even if it is the ability to count to a hundred.

The second myth:to get into correctional school, it is enough to do poorly and indulge in lessons.

I remember that in childhood my parents frightened me with correction for not understanding the basics of mathematics. Nevertheless, I finished school, and mathematics is still a mystery to me.

Kungurskaya correctional school of the eighth type teaches children with intellectual disabilities, for whom a special program is needed. Since 2000, she has also been teaching children of the "Special Child" category, who previously had the status of unteachable.

They are admitted to the school of the eighth type only through the psychological, medical and psychological commission (PMPK), with the conclusion of specialists and a statement from the parents. Unfortunately, having received such a conclusion, many parents are horrified and do their best to avoid such training. Their child has been trying for several years to master the program of one class, trying to learn what he will never understand. But parents persist, and it becomes more difficult for a student to adapt to society. Only after the child is once again refused to be transferred to the next class, they agree to enter a correctional school. There are up to twenty such families every year.

As Olga Vladimirovna says, after the beginning of the child's education, a diagnostic period is established (for children of the eighth type, it lasts one quarter, and for the category "Special child" six months). If the teachers see that the student is mastering the program perfectly, then they send the child to the PMPK to clarify the program, and if it is confirmed that he can study in classes of the seventh type, then he is transferred there. In our city, such classes for children with mental retardation, formed in schools No. 2, 13 and 18. Over time, they should help the child catch up with his peers.

The third myth:after leaving school, the child receives a certificate and cannot get a profession.

There is no certificate, at the end of training the student receives a certificate of graduation from school, which outwardly does not differ in any way from the usual certificate. The difference is in the postscript "School of the eighth type". This means that the program did not include such subjects as chemistry, physics, instead of literature - reading, instead of algebra and geometry - mathematics. For 9 years, in basic subjects, children go through what they go through in an ordinary school in 4-5 years, - Olga Vladimirovna is indignant.

Children with such a document are admitted to the Kungur Education Center No. 1 (former KKPTUiD) and the Kungur Agricultural College. However, the child will not be able to get professions in which a risk factor is present (for example, an electrician, a worker, and others). Since 2014 term vocational training at the request of the school administration, it was increased by the Ministry of Education of the Perm Territory to two years. This is done so that children can gain not only theoretical but also practical knowledge. In addition, this way children have more chances to socialize in society.

At school, many hours are devoted to labor lessons: in the fifth grade - 6 hours, and by the ninth grade it reaches 14 hours a week. By the end of the training, many girls sew like professional seamstresses, and boys can do almost everything from a threaded stool with legs to shoe repair. Thanks to this, children who cannot find themselves in professions may well provide themselves with their own hands.

The fourth myth:no one goes to school to work, so there is no proper control over the children.

Yes, there is such a myth. They say that only people hardened by life can work here. But no, the school employs 45 teachers, and 25% of them have a higher defectological education. Each of them is convinced that it is better for a child to make small victories and discoveries every day, albeit slowly, but move along the path of knowledge and development than to sit for 9 years in a mass school, making sure every day that he is not able to master what his classmates are mastering. Despite the fact that the school is overcrowded (now it has 211 students, 15 of whom are homeschooled), and the number of children in the category "Special child" is growing, teachers pay attention to each student. Much attention is paid to children not only with intellectual, but also with physical disabilities - here the task of the school becomes to provide them with all the conditions for normal learning. For example, for students with vision problems, brightly colored markings are drawn on the doors and the start and end of stairs are highlighted.

Even in all grades, except for the ninth grades, there are extended-day groups, where children, under the guidance of educators, study, teach lessons, and walk.

The fifth myth:children just sit within the walls of the school, do not participate anywhere, do not know how.

Not true. Our children participate in many creative contests, festivals, competitions, and we see this as our main goal. Athletes of the school, under the guidance of physical education teacher Anatoly Balashov, participate in the All-Russian competitions for children with disabilities health, and always win prizes. Already 2 times our guys went to competitions in St. Petersburg, were in Sochi, Yoshkar-Ola, Yekaterinburg. This year our alumna will compete in a competition for people with disabilities in Los Angeles. If we see that a student succeeds in sports, then we try to develop these qualities. In Kungur we cooperate with the sections of the sports schools "Leader" and "Uralets".

In addition, children draw, regularly participate in competitions of vocal skills and win prizes there, and their labor teams always receive well-deserved certificates. I myself have seen and heard the artistry and sincere smile with which children successfully perform on stage, both as part of an ensemble and as a solo artist.

School joys

In Kungur, a correctional school of the eighth type has existed since 1961. During this time, she helped thousands of people adapt to the world, get a job, and build a normal family. Let her not make children geniuses, but she will give them everything they need for later life. Here they know how to enjoy the little things. And if for someone a holiday is a gold medal, then here for happiness it is enough to learn how to hold a pencil in the unbending children's fingers.

Anastasia Razepina

Today in our country there are active conversations about the needs of children with special needs, their integration into society and their rights. Of course, when we talk about the development of a child as a person, the first thing that comes to mind is education. Very often, for the mother of a special child, an impending school is a cause for alarm and even fear. After all, you need to take into account many factors and nuances so that he can study, at the same time be happy and calm and in the future have the opportunity to be professionally realized.

