Features of teaching children with disabilities (mental retardation). Mental retardation (oligophrenia). Treatment, correction and education of children. Rehabilitation and forecasts Type of training for the mentally retarded

Definition of the concept of mental retardation and features of mental activity of mentally retarded people. Characteristics of the education of children with intellectual disabilities in the Russian Federation and abroad. Principles of teaching mentally retarded children.

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Department of Education of the City of Moscow

State budget educational institution

higher professional education of the city of Moscow

Moscow City Pedagogical University

Institute of Natural Sciences

Department of Life Safety

Essay

discipline: "Fundamentals of special pedagogy"

on the topic: "Education of persons with mental retardation (mental retardation)"

Performed:

2nd year student of the correspondence department

Astakhova M.Yu.

Sokolova O.Yu.

Moscow 2014

WITHcontent

Introduction

Chapter 1. Characteristics of persons with mental retardation

§1. Definition of the concept of mental retardation, causes of persons with mental retardation

§2. Features of the mental activity of the mentally retarded

Chapter 2. Education of persons with mental retardation (mental retardation)

§1. Features of the organization of the learning process in Russia

§2. Teaching children with intellectual disabilities abroad

§3. Principles of teaching children with intellectual disabilities

Conclusion

Bibliography

Introduction

Issues related to the study of mental retardation are among the most important in defectology and special psychology. They are dealt with not only by oligophrenopedagogues, but also by specialists in related sciences: psychologists, neuropathologists, psychiatrists, embryologists, geneticists, etc.

Attention to the problems of mental retardation is due to the fact that the number of people with this type of anomaly is not decreasing. This is evidenced by statistics for all countries of the world. This circumstance makes the issue of creating conditions for the maximum correction of developmental disorders in children paramount.

In our country, educational work with mentally retarded children is carried out in special preschool and school institutions of the education and health care system. Children with deep lesions of the central nervous system are in orphanages of social protection, where they are also being trained under a special program.

In order for the entire pedagogical process to be more effective, it is necessary to properly equip special institutions. Therefore, the task of the most accurate differential diagnosis arises, but before solving this problem, it is important to know which children should be considered mentally retarded, what is the originality of their cognitive activity, emotional-volitional sphere and behavior.

Chapter 1.Characteristics of persons withmental retardation

§1. Definition of the concept of mental retardation, causes of persons with mental retardation

mental retardation training

The studies of scientists (L. S. Vygotsky, A. R. Luria, K. S. Lebedinskaya, V. I. Lubovsky, M. S. Pevzner, G. E. Sukhareva and others) give reason to attribute to mental retardation only those conditions in which there is a persistent, irreversible impairment of predominantly cognitive activity caused by organic damage to the cerebral cortex. It is these signs (resistance, irreversibility of the defect and its organic origin) that should be taken into account in the first place in the diagnosis of mental retardation.

Mental retardation is not just a "small amount of intelligence", it is qualitative changes in the entire psyche, the entire personality as a whole, resulting from organic damage to the central nervous system. This is such an atypia of development, in which not only the intellect suffers, but also emotions, will, behavior, and physical development. Such a diffuse nature of the pathological development of mentally retarded children follows from the peculiarities of their higher nervous activity.

Mental retardation is a delay or incomplete development of the psyche, which is found before the age of 3 years, but often by the younger school age. Manifested in the cognitive sphere, speech, motor skills (synkinesia), social functioning, learning ability. It is often non-progredient in nature. However, in the absence of special training, deprivation, and metabolic diseases, its progression may increase. Against the background of mental retardation, the whole range of mental disorders can be observed.

Mentally retarded children are one of the most numerous categories of children who deviate from the norm in their development. Let us dwell on the causes of mental retardation. They are usually distinguished into endogenous (internal) and exogenous (external). Among the endogenous (internal) causes, the factor of heredity should be singled out. The factor of heredity manifests itself, in particular, in the incompatibility of the blood of the mother and child, in chromosomal diseases. Normally, during the division of the germ cell, 23 chromosomes enter each daughter cell; during fertilization of the cell, the number of chromosomes is stable - 46. In Down's disease, the non-disjunction of the 21st pair leads to the fact that these individuals have not 46, but 47 chromosomes. Metabolic disorders lead to a progressive course of a defect in mental retardation, as well as to the addition of symptoms such as seizures, somatic pathology. Inflammatory diseases of the brain and its membranes often cause mental retardation.

The severity of the defect significantly depends on the severity of the harmfulness that has befallen the child, on its predominant localization, and also on the time of acquisition. Than in more early dates the child is afflicted with the disease, the more severe are its consequences.

Mental retardation that occurs later in life is relatively rare. It is included in a number of concepts, among which a certain place is occupied by dementia (dementia). With dementia, a brain disorder occurs after a fairly long-term normal development of the child (5-7 years or more). Dementia can be the result of organic brain disease or injury. As a rule, an intellectual defect in dementia is irreversible. In this case, the progression of the disease is noted. In some cases, with the help of treatment in favorable pedagogical conditions, it is possible to achieve some stabilization of the state of mental functions.

§2.Features of the mental activity of the mentally retarded

Studies by A. R. Luria, V. I. Lubovsky, A. I. Meshcheryakov, M. S. Pevzner and others showed that mentally retarded people have rather gross changes in conditioned reflex activity, an imbalance in the processes of excitation and inhibition, and as well as violations of the interaction of signaling systems. All this is the physiological basis for the abnormal mental development of the child, including the processes of cognition, emotions, will, personality as a whole.

The features of the psyche of the mentally retarded have been studied quite fully (L. V. Zankov, V. G. Petrova, B. I. Pinsky, S. Ya. Rubinshtein, I. M. Soloviev, Zh. I. Shif, etc.).

The mentally retarded are characterized by underdevelopment of cognitive interests (N. G. Morozova), which is expressed in the fact that they feel less need for knowledge than their normal peers.

As research data show, in the mentally retarded at all stages of the process of cognition, there are elements of underdevelopment, and in some cases atypical development of mental functions.

As a result, these children receive incomplete and sometimes distorted ideas about the environment, their experience is extremely poor. It is known that with mental underdevelopment, the first stage of cognition, perception, is already defective. Often the perception of the mentally retarded suffers due to a decrease in their hearing, vision, underdevelopment of speech, but even in cases where the analyzers are intact, the perception of these children differs in a number of features, this is indicated by the studies of psychologists (K. A. Veresotskaya, V. G Petrova, J. I. Shif).

The main disadvantage is a violation of the generalization of perception, its slow pace is noted in comparison with normal children. The mentally retarded need much more time to perceive the material offered to them (picture, text, etc.).

The mentally retarded are characterized by difficulties in perceiving space and time, which prevents them from orienting themselves in the environment. Often, even at the age of 8-9, these children do not distinguish between the right and left sides, they cannot find their class, dining room, toilet, etc. in the school premises. They make mistakes when determining the time on the clock, days of the week, seasons, etc. Much later than their peers with normal intelligence, the mentally retarded begin to distinguish colors. It is especially difficult for them to distinguish between shades of color. Perception is inextricably linked with thinking. If the student perceived only the external aspects of the educational material, did not catch the main thing, internal dependencies, then understanding, mastering and completing the task will be difficult. Thus, they analyze objects haphazardly, skip a number of important properties, isolating only the most noticeable parts. As a result of such an analysis, they find it difficult to determine the connections between the parts of the subject. Usually only such visual properties of objects as size, color are set. When analyzing objects, allocate general properties objects, not their individual attributes.

The specific features of thinking in the mentally retarded are clearly manifested in the operation of comparison, during which it is necessary to carry out comparative analysis and synthesis. Not being able to single out the main thing in objects and phenomena, they compare according to insignificant features, and often - according to incommensurable ones. It is difficult to establish differences in similar objects and common in different ones. It is especially difficult for them to establish similarities. A distinctive feature of the thinking of the mentally retarded is uncriticality, the inability to independently evaluate their work. They often do not notice their mistakes. This is especially evident in mentally ill children, in children with damage to the frontal parts of the brain, and in imbeciles.

The main memory processes - memorization, preservation and reproduction - in the mentally retarded have specific features, since they are formed in conditions of abnormal development. They better remember external, sometimes random visually perceived signs. It is more difficult for them to recognize and remember internal logical connections.

In the mentally retarded, voluntary memorization is formed later than in their normal peers, while the advantage of deliberate memorization in the mentally retarded is not as pronounced as in schoolchildren with normal intelligence. As noted by L. V. Zankov and V. G. Petrova, the weakness of the memory of the mentally retarded is manifested in difficulties not so much in obtaining and retaining information as in reproducing it, and this is their main difference from children with normal intelligence.

Along with the indicated features of mental processes, mentally retarded people have shortcomings in the development of speech activity, the physiological basis of which is a violation of the interaction between the first and second signal systems.

According to experts (M. F. Gnezdilov, V. G. Petrova, and others), all aspects of speech suffer from the mentally retarded: phonetic, lexical, and grammatical. Difficulties in sound-letter analysis and synthesis, perception and understanding of speech are noted. As a result, various types of writing disorders are observed, difficulties in mastering the technique of reading, and the need for verbal communication is reduced.

In mentally retarded children, more than their normal peers, attention deficits are expressed: low stability, difficulties in distributing attention, slow switching. With oligophrenia, involuntary attention suffers greatly, but it is its voluntary side that is predominantly underdeveloped (I. L. Baskakova).

This is due to the fact that mentally retarded children, when difficulties arise, do not try to overcome them. They usually quit their jobs. However, if the work is interesting and feasible, it maintains the attention of children without requiring much effort from them. The weakness of voluntary attention is also manifested in the fact that in the learning process there is a frequent change of objects of attention, the inability to focus on any one object or one type of activity.

Mental retardation is manifested not only in the lack of formation of cognitive activity, but also in violation of the emotional-volitional sphere, which has a number of features.

Underdevelopment of emotions is noted, there are no shades of experiences. A characteristic feature is the instability of emotions. The state of joy for no particular reason is replaced by sadness, laughter - by tears, etc. Their experiences are shallow, superficial. There are cases of either increased emotional excitability or a pronounced emotional decline (pathological emotional states - euphoria, dysphoria, apathy).

Due to the unbearable demands, some children develop negativism, stubbornness. All these features of the mental processes of mentally retarded students affect the nature of their activities.

The psychology of activity has been deeply studied by defectologists G. M. Dulnev, B. I. Pinsky and others. learning activities First of all, it should be noted the underdevelopment of purposefulness of activity, as well as the difficulties of independent planning of one's own activity.

All noted features of the mental activity of mentally retarded children are persistent, since they are the result of organic lesions at different stages of development (genetic, intrauterine, during childbirth, postnatal).

Chapter 2. Education of Persons with Mental Disabilities(mental retardation)

§1. Features of the organization of the learning process in Russia

Education is the process and result of mastering the system scientific knowledge, cognitive abilities and skills. The main way to get an education is to study in educational institutions under the guidance of a teacher.

In Russia, the process of teaching and educating children with intellectual disabilities was born under the influence of the pedagogical ideas of K. D. Ushinsky, V. P. Kashchenko, who were credited with creating the first institutions for mentally retarded children (the first auxiliary class was organized in Moscow in 1908) and in the publication of the first methods, guidelines for working with mentally retarded children.

The attention of Russian researchers such as L.S. Vygotsky, L.V. Zankov was primarily attracted by pronounced, massive anomalies in the formation and development of the mental processes of mentally retarded children, as well as the shortcomings of various aspects of their personality.

The psychological basis for the education and upbringing of children with intellectual disabilities in Russia is the provisions on the possibilities of their development and on the unity of the laws of development of a normal and mentally retarded child, first put forward by L. S. Vygotsky and confirmed in the works of outstanding psychologists who worked under his leadership (L. V. Zankov, A.N. Leontiev, I.M. Soloviev and others). L. S. Vygotsky emphasized that a mentally retarded child is, first of all, a child, and, therefore, is capable of development, although this process is distinguished by its originality.

L. S. Vygotsky theoretically substantiated that mentally retarded children have processes that contribute to their development. In the development of mentally retarded children, as in the development of any child, there are processes that arise from the fact that the child's body reacts to the difficulties they encounter, and in the process of actively adapting to the environment, they develop a number of functions that compensate, equalize, replace imperfections.

On the basis of a study of the characteristics of mentally retarded children, L. S. Vygotsky showed that in all children, including mentally retarded children, under the influence of the environment (primarily learning), complex types of mental activity (“psychological functions”) are formed. The development of a mentally retarded child, like that of a normal child, takes place mainly through the development of higher mental functions.

Developing the problem of the relationship between education and upbringing, L.S. Vygotsky proceeded from the fact that education should outstrip development, stimulate it, and lead it. When developing this problem, the concepts of the zone of actual development and the zone of proximal development were introduced, which in the first case meant such a preparation of the student that gives him the opportunity to act independently, in the second - the ability to do with the help of a teacher what he has not yet been able to do independently.

Correction is an important condition in the process of education and upbringing of children with intellectual disabilities in Russia. Under the correction of deficiencies in the mental and physical development of mentally retarded schoolchildren is understood the correction or weakening of these deficiencies and assistance in bringing the development of these children as close as possible to the level of development of normal schoolchildren.

Pedagogical methods of correctional work are distinguished by the fact that they stimulate the compensatory processes of development of mentally retarded children and allow them to form new positive qualities. The result of educational work is the mastery of a certain amount of knowledge, specific skills and abilities by students. As N.Ya. Semago points out, as a result of correctional work, students develop generalized educational and labor skills that reflect the level of students' independence in solving new educational and educational-labor tasks. The results of educational and correctional work also differ in the pace of their achievement: teaching students specific skills, knowledge and skills is much faster than correcting the shortcomings of their development.

There is a network for children with intellectual disabilities educational institutions: specialized kindergartens, kindergartens with specialized groups, special classes at ordinary schools, special schools, shelters for the severely mentally retarded or boarding schools.

Thus, in Russia, the upbringing and education of children with intellectual disabilities is based on the general principles of pedagogy and is carried out at the same time by specialists in oligophrenopedagogy, who distinguish special methods and techniques for teaching mentally retarded schoolchildren with a view to their further successful adaptation. The question of the upbringing and education of children in this category has been raised for a long time. The specialists had problems with the education and upbringing of children in society. Attached great importance corrections M. F. Gnezdilov, G. M. Dulnev, L. V. Zankov, M. S. Pevzner, I. M. Soloviev.

§2.Teaching children with intellectual disabilities abroad

The history of the development of education and upbringing of children with intellectual disabilities in Europe has passed a long period, during which there was a humanization of attitudes towards this category of children.

Maria Montessori (1870 - 1952) and Sante de Sanctis (1862 - 1954) stood at the origins of organizing the education of the mentally retarded in Italy. Physician and teacher M. Montessori began her practice in a children's psychiatric clinic, where she developed a method for the development of sensory organs in mentally retarded children. The effectiveness of the proposed method (M. Montessori's students, along with normally developing peers, took exams for the primary school course) contributed to its introduction into the mass practice of preschool education and the education of younger students.

Abroad, the creation of medical, social and pedagogical patronage is flourishing, which is a set of measures aimed at overcoming the problems of treatment, education and upbringing of a person with developmental disabilities. One of the most important tasks of medical, social and pedagogical patronage is early diagnosis and early comprehensive care. Both abroad and in our country, there are many methods for diagnosing and providing early assistance to children with mental retardation.

Abroad, the experience of providing early assistance is more extensive than in Russia; as a result, one can observe a picture of an almost full-fledged life of people with developmental disabilities.

The leading trend in the development of the education system for children with intellectual disabilities abroad, starting from the 70s, is “inclusion in the general stream” or integration. The transition to integrative forms of education, the recognition of all children without exception (regardless of the severity of the violation) as learners, the radical reconstruction of the system of special education became the result of the democratization of Western European society; development of tendencies towards the guaranteed provision of the rights of everyone.

And in our time, the integration of children with mental retardation into general educational institutions of a general type is widely accepted abroad. In our country, such innovations take root with difficulty due to insufficient special personnel and logistics.

§3. Principles of teaching children with nmental retardation

Taking into account all the psychological characteristics of children and solving the problems of teaching and educating children with developmental disabilities, special didactics proceeds from the position of the fundamental commonality of the tasks facing the general school and special children's institutions and, accordingly, uses the already established general pedagogical principles that have been developed in our country. In this regard, all issues of education in special children's institutions are considered in the aspect of basic didactic principles and the implementation of correction.

When applying the principle of consciousness and active learning, various techniques and methods are used to stimulate the cognitive activity of students, contributing to the perception, memorization, preservation, processing of educational material, its independent analysis and generalization and subsequent application.

In a school for mentally retarded children, in a school for children with complex disabilities, the teacher consistently, step by step, guides the mental activity of students, constantly encourages them to perform certain tasks, leaving them without help only for a short time, gradually accustoming them to independence, by selecting tasks and raising questions that require an active approach to them. Each, the most insignificant attempt to independently apply the acquired knowledge to perform the proposed tasks is supported and approved in every possible way.

IN different types Special schools implement the principle of visibility in teaching in different ways.

In a school for mentally retarded children, when using the principle of visualization, techniques are usually emphasized that unite; sensory and rational knowledge. Much attention is paid to verbal means. Significant importance is attached not only to the speech of the teacher, which should be clear and laconic, but also to the speech of the students themselves. Students are constantly encouraged to make speech statements, the basis for which in the primary grades are mainly real objects, their three-dimensional or planar images. When working with visual aids, we also mean the correction of peculiar features of visual perception characteristic of mentally retarded children, such as slowness, narrowness, insufficient activity, and weak differentiation.

Later, schematic visualization becomes more and more important, contributing to the generalization of educational material, the establishment of certain patterns.

The implementation of the principles of scientific, systematic and accessible requires a clear correspondence between the material being studied and the cognitive abilities of students.

In a school for mentally retarded children, the entire system of knowledge offered to students is greatly simplified. The volume of educational material is sharply reduced by eliminating theoretical premises and complex rules. The programs do not include chemistry, physics, a foreign language and a number of other subjects. The students of this school receive an education that cannot be equated to a qualification. At the same time, the principles of scientific character, systematicity and accessibility of the knowledge they acquire are preserved, although they are implemented at a reduced level.

The principle of the strength of assimilation of knowledge and methods of activity is also implemented differently in each type of special school. This principle presupposes work aimed primarily at consolidating knowledge, at incorporating it into certain systems, at using variously organized repetitions of what has been covered.

When teaching all categories of children with developmental disabilities, the principle of individual approach to students, which is implemented at all stages of work with schoolchildren from the first grade to the last. The implementation of this principle requires the teacher to know about the characteristics inherent in each student.

It is also extremely important to have a differentiated approach to groups of schoolchildren studying in the same class, united on the basis of typological features of cognitive activity, taking into account the level and pace of children's learning. So, for example, in a school for mentally retarded students in the primary grades, there are students who can retell simple texts based on a series of related pictures. Visual supports help children to independently restore the material presented in this order in their memory. Other children are more productive by answering questions the teacher asks. A series of pictures helps them to retell the text only very slightly. Naturally, work should be organized differently with the students of these two groups.

Conclusion

Mentally retarded is such a child who has a persistent impairment of cognitive activity due to organic damage to the brain.

The causes that result in a violation of mental development are divided into endogenous (internal) and exogenous (external).

Although mental retardation is regarded as an irreversible phenomenon, this does not mean that it cannot be corrected. V. I. Lubovsky, M. S. Pevzner and others note a positive trend in the development of mentally retarded children with properly organized medical and pedagogical influence in special (correctional) institutions.

The organization of the process of education and upbringing of children with intellectual disabilities in Russia is based on the achievements of the psychology of a mentally retarded child, which in our country took shape as an independent branch of psychological science for a long time. During its existence, it has accumulated a fairly significant circle of information about those peculiar features that distinguish students of an auxiliary school from their normally developing peers.

The system of special education abroad is being improved: the age limits for the provision of psychological and pedagogical assistance are expanding, pre-school and post-school institutions are being created.

Solving the problems of teaching and educating children with developmental disabilities, special didactics proceeds from the position of the fundamental commonality of the tasks facing the general school and special children's institutions and, accordingly, uses the already established general pedagogical principles that have been developed in our country. In this regard, all issues of education in special children's institutions are considered in the aspect of basic didactic principles and the implementation of correction.

It should be specially emphasized that special education aims not to adapt to a defect characteristic of one or another category of children with developmental disabilities, but to correct it and, if possible, overcome it.