It so happened that a system of special correctional educational institutions for children with disabilities has been operating in Russia for many years. It is believed that it will be easier for them to master the program there. But despite the widespread stereotype that a child with disabilities must be sent to such an educational institution, the law on education does not provide for any mandatory divisions. Specialized correctional schools are designed to help, not to isolate. All children have the legal right to attend completely ordinary schools. It is difficult to implement, it is often not advisable, but in any case, parents should know that, according to the law, all proposals for transferring a child to correction are only advisory in nature. It's up to the parent to follow the recommendation or not. Unfortunately, the situation in our system is such that the mother of any child, especially a special one, should know her and his rights.

Another thing is that a child can be better in a correctional school, where he will be helped and taken into account exactly his pace, where he will be more calm and successful. In any case, it is worth starting from the interests and capabilities of the child.

Distribution

You can get into a correctional school based on the results of the psychological, medical and pedagogical commission. It is usually recommended by those who work with the child, that is, teachers or educators. Also, parents can sign up for it themselves if they believe that the child has developmental problems and needs an individual educational route. In addition, on the basis of the commission's conclusion, all transfers are made from one type to another, as well as from a special school to a mass one.

The child is watched by a number of specialists, depending on the nature of his violations. These are doctors (neurologist, psychiatrist, ENT, ophthalmologist, etc.), psychologists, teachers, and social workers. He is given age-appropriate tasks, in addition, specialists rely on the characteristics of teachers and information received from parents. After examining and comparing all the introductory notes, the commission issues its verdict and recommends the parents and the child a suitable school.

At least that's how it should be. But often PMPKs are formal in nature, based not on the real state of the child, but on the teacher's characteristics or on the conclusions of previous PMPKs. It should be noted that the conditions in which the test takes place are not very simple for any child, especially if he has problems with mental or speech development. Therefore, parents who go to such a commission should prepare the baby for it morally and prepare themselves too, not worry and treat it as an inevitable necessity. You can voice your preferences for the school to the experts of the council, listen to their views. But the most important thing that parents should remember is that the commission's conclusion is purely recommendatory. You have the right to challenge this opinion and pass a commission at the city level or request a review of the result if you do not agree with the proposed type of school. In a general education school, a child can study without any commissions.

Training

The modern correction system in St. Petersburg can offer children and parents 8 types of special schools:

Schools Type I intended for deaf children. Pupils study in small groups of 5 to 6 people. The school must be equipped with the necessary equipment in order to make it easier for children to perceive the material. Oddly enough, sign language, according to the standards, is taught optional in schools of the first type.

Training includes three stages: initial, basic general and complete. But it can stretch for 12 or even 13 years. Upon graduation, graduates receive the relevant state-recognized documents.

Schools II type designed for hearing impaired children. These are those who have partial hearing loss and, possibly, in connection with this, partial speech underdevelopment. Depending on the severity of the pathology, children are divided into one of two departments. Here you can finish your studies to the Unified State Exam and get a certificate of maturity. The school should be equipped with special equipment for sound amplification. Children study in classes of no more than 10 people. In addition, individual lessons on speech development are provided for them.

To schools III andIV kind there are children with various visual impairments. Type III is intended for the blind and for children with residual vision. Classes here have up to 8 people. In the IV form, the visually impaired and children with other visual impairments study. The number of people in the class should not exceed twelve. Education lasts 12 years, students complete a full educational course and receive a government-issued certificate of graduation. The school must have special equipment, typhlodevices. The training is based on the Braille system.

V view - speech schools. Children with various speech pathologies go there. Since these pathologies are often accompanied by problems of mental development, teachers should take this into account. There can be two departments in a speech school: the first is for children with severe speech impairment or general speech underdevelopment, the second is for children suffering from stuttering with normal speech development.

If the development of the child's speech during the learning process is normalized, the parents can transfer him to a general education school. To do this, you will have to go through the PMPK again. The speech school does not imply senior classes, the guys take the GIA and receive a corresponding certificate. As a rule, in speech schools they study according to a general education program, taking into account speech characteristics, in classes of no more than 12 people. Individual and group work should be done to develop speech.

Schools VI type created for children with various disorders of the musculoskeletal system. Here they receive primary, basic and secondary general education, the training lasts 11-12 years. The program at the school is general education. Classes are small, up to ten people. While studying with children, they should deal not only with the development of the school curriculum, but also directly with the problems of the musculoskeletal system. According to the staffing table, the school has a speech therapist.

VII view - school for children with mental retardation. These children have potentially retained intelligence, but due to poor memory, rapid exhaustion, and emotional instability, it is difficult for them to study in large classes of ordinary schools. Ideally, a type VII school should be seen as preparing a child for education in general education. There, with the approval of the PMPK, it can be transferred when parents and specialists deem it ready. As a rule, transfers start after elementary school.