Lliterature

1. Agayeva.I.B. Terminological dictionary of correctional pedagogy and special psychology. Krasnoyarsk 2008, 177 p.

2. Vygotsky L.S. Collected works. - M., Pedagogy, 1985. - T. 5.

3. Psychological and pedagogical diagnostics of children's development preschool age/ Ed. E.A. Strebeleva. -- M., Polygraphservice, 1998.

4. Burmenskaya G.V., Barabanova O.A., Leaders A.G. Age-psychological counseling. Problems of mental development of children.

5. Lapin.V.A., Puzanova B.P. "Fundamentals of Defectology" - M.: 2003.

6. Kuznetsova L.V. Fundamentals of special psychology.-M.: 2002.

7. I.V. Dubrovina "Age and pedagogical psychology", M.: 2003

8. T.D. Martsinkovskaya "Psychology of development", M.: 2003

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At present, the issue of teaching children with intellectual disabilities in a general education school is very relevant, as an issue that meets the social needs of modern societies.

Co-education of mentally retarded children with normally developing peers in educational institutions requires the creation of special pedagogical conditions that ensure the implementation of an integrated approach (Appendix 1).

When working with mentally retarded children, it is necessary to take into account the peculiarities of their development. Students with intellectual disabilities experience significant difficulties in mastering the program material in basic academic subjects (mathematics, reading, writing). These difficulties are due to the peculiarities of the development of their higher mental functions. This category of children has a significant lag in cognitive development.

Mentally retarded children are characterized by underdevelopment of cognitive interests, which is expressed in the fact that they are less in need of knowledge than normally developing peers. They have a slow pace and less differentiation of perception. These features when teaching mentally retarded children are manifested in a slow rate of recognition, as well as in the fact that students often confuse graphically similar letters, numbers, objects, similar-sounding letters, words. There is also a narrow scope of perception. Children of this category snatch out separate parts in the observed object, in the text they listened to, without seeing or hearing material that is important for general understanding. All noted shortcomings of perception occur against the background of insufficient activity of this process. Their perception must be guided.

All mental operations in mentally retarded children are not sufficiently formed and have peculiar features. The analysis and synthesis of objects is difficult. Highlighting their individual parts in objects (in the text), children do not establish connections between them. Not being able to single out the main thing in objects and phenomena, students find it difficult to conduct a comparative analysis and synthesis, they make comparisons based on insignificant features. A distinctive feature of mentally retarded thinking is uncriticality, the inability to notice one's mistakes, reduced activity of thought processes, and a weak regulatory role of thinking.

The main memory processes in these children also have their own characteristics: external, sometimes accidentally perceived visual signs are better remembered, internal logical connections are difficult to recognize and remember, later arbitrary memorization is formed; a large number of errors in the reproduction of verbal material. Characterized by episodic forgetfulness associated with overwork of the nervous system due to its general weakness. The imagination of mentally retarded children is fragmentary, inaccurate and schematic.

All aspects of speech suffer: phonetic, lexical, grammatical. There are various types of writing disorders, difficulties in mastering the technique of reading, the need for verbal communication is reduced.

In mentally retarded children, more than their normal peers, attention deficits are expressed: low stability, difficulties in distributing attention, slow switching. The weakness of voluntary attention is manifested in the fact that in the learning process there is a frequent change of objects of attention, the inability to focus on any one object or one type of activity.

The emotional-volitional sphere in this category of children has a number of features. The instability of emotions is noted. Feelings are shallow, superficial. There are cases of sudden emotional swings: from increased emotional excitability to a pronounced emotional decline.

Weakness of one's own intentions, motives, great suggestibility are the distinctive qualities of the volitional processes of children with intellectual disabilities. Mentally retarded children prefer an easy way in work that does not require strong-willed efforts. That is why imitation and impulsive actions are often observed in their activities. Due to the unbearable demands made, some students with intellectual disabilities develop negativism and stubbornness. All these features of the mental processes of mentally retarded pupils affect the nature of their activities.

Noting the lack of formation of skills in educational activities in children with intellectual underdevelopment, one should state that they have an underdevelopment of purposefulness of activity, difficulties in independent planning of their own activities. Mentally retarded children start work without the necessary previous orientation in it, they are not guided by the ultimate goal. As a result, in the course of work, they often leave the correctly started execution of an action, slip into actions performed earlier, and transfer them unchanged, not considering that they are dealing with another task. This departure from the goal is observed when difficulties arise. Mentally retarded children do not correlate the results obtained with the task that was set before them, and therefore cannot correctly evaluate its solution. Uncriticality to their work is also a feature of the activity of these children.

All the noted features of the mental activity of mentally retarded children are persistent, since they are the result of organic damage at different stages of development (genetic, intrauterine, postnatal). However, with properly organized medical and pedagogical influence, there is a positive trend in the development of children in this category.

When teaching mentally retarded children in a general education school, it is necessary to be guided by special educational programs:

Programs of preparatory and grades 1-4 of correctional educational institutions of the VIII type. Ed. V.V. Voronkova, M., Education, 1999 (2003, 2007, 2009).

Programs of special (correctional) educational institutions of the VIII type. 5-9 grades. Collection 1, 2. Ed. V.V. Voronkova. Moscow, Vlados, 2000 (2005, 2009).

Inside the educational institution in which children with special needs study, the whole course of the integrated educational process supervises the school psychological-medical-pedagogical council (PMPC). He also carries out the necessary adjustment of the general educational routes of students with intellectual underdevelopment, if necessary. In addition, PMPK members recommend attending classes additional education, control the effectiveness of training and psychological and pedagogical support.

When teaching normally developing children and children with special needs for psychophysical development, it is important for the teacher to equally understand and accept all students, to take into account their individual characteristics. In every child it is necessary to see a personality that is able to be brought up and develop.

In the classroom, the teacher needs to create such conditions so that children can contact each other, the students of the class should be equally involved in collective activities, each student, to the best of his ability, should be included in the overall educational process.

A positive result in the relationship of schoolchildren in the context of integrated learning can be achieved only with thoughtful systematic work, the components of which are the formation of a positive attitude towards students with special needs and the expansion of the experience of productive communication with them.

Teachers and PMPK specialists make calendar-thematic planning in such a way that in one lesson children of different levels of development study the same topic, but the information received by the student is adequate to his personal educational program.

Education in special (correctional) programs for children with intellectual disabilities at the first educational level is carried out in the subjects "Reading and speech development", "Writing and speech development", "Mathematics", "Development of oral speech based on the study of objects and phenomena of the surrounding reality" , "Labor training". All these subjects are easily integrated with general education subjects provided by non-correctional programs. This allows all children to attend the same lessons.

At the second stage, it is more difficult to build such a system of work, since in accordance with the programs for children with intellectual disabilities (C (C) OU VIII type) there is no provision for the study of subjects " Foreign language”, “Chemistry”, “Physics” in grades 5-9. School subjects that are not provided for by a special (correctional) program for children with intellectual disabilities are not attended by students with developmental disabilities. At this school time, mentally retarded schoolchildren are encouraged to attend labor training lessons in the conditions of other classes.

A lesson in a class where ordinary schoolchildren and schoolchildren with special needs study together should be different from lessons in classes where pupils of equal learning abilities study.

Let us give an example of the structural organization of a lesson in a general education class where children with intellectual disabilities are taught together (Table 1).

The course of the lesson depends on how closely the topics in the programs for teaching children with different educational needs come into contact, what stage of learning is taken as the basis (presenting new material, consolidating what has been learned, monitoring knowledge and skills). If different program material is studied at the lesson and joint work is impossible, then in this case it is built according to the structure of the lessons of small-class schools: the teacher first explains the new material according to standard government programs, and students with intellectual disabilities perform independent work aimed at consolidating what they have learned earlier. Then, to consolidate the new material, the teacher gives the class independent work, and at this time he is engaged with a group of students with developmental disabilities: he analyzes the completed task, provides individual assistance, gives additional explanation and clarifies the tasks, explains the new material. This alternation of the activities of the teacher of the general education class continues throughout the lesson.

When teaching students with intellectual disabilities in the general education class, the teacher needs targeted didactic support for the lesson and the educational process as a whole. Providing textbooks and teaching aids to students and teachers falls on the school administration, which purchases sets of textbooks at the request of teachers.

The norms for assessments in mathematics, written works in the Russian language under the VIII type program are given in tables 2, 3.

Mentally retarded students can attend various classes of additional education. In order for the processes of adaptation and socialization to proceed successfully, it is necessary to choose the direction of additional education for mentally retarded children, taking into account the age and individual capabilities, the wishes of the child and his parents. The choice of this or that circle, section should be voluntary, meet the interests and internal needs of the child, but it is necessary to take into account the recommendations of the psychoneurologist and pediatrician. If a child expresses a desire to attend a circle (section) associated with physical activity, then it is advisable to have a certificate from a medical institution, where the doctor records that classes in this circle are not contraindicated for this child.

An important role in correctional work is played by the family in which the child is brought up and whose influence is constantly exposed. In building positive intra-family relations, the role of the teacher, PMPK specialists is significant. They help parents form an adequate perception of their own child, ensure that friendly parent-child relationships develop in the family, help establish various social ties and comply with the requirements adopted in a comprehensive school. Creating conditions for the self-development of each child is impossible without the desire and ability of teachers to design his development and education, allowing each student to be successful.

At the end of training (grade 9), mentally retarded children pass one exam in labor training and receive a certificate of the established form.

Table 1

Lesson structure with internal differentiation

Lesson stages	Methods and techniques	Organization of work on the general educational program	Organization of work on the program for C (C) OU VIII type
Orgmoment	Verbal (teacher's word)	General	General
Checking homework		front poll. Verification and mutual verification	Individual check
Repetition of the studied material	Verbal (conversation), practical (work with a textbook, on a card)	Conversation, written and oral exercises	Card work
Preparing for the perception of new material	Verbal (conversation)	Conversation	Conversation on issues relevant to the level of development of children enrolled in this program
Learning new material	Verbal (conversation), practical (work with a textbook, on a card)	Explanation of new material	Explanation of new material (mandatory based on clarity, work on the algorithm for completing the task)
Consolidation of the studied	Verbal (conversation), practical (work with a textbook, on a card)	Doing exercises. Examination	Work on the assimilation of new material (work on the algorithm). Performing exercises according to the textbook, work on cards
Lesson summary	Verbal (conversation)	General	General
Homework instruction	Verbal	Homework level for children with normal intelligence	Homework level for children with intellectual disabilities

table 2

Norms of assessments in mathematics (VIII type, grades 1-4)

mark	Evaluation
"5"	No mistakes
"4"	2-3 minor mistakes
"3"	Simple problems are solved, but a composite problem is not solved, or one of the two compound problems is solved, although with minor errors, most of the other tasks are correctly completed
"2"	At least half of the tasks completed, the task is not solved
"1"	Tasks not completed
Note	Non-gross errors are: errors made in the process of writing off numerical data (distortion, replacement); errors made in the process of writing off signs of arithmetic operations; violation in the formation of the question (answer) of the task; violation of the correct arrangement of records, drawings; slight inaccuracy in measurement and drawing

Table 3

Criteria for evaluating the written work of elementary school students

(VIII species, 1-4 class)

mark	Evaluation
"5"	No mistakes
"4"	1-3 errors
"3"	4-5 mistakes
"2"	6-8 mistakes
"1"	More than 8 errors
Note	For one mistake in a written work are considered: all corrections, repetition of errors in the same word, two punctuation errors. The following are not considered errors: errors in those sections of the program that were not studied (such spellings are pre-negotiated with students, a difficult word is written on a card), a single case of missing a period in a sentence, replacing one word without distorting the meaning

Teaching aids

Aksenova A.K. Methods of teaching the Russian language in a special (correctional) school. Moscow: Vlados, 2000.
Aksenova A.K., Yakubovskaya E.V. Didactic games at Russian language lessons in grades 1-4 of an auxiliary school. M.: Education, 1991.
Voronkova V.V. Teaching literacy and spelling in grades 1-4 of a special school. M.: Enlightenment, 1993.
Voronkova V.V. Russian language lessons in the 2nd grade of a special (correctional) general education school of the VIII type. M.: Vlados, 2003.
The upbringing and education of children in a special school / Ed. V.V. Voronkova. M., 1994.
Groshenkov I.A. Classes in fine arts in a special (correctional) school of the VIII type. Moscow: Institute for General Humanitarian Research, 2001.
Devyatkova T.A., Kochetova L.L., Petrikova A.G., Platonova N.M., Shcherbakova A.M. Social orientation in special (correctional) educational institutions of the VIII type. M.: Vlados, 2003.
Ekzhanova E.A., Reznikova E.V. Fundamentals of integrated learning. M.: Bustard, 2008.
Kisova V.V., Koneva I.A. Workshop on special psychology. St. Petersburg: Speech, 2006.
Mastyukova E.M., Moskovkina A.G. family education of children with developmental disabilities. M., 2003.
A new model of education in special (correctional) educational institutions of the VIII type / Ed. A.M. Shcherbakova. Book 1,2. M.: Publishing house of NTs ENAS, 2001.
Education and upbringing of children in the auxiliary school / Ed. V.V. Voronkova. M.: School-Press, 1994.
Petrova V.G., Belyakova I.V. Psychology of mentally retarded schoolchildren. M., 2002.
Perova M.N. Methods of teaching the elements of geometry in a special (correctional) school of the VIII type. Moscow: Classic Style, 2005.
Perova M.N., Methods of teaching mathematics in a special (correctional) school of the VIII type. M.: Vlados, 2001.
Special Pedagogy / Ed. N.M. Nazarova. M., 2000.
Chernik E.S. Physical culture in the auxiliary school. M.: Educational literature, 1997.
Shcherbakova A.M. Raising a child with developmental disabilities. M., 2002.
Ek V.V. Teaching mathematics to elementary school students. Moscow: Education, 1990.

II. Organization of the activities of a correctional institution

III. Educational process

IV. Participants in the educational process

24. The participants in the educational process are pedagogical, engineering and pedagogical and medical workers of a correctional institution, pupils and their parents (legal representatives).

V. Management of the Correctional Institution

VI. Property and funds of the correctional institution

37. The owner of the property (the body authorized by him) in the manner prescribed by law Russian Federation, assigns it to a correctional institution.

Land plots are assigned to the state and municipal correctional institution for permanent (unlimited) use.

Property objects assigned to a correctional institution are in the operational management of this institution.

The correctional institution owns, uses and disposes of the property assigned to it in accordance with the purpose of this property, its statutory purposes and the legislation of the Russian Federation.

38. Withdrawal and (or) alienation of property assigned to a correctional institution is allowed only in cases and in the manner established by the legislation of the Russian Federation.

39. A correctional institution shall be responsible to the owner and (or) the body authorized by the owner for the safety and efficient use of its property. The control of the activities of the correctional institution in this part is carried out by the owner and (or) a body authorized by the owner.

40. A correctional institution has the right to lease property assigned to it in accordance with the legislation of the Russian Federation.

41. The activity of a correctional institution is financed by its founder (founders) in accordance with the agreement between them.

42. The sources of formation of property and financial resources of a correctional institution are:

own funds of the founder (founders);

budgetary and extrabudgetary funds;

property assigned to the institution by the owner (the body authorized by him);

loans from banks and other creditors;

funds of sponsors, voluntary donations of individuals and legal entities;

other sources in accordance with the legislation of the Russian Federation.

43. A correctional institution has the right to establish direct relations with foreign enterprises, institutions and organizations, independently carry out foreign economic activity and have foreign currency accounts in banks and other credit organizations in the manner prescribed by the legislation of the Russian Federation.

44. A correctional institution shall be liable for its obligations to the extent of the funds at its disposal and the property belonging to it. If these funds are insufficient for the obligations of the correctional institution, its founder (founders) shall be liable in accordance with the procedure established by the legislation of the Russian Federation.

45. Financing of a correctional institution is carried out on the basis of state and local funding standards, determined on the basis of one pupil for each type of correctional institution.

46. Pupils living in a correctional institution and being on full state support, in accordance with established standards, are provided with food, clothing, shoes, soft and hard equipment.

Pupils who do not live in a correctional institution are provided with free two meals a day.

47. A correctional institution, in accordance with the established standards, must have the necessary premises and facilities for organizing the educational process, correctional classes, medical rehabilitation work, labor training, productive work, life and recreation of pupils.

48. A correctional institution has the right to conduct entrepreneurial activities as provided for by its charter.

49. The correctional institution establishes the wages of employees depending on their qualifications, complexity, quantity, quality and conditions of the work performed, as well as compensation payments (additional payments and allowances of a compensatory nature) and incentive payments (additional payments and allowances of a stimulating nature, bonuses and other incentive payments ), the structure of management of the activities of the correctional institution, staffing, distribution of duties.

50. Upon liquidation of a correctional institution cash and other objects of property belonging to him on the right of ownership, minus payments to cover his obligations, are directed to the development of education in accordance with the charter of the correctional institution.

Modern research shows that there are no unteachable children and even the most difficult ones can be taught something using specific methods, techniques and teaching aids, organizing "step by step" learning, deep differentiation and individualization of learning, and the mandatory inclusion of parents in the pedagogical process.

IN last years in special pedagogy, the ideas of integration have become widespread. They also extended to the education of the mentally retarded. For children with a slight and moderate degree of mental retardation, it is advisable to create special groups, classes at mass preschool and school institutions, so that children can study with an oligophrenic teacher in the first half of the day, and be with everyone during breaks and in the afternoon, participate in various types of additional education, holidays.

The most common forms of organizing the education of mentally retarded children and adolescents are special kindergartens for children with intellectual disabilities and special (correctional) schools of type VIII. The early start of corrective work with a mentally retarded child makes it possible to correct the defect as much as possible and prevent secondary deviations.

Unfortunately, not all forms of mental retardation can be diagnosed in infancy and early childhood. At this age, hereditary forms of oligophrenia and disturbances in the structure and number of chromosomes are revealed, as well as severe mental retardation (imbecility, idiocy).

As a rule, mentally retarded children early age are brought up in a family or a special nursery of the health care system. Correctional assistance can be provided to them in early intervention centers, rehabilitation and habilitation centers and psychological, medical and pedagogical consultations. Mentally retarded kids left without parental care are in orphanages, and then at the age of 3-4 years they are transferred to specialized orphanages for children with intellectual disabilities. Work with young children in the conditions of the orphanage is aimed at enriching emotional and personal contacts with adults and peers, satisfying the need for benevolent attention from an adult and cooperation with him, the need to study the objective world, as well as stimulating psychomotor development.

Corrective work with children brought up in a family is carried out with the active participation of parents. With the systematic corrective work of parents with a mentally retarded child of an early age under the guidance of an oligophrenopedagogue, significant success can be achieved in the development of the baby.

Special kindergartens provide comprehensive assistance to mentally retarded children. Along with the correctional and pedagogical measures carried out by oligophrenopedagogues, group educators, speech therapist, psychologist, music worker, therapeutic and preventive measures are carried out. Most special kindergartens have swimming pools and phytobars.

In special preschool institutions a sparing, protective regime is observed: this is, first of all, the creation of a benevolent, calm atmosphere, the prevention of conflict situations, taking into account the characteristics of each child.

Preparation for schooling is carried out during all the years of the child's education in kindergarten and takes place in three directions: the formation of physical readiness; the formation of elementary cognitive interests and cognitive activity and the accumulation of knowledge and skills; formation of moral and volitional readiness.

Once in favorable conditions, mentally retarded preschoolers are making good progress in development, which makes it possible to prepare them for training in a special school.

Preschoolers with mental retardation can attend special groups at mass kindergartens. Education in them is carried out, as in special kindergartens, according to special programs.

From the age of 7-8, mentally retarded children study in the first or preparatory grades of special (correctional) schools of the VIII type, where training is conducted according to special programs based on a separate educational standard. The number of students in the preparatory class is no more than 6-8 people, and the rest - no more than 12 people. In such schools, classes for children with severe mental retardation (no more than 5-6 people) can be created. Children are accepted up to the age of 12 and are educated until the age of 18. The recruitment of classes is carried out at three levels: 1) 6-9 years; 2) 9-12 years old; 3) 13-18 years old. Such educational institutions do not accept children with psychopathic behavior, epilepsy and other mental illnesses requiring active treatment. Terms of study 8 years; 9 years; 9 years and vocational training program; 10 years and professional training; 10 years if kindergarten class counts.