In fact, changing the school of the VII type to the mass one can be very difficult. Neither PMPK nor teachers want to mess with children from correction. Of course, it is possible and sometimes necessary to translate, but it must be done very carefully, carefully choosing a school and a teacher so that the child is comfortable. Only pupils of the 1st, 2nd and, as an exception, the 3rd grade get to the institutions of the VII type through the PMPK. Children study here from grades 1 to 9 according to a general education program specially adapted to their characteristics. Small classes, no more than 12 people. In addition, additional classes are provided in groups of 2-3 people. At the end of the 9th grade, graduates take the GIA and receive a corresponding certificate.

SchoolsVIII typecreated for children with mental retardation. The implication is that these schools are needed to help these children integrate into society. Great attention should be paid to labor training; in some cases, industrial practice is possible.

Intensive labor training is carried out in those schools of the VIII type, which provide for the 10th and 11th grade. In addition, the school must have a sufficient material base to create labor training classes and conduct industrial practice. If a student has mastered the profession being studied well, he can receive an appropriate rank or qualification.

The number of children in a class does not exceed 12 people. Training is carried out according to a general educational, specially adapted program. It ends with certification in labor training. For health reasons, students can be exempted from certification. After school, they receive a document confirming their participation in education. With such a document, you can go to a vocational school or, if a person is able, to an evening school to get a secondary education and a certificate of maturity. Within the framework of the VIII type, classes can also be created for students with profound mental retardation. No more than 8 children study there.

An additional class is provided for all types of schools. Children of 6-7 years old who have not attended a preschool institution go there.

In addition to special schools, there is a more integrative option - classes of a compensatory type based on educational institutions... These are small groups in which children with special needs study. For example, these are speech classes, equalization classes, classes for vision protection, etc. It is unlikely that this option is suitable for students with severe pathology, but it can be a solution for the so-called "borderline" children. Referrals to these classes, as well as to correctional schools, are issued by the PMPK. To find out which schools in your area have such classes, you can call RONO.

In addition, some children are eligible for individual homeschooling. In order to study in this way, it is necessary to draw up documents confirming the inability of the student to attend school every day. The child can study at home all the time or go to some lessons with everyone. The intensity of training also depends on the capabilities of the individual child. By law, a homeschooler must receive all the necessary technical means. A child can study at home for the entire period of school or for some time until the state of his health changes. There is a list of diseases for which home education is provided. This form of education is possible in both general education and correctional schools.

Unfortunately, teachers and school administrators, both ordinary and correctional, often try to send “uncomfortable” students to home education, because it is difficult for them to cope with the child's behavior. Parents need to keep in mind that such manipulations are impossible without their consent. And if there is a strong desire to leave the child in the team, you need to be patient and strong so as not to yield to the pressure of the teacher. But still, one should start from the interests and needs of the child. Not always being in school and the stress associated with it will do him good.

Awareness

As good as everything looks in theory, in practice this is not always the case. It happens that children do not have enough textbooks or the necessary equipment. Parents often complain that they have to buy a lot themselves. In addition, problems arise directly with the understanding of the task of the correctional school as such. It often turns out that a child who seems to be sent to school to get help is uncomfortable for her. And sometimes children with severe pathologies, who are obviously shown these schools, are left behind, sent to home education or in an unwanted form due to behavioral problems. It happens that they are trying to "push" uncomfortable, difficult, hyperactive children, disadvantaged children from mass schools to correction. Very often this is not justified. Not to mention the fact that most special children can easily go according to indications in several types at once. But where they work with one pathology, they cannot always cope with the accompanying problems of the child.

Today in Russia there is more and more talk about exclusive education, when all children, regardless of their diagnoses, study together in general education schools. It is believed that this fosters tolerance, gives children with disabilities a chance to integrate into society from childhood, in general, this should be convenient for everyone. Such a system has been operating abroad for a long time and successfully. They are beginning to implement it here too. In Moscow, for example, they happily seized on this idea. Now they are trying to minimize the system of correctional schools and kindergartens, combining them with general education institutions. But when signing up for another massive blessing, Moscow officials did not think that it was necessary to prepare the ground for each planting.

On the one hand, society is not yet ready to accept inclusion. After all, children with disabilities need adapted programs, individual approach, technical equipment, assistants. Teachers need certain skills to work with these children. They must be accepted unconditionally by classmates. In turn, their presence in the classroom should not interfere with learning for others. Parents of children with disabilities should be ready to release their child into a team of peers. In short, it is important for all participants in the educational process to understand and accept the whole essence of inclusion and to engage in its implementation themselves. But after many years of isolation of disabled people, it is very difficult to demand from people fearless, complete and, most importantly, instant acceptance. Moreover, there is very little information, and a great many fears and prejudices.

So far, St. Petersburg is not going to abandon the correction system, which is great, because people must have a choice of path. But it's worth starting the movement towards inclusion. After all, a well-designed model of inclusive education is ideal for everyone. First of all, teachers, doctors, parents, education officials need to change their attitude to the tasks of correctional schools, to their students, to work in them. Teaching a special child should not be his mother's struggle with the system and a choice of two evils, should not lead to complete hopeless isolation of the child and to his anger. It should become a joy, a help and an accompaniment to his adult life.