The main tasks of these schools are the maximum overcoming of the shortcomings of cognitive activity and the emotional-volitional sphere of mentally retarded schoolchildren, preparing them for participation in productive work, and social adaptation in the conditions of modern society.

In a special (correctional) school of the VIII type, both general education subjects (such as Russian, reading, mathematics, geography, history, natural science, physical education, drawing, music, drawing) and special (correctional) subjects are taught.

Correctional classes in the lower grades include classes on the development of speech based on familiarization with objects and phenomena of the surrounding reality, special classes in rhythm, and in the older (5-9) grades - social orientation (SBO).

A specific form of organization of training sessions are individual and group speech therapy sessions, exercise therapy and classes for the development of psychomotor and sensory processes.

An important place in special schools is given to labor training. It has been professional since grade 4. In the process of learning to work, adolescents master the professions available to them.

Education at school lasts from eight to eleven years. Throughout the years, favorable conditions are created for the development of each student.

A large place in a special (correctional) school of the VIII type is given to educational work, the purpose of which is the socialization of pupils, and the main tasks are to develop positive qualities, the formation of a correct assessment of others and themselves, a moral attitude towards others. A specific task of educational work in a special school is to increase the regulatory role of the intellect in the behavior of students in different situations and in the process of different types of activity.

Most graduates of special (correctional) schools of the VIII type are quite well prepared for the life of an ordinary adult in society: they equip their life, work in the profession they have received, and are law-abiding citizens of their country. Only a small part of them, having fallen into unfavorable social conditions, lead an immoral lifestyle. Sometimes graduates of special boarding schools experience significant difficulties in solving complex problems of independent living. Young men and women left without parents, leaving the walls of the school, do not know how to properly dispose of their property, are not always able to economically calculate their budget. They often become victims of deception. Long-term support of graduates of special schools by a social pedagogue is necessary, as it is done abroad.

Rehabilitation and socialization of children with mental retardation - ( video)

exercise therapy) for children with mental retardation - ( video)
Recommendations to parents regarding the labor education of children with mental retardation - ( video)

The prognosis for mental retardation - ( video)

Is a child given a disability group for mental retardation? -( video)
Life expectancy of children and adults with oligophrenia

The site provides reference information for informational purposes only. Diagnosis and treatment of diseases should be carried out under the supervision of a specialist. All drugs have contraindications. Expert advice is required!

Treatment and correction of mental retardation ( how to treat oligophrenia?)

Treatment and correction mental retardation ( mental retardation) is a complex process that requires a lot of attention, effort and time. However, with the right approach, you can achieve certain positive results within a few months after the start of treatment.

Can mental retardation be cured? diagnose mental retardation)?

Oligophrenia is incurable. This is due to the fact that under the influence of causal ( provoking the disease) factors damage occurs to certain parts of the brain. As you know, the nervous system especially its central department, that is, the head and spinal cord ) develop in the prenatal period. After birth, the cells of the nervous system practically do not divide, that is, the ability of the brain to regenerate ( recovery after damage) is almost minimal. Once damaged neurons ( nerve cells) will never be restored, as a result of which once developed mental retardation will remain in the child until the end of his life.

At the same time, children with a mild form of the disease respond well to therapeutic and corrective measures, as a result of which they can receive minimal education, learn self-care skills, and even get a simple job.

It is also worth noting that in some cases, the goal of therapeutic measures is not to cure mental retardation as such, but to eliminate its cause, which will prevent the progression of the disease. Such treatment should be carried out immediately after the identification of a risk factor ( for example, when examining the mother before, during, or after childbirth), since the longer causal factor will affect the baby's body, the deeper thinking disorders he may develop in the future.

Treatment for the cause of mental retardation may include:

For congenital infections- with syphilis, cytomegalovirus infection, rubella and other infections, antiviral and antibacterial drugs may be prescribed.
With diabetes in the mother.
In case of metabolic disorders– for example, with phenylketonuria ( violation of the metabolism of the amino acid phenylalanine in the body) eliminating foods containing phenylalanine from the diet can help solve the problem.
With hydrocephalus- surgery immediately after the detection of pathology can prevent the development of mental retardation.

Finger gymnastics for the development of fine motor skills

One of the disorders that occur in mental retardation is a violation of fine motor skills of the fingers. At the same time, it is difficult for children to perform precise purposeful movements ( such as holding a pen or pencil, tying shoelaces, and so on). It will help to correct this shortcoming. finger gymnastics which aims to develop fine motor skills in children. The mechanism of action of the method lies in the fact that frequently performed finger movements are “remembered” by the child’s nervous system, as a result of which in the future ( after multiple workouts) the child can perform them more accurately, while spending less effort.

Finger gymnastics may include:

Exercise 1 (finger counting). Suitable for children with mild mental retardation who are learning to count. First you need to fold your hand into a fist, and then straighten 1 finger and count them ( aloud). Then you need to bend your fingers back, also counting them.
Exercise 2. First, the child should spread the fingers of both palms and place them in front of each other so that only the fingertips touch each other. Then he needs to bring his palms together ( that they also touch), and then return to the starting position.
Exercise 3 During this exercise, the child should fold his hands into the castle, while first the thumb of one hand should be on top, and then the thumb of the other hand.
Exercise 4 First, the child should spread the fingers of the hand, and then bring them together so that the tips of all five fingers gather at one point. The exercise can be repeated many times.
Exercise 5 During this exercise, the child needs to clench his hands into fists, and then straighten his fingers and spread them, repeating these actions several times.

It is also worth noting that the development of fine motor skills of the fingers is facilitated by regular exercises with plasticine, drawing ( even if a child just runs a pencil on paper), shifting small items ( for example, multi-colored buttons, but you need to make sure that the child does not swallow one of them) and so on.

Medicines ( drugs, pills) with mental retardation ( nootropics, vitamins, neuroleptics)

The goal of drug treatment of oligophrenia is to improve metabolism at the level of the brain, as well as stimulate the development of nerve cells. Besides, medicines may be prescribed to relieve certain symptoms of the disease, which can be expressed in different children in different ways. In any case, the treatment regimen must be selected for each child individually, taking into account the severity of the underlying disease, its clinical form and other features.

Medical treatment for mental retardation

Drug group	Representatives	Mechanism of therapeutic action
*Nootropics and drugs that improve cerebral circulation*	*Piracetam*	Improve metabolism at the level of neurons ( nerve cells) of the brain, increasing the rate of use of oxygen by them. This can contribute to the patient's learning and mental development.
	*Phenibut*
	*Vinpocetine*
	*Glycine*
	*Aminalon*
	*Pantogam*
	*Cerebrolysin*
	*Oksibral*
*vitamins*	*Vitamin B1*	Necessary for the normal development and functioning of the central nervous system.
	*Vitamin B6*	Required for the normal transfer process nerve impulses in the central nervous system. With its deficiency, such a sign of mental retardation as mental retardation can progress.
	*Vitamin B12*	With a lack of this vitamin in the body, accelerated death of nerve cells can be observed ( including at the level of the brain), which may contribute to the progression of mental retardation.
	*Vitamin E*	Protects the central nervous system and other tissues from damage by various harmful factors ( in particular, with a lack of oxygen, with intoxication, with irradiation).
	*Vitamin A*	With its lack, the work of the visual analyzer may be disrupted.
*Antipsychotics*	*Sonapax*	They inhibit the activity of the brain, making it possible to eliminate such manifestations of oligophrenia as aggressiveness and pronounced psychomotor agitation.
	*Haloperidol*
	*Neuleptyl*
*tranquilizers*	*Tazepam*	They also inhibit the activity of the central nervous system, helping to eliminate aggressiveness, as well as anxiety, increased excitability and mobility.
	*Nozepam*
	*Adaptol*
*Antidepressants*	*Trittico*	They are prescribed for the depression of the psycho-emotional state of the child, which persists for a long time ( more than 3 - 6 months in a row). It is important to note that the persistence of such a state for a long time significantly reduces the child's ability to learn in the future.
	*Amitriptyline*
	*Paxil*

It should be noted that the dosage, frequency and duration of use of each of the listed drugs is also determined by the attending physician, depending on many factors ( in particular, on the general condition of the patient, the prevalence of certain symptoms, the effectiveness of the treatment, possible side effects, and so on.).

Tasks of massage for mental retardation

Massage of the neck and head is part of the complex treatment of mentally retarded children. At the same time, full body massage can stimulate the development of the musculoskeletal system, improve the general well-being of the patient, and improve his mood.

The tasks of massage for oligophrenia are:

Improving blood microcirculation in massaged tissues, which will improve oxygen delivery and nutrients To nerve cells brain.
Improving the outflow of lymph, which will improve the process of removing toxins and metabolic by-products from the brain tissue.
Improving microcirculation in the muscles, which helps to increase their tone.
Stimulation of nerve endings in the fingers and palms, which can contribute to the development of fine motor skills of the hands.
Creating positive emotions that favorably affect the general condition of the patient.

The effect of music on children with mental retardation

Music lessons or just listening to it has a positive effect on the course of mental retardation. This is why virtually all children with mild to moderate disease are encouraged to include music in their remedial programs. At the same time, it is worth noting that with a more severe degree of oligophrenia, children do not perceive music, do not understand its meaning ( for them it's just a set of sounds), and therefore they will not be able to achieve a positive effect.

Music lessons allow you to:

Develop the child's speech apparatus (while singing songs). In particular, children improve the pronunciation of individual letters, syllables and words.
Develop your child's hearing. In the process of listening to music or singing, the patient learns to distinguish sounds by their tonality.
Develop intellectual abilities. To sing a song, the child needs to perform several sequential actions at once ( take a breath in your chest before the next verse, wait for the right melody, choose the right voice volume and singing speed). All this stimulates thought processes that are disturbed in children with mental retardation.
Develop cognitive activity. In the process of listening to music, a child can learn new musical instruments, evaluate and memorize the nature of their sound, and then learn ( define) them by sound alone.
Teach your child to play musical instruments. This is possible only with a mild form of oligophrenia.

Education of persons with mental retardation

Despite mental retardation, almost all patients with mental retardation ( except deep form) can be trained to some extent. At the same time, general education programs of ordinary schools may not be suitable for all children. It is extremely important to choose the right place and type of training, which will allow the child to develop his abilities to the maximum.

Ordinary and correctional schools, boarding schools and classes for students with mental retardation ( PMPK recommendations)

In order for the child to develop as intensively as possible, you need to choose the right educational institution to send him to.

Education for mentally retarded children can be carried out:

In public schools. This method is suitable for children with a mild form of mental retardation. In some cases, mentally retarded children can successfully complete the first 1-2 grades of school, while any differences between them and ordinary children will not be noticeable. At the same time, it is worth noting that as the school curriculum grows older and heavier, children will begin to lag behind their peers in academic performance, which can cause certain difficulties ( low mood, fear of failure, etc.).
In correctional schools or boarding schools for mentally retarded persons. A special school for children with mental retardation has both its pluses and minuses. On the one hand, teaching a child in a boarding school allows teachers to give him much more attention than when he attends a regular school. In the boarding school, teachers and educators are trained to work with such children, as a result of which it is easier to establish contact with them, find an individual approach to teaching them, and so on. The main disadvantage of such training is the social isolation of a sick child, who practically does not communicate with normal ( healthy) children. Moreover, during their stay in the boarding school, children are constantly monitored and carefully cared for, to which they get used. After graduating from the boarding school, they may simply be unprepared for life in society, as a result of which they will need constant care for the rest of their lives.
In special correctional schools or classes. Some public schools have classes for mentally retarded children where they are taught a simplified curriculum. This allows children to receive the necessary minimum knowledge, as well as to stay among "normal" peers, which contributes to their introduction into society in the future. This training method is suitable only for patients with a mild degree of mental retardation.

The direction of the child in general education or special ( corrective) the so-called psychological-medical-pedagogical commission is engaged in the school ( PMPK). Doctors, psychologists and teachers who are part of the commission conduct a short conversation with the child, while assessing his general and mental state and trying to identify signs of mental retardation or mental retardation.

During a PMPK exam, a child may be asked:

What's his name?
How old is he?
Where does he live?
How many people are in his family may be asked to briefly describe each family member)?
Are there pets at home?
What games does the child like?
What kind of food does he prefer for breakfast, lunch or dinner?
Can the child sing at the same time they may be asked to sing a song or tell a short rhyme)?

After these and some other questions, the child may be asked to complete a few simple tasks ( arrange pictures into groups, name the colors you see, draw something, and so on). If during the examination, specialists reveal any lags in mental or mental development, they may recommend sending the child to a special ( corrective) school. If the mental retardation is insignificant ( for this age), the child can attend a regular school, but at the same time remain under the supervision of psychiatrists and educators.

GEF HIA ( federal state educational standard

GEF is a generally recognized standard of education that all educational institutions of the country must adhere to ( for preschoolers, schoolchildren, students and so on). This standard governs the work educational institution, material, technical and other equipment of the educational institution ( what staff and how many should work in it), as well as the control of training, the availability of training programs, and so on.

GEF HVZ is a federal state educational standard for students with handicapped health. It regulates the educational process for children and adolescents with various physical or mental disabilities, including for mentally retarded patients.

Adapted basic general education programs ( AOOP) for preschoolers and schoolchildren with mental retardation

These programs are part of the Federal State Educational Standard for HIA and represent the best method for teaching people with mental retardation in preschool institutions and schools.

The main objectives of the AOOP for children with mental retardation are:

Creation of conditions for the education of mentally retarded children in general education schools, as well as in special boarding schools.
Creation of similar educational programs for children with mental retardation, which these programs could master.
Creation of educational programs for mentally retarded children to receive preschool and general education.
Development of special programs for children with various degrees of mental retardation.
Organization of the educational process, taking into account the behavioral and mental characteristics of children with various degrees of mental retardation.
Quality control of educational programs.
Control of the assimilation of information by students.

The use of AOOP allows you to:

Maximize mental capacity each individual child with mental retardation.
Teach mentally retarded children self-care ( if possible), doing simple work and other necessary skills.
Teach children how to behave in society and interact with it.
Develop an interest in learning in students.
Eliminate or smooth out the shortcomings and defects that a mentally retarded child may have.
To teach the parents of a mentally retarded child to behave properly with him and so on.

The ultimate goal of all these points is the most effective education of the child, which would allow him to lead the most fulfilling life in the family and in society.

Work programs for children with mental retardation

Based on the basic general education programs ( regulating the general principles of teaching mentally retarded children) work programs are being developed for children with various degrees and forms of mental retardation. The advantage of this approach is that working programm maximum takes into account the individual characteristics of the child, his ability to learn, perceive new information and communicate in society.

So, for example, a work program for children with a mild form of mental retardation may include teaching self-care, reading, writing, mathematics, and so on. At the same time, children with a severe form of the disease are not able to read, write and count in principle, as a result of which their work programs will include only basic self-care skills, learning to control emotions and other simple activities.

Corrective exercises for mental retardation

Corrective classes are selected for each child individually, depending on his mental disorders, behavior, thinking, and so on. These classes can be held in special schools ( professionals) or at home.

The goals of remedial classes are:

Teaching your child basic school skills- reading, writing, simple counting.
Teaching children to behave in society- group lessons are used for this.
Speech development- especially in children who have impaired pronunciation of sounds or other similar defects.
Teach your child to take care of themselves- at the same time, the teacher should focus on the dangers and risks that may lie in wait for the child in Everyday life (for example, the child must learn not to grasp hot or sharp objects, as this will hurt).
Develop attention and perseverance- especially important for children with impaired ability to concentrate.
Teaching your child to control their emotions- especially if he has fits of anger or rage.
Develop fine motor skills- if it is violated.
Develop memory– memorize words, phrases, sentences or even poems.

It should be noted that this is far from full list defects that can be corrected during corrective exercises. It is important to remember that a positive result can only be achieved after prolonged training, as the ability of mentally retarded children to learn and master new skills is significantly reduced. At the same time, with properly selected exercises and regular classes, a child can develop, learn self-care, perform simple work, and so on.

SIPRs for children with mental retardation

SIPR is a special individual development program, selected for each specific mentally retarded child individually. The objectives of this program are similar to those in remedial classes and adapted programs, however, when developing SIPR, not only the degree of oligophrenia and its form are taken into account, but also all the features of the disease that the child has, their severity, and so on.

For the development of SIPR, the child must undergo a complete examination by many specialists ( with a psychiatrist, psychologist, neurologist, speech therapist and so on). During the examination, doctors will identify violations of the functions of various organs ( e.g. memory impairment, fine motor skills impairment, concentration impairment) and evaluate their severity. Based on the data obtained, an SIPR will be drawn up, designed to correct, first of all, those violations that are most pronounced in the child.

So, for example, if a child with oligophrenia has speech, hearing, and concentration disorders, but there are no movement disorders, it makes no sense to prescribe him many hours of classes to improve fine motor skills of the hands. In this case, classes with a speech therapist should come to the fore ( to improve the pronunciation of sounds and words), classes to increase the ability to concentrate and so on. At the same time, it makes no sense to waste time teaching a child with a deep form of mental retardation to read or write, since he will not master these skills anyway.

Literacy Methodology ( reading) children with mental retardation

With a mild form of the disease, the child can learn to read, understand the meaning of the text read, or even partially retell it. With a moderate form of oligophrenia, children can also learn to read words and sentences, but their reading of the text is meaningless ( they read but don't understand what). They are also unable to retell what they have read. With a severe and deep form of mental retardation, the child cannot read.

Teaching reading to mentally retarded children allows:

Teach your child to recognize letters, words and sentences.
Learn to read expressively with intonation).
Learn to understand the meaning of the read text.
Develop speech while reading aloud).
Create the prerequisites for learning to write.

To teach reading to mentally retarded children, you need to select simple texts that do not contain complex phrases, long words and sentences. It is also not recommended to use texts with a large number of abstract concepts, proverbs, metaphors and other similar elements. The fact is that a mentally retarded child has a poorly developed ( or not at all) abstract thinking. As a result, even after correctly reading a proverb, he can understand all the words, but he will not be able to explain its essence, which can negatively affect the desire to learn in the future.

Learning to write

Only children with a mild degree of the disease can learn to write. With moderately severe oligophrenia, children may try to pick up a pen, write letters or words, but they will not be able to write something meaningful.

It is extremely important that before the start of education, the child learns to read at least to a minimal extent. After that, he should be taught to draw simple geometric figures (circles, rectangles, squares, straight lines and so on). When he masters this, you can move on to writing letters and memorizing them. Then you can start writing words and sentences.

It is worth noting that for a mentally retarded child, the difficulty lies not only in mastering writing, but also in understanding the meaning of what is written. At the same time, some children have a pronounced violation of fine motor skills of the hands, which prevents them from mastering the letter. In this case, it is recommended to combine learning grammar and corrective exercises that allow developing motor activity in the fingers.

Mathematics for children with mental retardation

Teaching mathematics to children with a mild form of mental retardation contributes to the development of thinking and social behavior. At the same time, it is worth noting that the mathematical abilities of children with imbecility ( moderate degree of oligophrenia) are very limited - they can perform simple mathematical operations ( add, subtract), but more complex problems are not able to solve. Children with severe and deep mental retardation do not understand mathematics in principle.

Children with mild mental retardation may:

Count natural numbers.
Learn the concepts of "fraction", "proportion", "area" and others.
Master the basic units of mass, length, speed and learn how to apply them in everyday life.
Learn how to shop, calculate the cost of several items at once and the amount of change needed.
Learn how to use measuring and counting instruments ruler, compass, calculator, abacus, clock, scales).

It is important to note that the study of mathematics should not consist in the banal memorization of information. Children need to understand what they are learning and immediately learn to put it into practice. To achieve this, each lesson can end with a situational task ( for example, give children "money" and play with them in the "shop", where they will have to buy some things, pay and take change from the seller).

Pictograms for children with mental retardation

Pictograms are a kind of schematic pictures that depict certain objects or actions. Pictograms allow you to establish contact with a mentally retarded child and teach him in cases where it is impossible to communicate with him through speech ( for example, if he is deaf, and also if he does not understand the words of others).

The essence of the pictogram technique is to associate a certain image in a child ( picture) with some specific action. So, for example, a picture of a toilet can be associated with a desire to go to the toilet. At the same time, a picture of a bath or shower can be associated with water treatments. In the future, these pictures can be fixed on the doors of the respective rooms, as a result of which the child will better navigate the house ( wanting to go to the toilet, he will find the door on his own, which he needs to enter for this).

On the other hand, you can also use pictograms to communicate with your child. So, for example, in the kitchen you can keep pictures of a cup ( pitcher) with water, plates with food, fruits and vegetables. When the child feels thirsty, he can point to water, while pointing to a picture of food will help others understand that the child is hungry.

The above were just some examples of the use of pictograms, however, using this technique, you can teach a mentally retarded child a wide variety of activities ( brush your teeth in the morning, make and make your own bed, fold things, and so on). However, it should be noted that this technique will be most effective in mild mental retardation and only partially effective in moderate disease. At the same time, children with severe and profound mental retardation are practically not amenable to learning with the help of pictograms ( due to the complete lack of associative thinking).

Extracurricular activities of children with mental retardation

Extracurricular activities are activities that take place outside the classroom ( like all lessons), but in a different setting and according to a different plan ( in the form of games, competitions, travel and so on). Changing the method of presenting information to mentally retarded children allows them to stimulate the development of intelligence and cognitive activity, which favorably affects the course of the disease.

The goals of extracurricular activities can be:

adaptation of the child in society;
application of acquired skills and knowledge in practice;
speech development;
physical ( sports) child development;
development of logical thinking;
development of the ability to navigate in unfamiliar terrain;
psychoemotional development of the child;
acquisition of a new experience by the child;
development of creative abilities such as when hiking, playing in the park, forest and so on).

Homeschooling for children with mental retardation

Teaching mentally retarded children can be done at home. Direct participation in this can be taken by both the parents themselves and specialists ( speech therapist, psychiatrist, teachers who know how to work with such children, and so on).

On the one hand, this teaching method has its advantages, since the child is given much more attention than when teaching in groups ( classes). At the same time, the child in the process of learning does not contact with peers, does not acquire the necessary communication and behavioral skills, as a result of which in the future it will be much more difficult for him to join society and become part of it. Therefore, teaching mentally retarded children exclusively at home is not recommended. It is best to combine both methods when the child attends an educational institution during the day, and in the afternoon the parents work with him at home.

Rehabilitation and socialization of children with mental retardation

If the diagnosis of mental retardation is confirmed, it is extremely important to start working with the child in a timely manner, which, in mild forms of the disease, will allow him to get along in society and become a full member of it. At the same time, special attention should be paid to the development of mental, mental, emotional and other functions that are impaired in children with mental retardation.

Sessions with a psychologist psychocorrection)

The primary task of a psychologist when working with a mentally retarded child is to establish friendly, trusting relationships with him. After that, in the process of communicating with the child, the doctor identifies certain mental and psychological disorders that prevail in this particular patient ( for example, instability of the emotional sphere, frequent tearfulness, aggressive behavior, inexplicable joy, difficulties in communicating with others, etc.). Having established the main violations, the doctor tries to help the child get rid of them, thereby speeding up the learning process and improving the quality of his life.

Psychotherapy may include:

psychological education of the child;
help in understanding one's "I";
social education ( teaching the rules and norms of behavior in society);
help in experiencing psycho-emotional trauma;
creating a favorable friendly) the situation in the family;
improving communication skills;
teaching a child to control emotions;
learning skills to overcome difficult life situations and problems.

Speech therapy classes ( with a defectologist-speech therapist)

Violations and underdevelopment of speech can be observed in children with various degrees of mental retardation. To correct them, classes are scheduled with a speech therapist who will help children develop speech abilities.

Speech therapy allows you to:

Teach children to pronounce sounds and words correctly. To do this, a speech therapist uses various exercises, during which children have to repeatedly repeat those sounds and letters that they pronounce worst of all.
Teach your child to build sentences correctly. This is also achieved through sessions in which the speech therapist communicates with the child orally or in writing.
Improve your child's school performance. Underdevelopment of speech can be the cause of poor performance in many subjects.
Stimulate the overall development of the child. Learning to speak and pronounce words correctly, the child simultaneously remembers new information.
Improve the position of the child in society. If a student learns to speak correctly and correctly, it will be easier for him to communicate with classmates and make friends.
Develop the child's ability to concentrate. During classes, the speech therapist may have the child read aloud ever longer texts, which will require a longer concentration of attention.
Expand your child's vocabulary.
Improve understanding of spoken and written language.
Develop abstract thinking and imagination of the child. To do this, the doctor may have the child read aloud books with fairy tales or fictional stories, and then discuss the plot with him.

Didactic games for children with mental retardation

During observations of mentally retarded children, it was noted that they are reluctant to study any new information, but they can play all kinds of games with great pleasure. Based on this, a methodology of didactic ( teaching) games, during which the teacher conveys certain information to the child in a playful way. The main advantage of this method is that the child, without realizing it, develops mentally, mentally and physically, learns to communicate with other people and acquires certain skills that he will need in later life.

For educational purposes, you can use:

Picture games- children are offered a set of pictures and asked to choose from them animals, cars, birds, and so on.
Number Games- if the child already knows how to count, on various objects ( on cubes, books or toys) you can stick the numbers from 1 to 10 and mix them up, and then ask the child to put them in order.
Animal sound games- the child is shown a series of pictures of animals and asked to demonstrate what sounds each of them makes.
Games that promote the development of fine motor skills of hands- on small cubes you can draw letters, and then ask the child to collect any word from them ( the name of an animal, bird, city, and so on).

Exercises and physiotherapy ( exercise therapy) for children with mental retardation

The goal of exercise therapy ( physiotherapy exercises) is a general strengthening of the body, as well as the correction of physical defects that a mentally retarded child may have. A physical training program should be selected individually or by combining children with similar problems into groups of 3-5 people, which will allow the instructor to pay enough attention to each of them.

The goals of exercise therapy for oligophrenia can be:

The development of fine motor skills of the hands. Since this disorder is more common in mentally retarded children, exercises to correct it should be included in every training program. Among the exercises, one can note squeezing and unclenching the hands into fists, spreading and bringing the fingers together, touching the fingertips to each other, alternately bending and unbending each finger separately, and so on.
Correction of spinal deformities. This disorder occurs in children with a severe form of oligophrenia. For its correction, exercises are used that develop the muscles of the back and abdomen, the joints of the spine, water procedures, exercises on the horizontal bar and others.
Correction of movement disorders. If the child has paresis ( in which he weakly moves his arms or legs), exercises should be aimed at developing the affected limbs ( flexion and extension of arms and legs, rotational movements by them, and so on).
Development of coordination of movements. To do this, you can perform exercises such as jumping on one leg, long jump ( after the jump, the child must maintain balance and remain standing), throwing the ball.
Development of mental functions. To do this, you can perform exercises consisting of several consecutive parts ( for example, put your hands on your belt, then sit down, stretch your arms forward, and then do the same in reverse).

It is also worth noting that children with mild to moderate disease can participate in active sports, but only with the constant supervision of an instructor or other adult ( healthy) person.

For sports, mentally retarded children are recommended:

Swimming. This helps them learn how to solve complex sequential problems ( come to the pool, change clothes, wash, swim, wash again and get dressed), and also forms a normal attitude towards water and water procedures.
Skiing. Develop motor activity and the ability to coordinate the movements of arms and legs.
Biking. Promotes the development of balance, concentration and the ability to quickly switch from one task to another.
Trips ( tourism). A change of scenery stimulates the development of the cognitive activity of a mentally retarded patient. At the same time, when traveling, physical development and strengthening of the body takes place.

Recommendations to parents regarding the labor education of children with mental retardation

Labor education of a mentally retarded child is one of the key points in the treatment of this pathology. After all, it is on the ability to self-service and to work that it depends whether a person will be able to live independently or whether he will need the care of strangers throughout his life. Not only teachers at school, but also parents at home should deal with labor education of a child.

The development of labor activity in a child with mental retardation may include:

Self-service training- the child needs to be taught to dress independently, observe the rules of personal hygiene, take care of their appearance, eat food, and so on.
Hard work training– from an early age, children can independently lay out things, sweep the street, vacuum, feed pets or clean up after them.
Teamwork training- if parents go to do some simple work ( e.g. picking mushrooms or apples, watering the garden), the child should be taken with him, explaining and demonstrating to him all the nuances of the work performed, as well as actively cooperating with him ( for example, instruct him to bring water while watering the garden).
Versatile learning- Parents should educate their children different types labor ( even if at first he does not succeed in doing any work).
Awareness of the child's benefits from his work- parents should explain to the child that after watering the garden, vegetables and fruits will grow on it, which the baby can then eat.

Prognosis for mental retardation

The prognosis for this pathology directly depends on the severity of the disease, as well as on the correctness and timeliness of the ongoing therapeutic and corrective measures. So, for example, if you regularly and intensively engage with a child who has been diagnosed with a moderate degree of mental retardation, he can learn to speak, read, communicate with peers, and so on. At the same time, the absence of any training sessions can provoke a deterioration in the patient's condition, as a result of which even a mild degree of oligophrenia can progress, turning into moderate or even severe.

Is a child given a disability group for mental retardation?

Since the ability to self-service and a full life of a mentally retarded child is impaired, he can receive a disability group, which will allow him to enjoy certain advantages in society. At the same time, one or another disability group is set depending on the degree of mental retardation and the general condition of the patient.

Children with mental retardation may be given:

3rd group of disability. It is issued to children with a mild degree of mental retardation who can serve themselves independently, are amenable to learning and can attend ordinary schools, but require increased attention from the family, others and teachers.
2 disability group. Issued to children with a moderate degree of mental retardation who are forced to attend special correctional schools. They are difficult to train, do not get along well in society, have little control over their actions and cannot be responsible for some of them, and therefore often need constant care, as well as the creation of special conditions for living.
1 group of disability. It is issued to children with severe and deep mental retardation, who are practically unable to learn or take care of themselves, and therefore need continuous care and guardianship.

Life expectancy of children and adults with oligophrenia

In the absence of other diseases and malformations, the life expectancy of mentally retarded people directly depends on the ability to self-care or on the care of others.

Healthy ( in physical terms) people with a mild degree of oligophrenia can serve themselves, are easily trained, and can even get a job, earning money for their livelihood. In this regard, their average life expectancy and causes of death practically do not differ from those among healthy people. The same can be said about patients with moderate oligophrenia, who, however, are also amenable to learning.

At the same time, patients with severe forms of the disease live much less than ordinary people. First of all, this may be due to multiple malformations and congenital developmental anomalies, which can lead to the death of children during the first years of life. Another cause of premature death may be the inability of a person to critically evaluate their actions and the environment. At the same time, patients may be in dangerous proximity to fire, working electrical appliances or poisons, fall into the pool ( while not being able to swim), get hit by a car ( accidentally running into the road) and so on. That is why the duration and quality of their life directly depend on the attention from others.

Before use, you should consult with a specialist.

Prepared by: M.V. Babushkina,

teacher I qualification category

Learning Features students with disabilities (mental retardation)

Content

mentally retarded children.

Didactic principles used in the school for children with disabilities.

Methodological requirements for the lessonin a school for children with disabilities.

Features of the program and teaching methods

mentally retarded children

Children with disabilities - these are children whose health condition prevents the development of educational programs outside the special conditions of education and upbringing.

Under special conditions for education by studentswith disabilities are understood:

use of special educational programs and methods of training and education,

special textbooks, teaching aids and didactic materials,

special TSS for collective and individual use,

provision of services of an assistant (assistant) providing students with the necessary technical assistance,

conducting group and individual remedial classes,

providing access to the buildings of educational organizations.

And other conditions, without which it is impossible or difficult for students with disabilities to master educational programs.

The purpose of correctional and educational work with children with a mild degree of mental retardation is teaching them accessible knowledge and social adaptation to independent living.

In a special school for children with disabilities inAll subjects are grouped into twoblock - educational and correctional-developing .

The core curriculum includesgeneral subjects:

Russian language,

reading,

mathematics,

natural history,

biology,

geography,

the history of homeland,

social science,

art,

music and singing,

physical training,

labor training,

vocational training.

The school where mentally retarded children study is not oriented towards qualified education, therefore the content of the curricula is developed taking into account the capabilities of mentally retarded students and differs from the content studied by students in public schools.

The curriculum also includesspecial items:

social orientation (SBO),

rhythm,

development of oral speech based on the study of objects and phenomena of the surrounding reality,

with a corrective focus.

TOcorrection block relate:

speech therapy classes,

exercise therapy,

development of psychomotor and sensory processes.

To implement the curriculum, teachers use stateprograms forspecial (correctional) institutionsVIII kind:

Programs of special (correctional) educational institutionsVIIItype: preparatory, grades 1-4 / ed. V.V. Voronkova. 3rd edition, revised. -M., "Enlightenment", 2004.

Programs for special general education schools for the mentally retarded

children (auxiliary school) / edited by T.S. Zalyalova. Recommended by the Chief Educational and Methodological Directorate of General Secondary Education. -M., "Enlightenment", 1990.

Programs of a special (correctional) educational schoolVIIIspecies: 5-9

classes: In 2 Sat. / Ed. V.V. Voronkova. - M.: Humanit. publishing center VLADOS, 2001.

Programs of special (correctional) educational institutions of the VIII type, grades 5 - 9, A.K. Aksenova, N.G. Galunchikov, M.N. Perov, I.M. Bgazhnokova and others. 3rd edition, M., "Enlightenment", 2006.

Education programs for mentally retarded children have their own specific features.

Firstly, Mentally retarded children learn elementary language material in the most minimal way. The most elementary information necessary for mastering the basics of literate writing and correct coherent speech is selected from scientific grammar. For example, nouns, verbs, adjectives, pronouns, numerals, prepositions are studied. often occur in speech, but participles and participles do not.

Secondly, the program from grades 1 to 9 is built on the basis of the concentric principle of material placement, in which the same topic is studied over several years with a gradual increase in information. Mentally retarded children with great difficulty master complex systems of conceptual connections and easier - simple ones. The concentric arrangement of the material makes it possible to separate complex grammatical concepts and skills into constituent elements and work on each separately. As a result, the number of connections underlying the concept is gradually increasing, the language and speech base for developing skills and abilities is expanding. The concentricity of the program also creates conditions for the constant repetition of previously learned material. For example, the topic "Offer" goes through all the years of study starting from the 1st grade.

Third, allocation of propaedeutic periods. The program identifies preparatory stages at all stages of education, during which the shortcomings of past experience are corrected in children, and students are prepared for mastering the following sections of the program.

Fourth, slow pace of learning material. Compared to the mainstream school, the program of the school for children with disabilities provides for an increase in the number of lessons on each topic.

Fifth, correctional and practical orientationprogram material. Pabout the Russian language is primarily manifested in the field of speech development of children, tk. the most important goal of the Russian language lessons is the formation of speech as a means of communication, as a way of correcting the cognitive activity of students and facilitating their adaptation after graduation.

Corrective work is the correction or weakening of the existing shortcomings of students and the promotion of the greatest possible approximation of the development of these children to their maximum level.

Everyone atThe reader must know the content of the correctional work, which includes the followingdirections:

Improving movement and sensorimotor development:

Development of fine motor skills of the hand and fingers;

Development of calligraphy skills;

Development of articulatory motor skills.

Correction of certain aspects of mental activity:

Development of visual perception and recognition;

Development of visual memory and attention;

Formation of generalized ideas about the properties of objects (color, shape, size);

Development of spatial representations and orientation;

Development of ideas about time;

Development of auditory attention and memory;

The development of phonetic and phonemic concepts, the formation of sound analysis.

Development of basic mental operations:

Correlative analysis skills;

Grouping and classification skills (on the basis of mastering the basic generic concepts);

Ability to work according to verbal and written instructions, algorithm;

Ability to plan activities;

Development of combinatorial abilities.

Development various kinds thinking:

Development of visual-figurative thinking;

Development of verbal-logical thinking (the ability to see and establish logical connections between objects, phenomena and events).

Correction of violations in the development of the emotional and personal sphere (relaxation exercises for facial expressions, reading by roles, etc.)

Development of speech, mastery of the technique of speech.

Expanding ideas about the world and enriching the vocabulary.

Correction of individual gaps in knowledge.

In the process of teaching the Russian language, work is carried out onelimination of the shortcomings of all aspects of the child's speech. The inaccuracy and poverty of the dictionary, the misuse of grammatical forms, syntactic constructions are eliminated in all classes in the Russian language, whether they are lessons devoted to the development of oral speech, reading, practical grammar exercises or grammar and spelling.

The teacher's work on the development of speech of mentally retarded students is reduced to solving the following problems.

1. The study of the speech development of students. It is necessary to identify the speech defects of the child, possible ways to eliminate them for more successful work with children. The study of children's speech is mainly carried out in the first year of study, because. accurate knowledge of the level of speech development of each student is prerequisite correct construction of the system of work. But at the same time, attention to the individual development of each child should not be lost in the future.

2. Correction of speech defects and development of pronunciation skills carried out in the lower grades. The development of pronunciation skills is the most important task of elementary school. Depending on the success of its solution, all other aspects of speech develop.

3. Clarification, enrichment, activation of vocabulary occurs throughout the learning process.

4. Developing the ability to form sentences grammatically correctly also occurs throughout the course of the Russian language.

5. Correction of shortcomings and development of dialogic and monologue forms of oral speech is carried out throughout the years of study, but the foundation is laid in the lower grades.

6. Developing the ability to coherently and logically express your thoughts in writing carried out mainly in the upper grades, but the foundation is also laid on initial stage learning and development.

All tasks of speech development are interconnected and are solved in a complex way.

Classification and selection of teaching methods mentally retarded schoolchildren depends on the principles of solving the issue of education. The classification of teaching methods is diverse, there are up to 10 of them. In the domestic practice of oligophrenic pedagogy, two traditional classifications of teaching methods are used:

St. Petersburg, considering the use of methods depending on the stages of learning. This classification looks like this:

a/ methods of presenting new material;

b / methods of consolidation and repetition.

Moscow, which proposes to divide the methods into verbal, visual and practical.

In practice, all these methods are used in combination at all stages of the lesson.

The specificity of teaching methods at school for children with disabilities lies in their corrective orientation. This concept includes:

slow learning and frequent repetition,

presentation of educational material in small portions,

maximum development and dissection of the material,

the presence of a preparatory period in training,

constant reliance on the experience of the child.

For methods to work reliably and effectively, they must be properly selected and applied. The value of a method is realized if it:

ensures the overall development of a mentally retarded student,

makes learning accessible and feasible,

ensures the strength of knowledge,

takes into account the individual characteristics of the child,

contributes to the activation of the educational activity of the abnormal student.

In its practical sphere, the special methodology of the Russian language uses the recommendations developed by the methodology of the Russian language for elementary mass schools.At the same time, the anomalous development of mentally retarded children requires that all the methods and means of teaching used contribute to the correction of their shortcomings. Therefore, most of the methods used in primary mass school require significant adjustments. In particular, increasing the number of stages of work, lengthening the training period, developingadditional tricks.

Categories of children's learning

A significant heterogeneity of the composition of students in a school for students with disabilities is its specific feature.

By learning opportunities mentally retarded students are divided into four groups.

1 group are students who most successfully master the program material in the process of frontal learning. All tasks are performed by them, as a rule, independently. They do not experience great difficulties in performing the changed task, in general, they correctly use the existing experience, performing the new work. The ability to explain their actions in words testifies to the conscious assimilation of the program material by these students. Some level of generalization is available to them.

In the Russian language lessons, these students quite easily master sound-letter analysis, the initial skills of writing and reading, and learn simple spelling rules. They understand the content of the read texts well, answer questions about the content.

However, in the conditions of frontal work, when studying new educational material, these students still show difficulties in orienting and planning work. They sometimes need additional help in mental labor activities. They use this help quite effectively.

students Group II also do well in the classroom. In the course of training, these children experience somewhat greater difficulties than the students of group I. They generally understand the teacher's frontal explanation, remember the material being studied well, but are not able to draw elementary conclusions and generalizations without the teacher's help. They need the activating and organizing help of the teacher.

In Russian language lessons, they make many mistakes in reading and writing and cannot find them on their own. Rules are learned by heart, but they cannot always be put into practice. They understand what they read, but when retelling they can make omissions of semantic links.

TO III group include students who have difficulty mastering the program material, in need of various types of assistance: verbal-logical, visual and subject-practical. The success of the assimilation of knowledge, first of all, depends on the children's understanding of what is being communicated to them. These students are characterized by insufficient awareness of the newly reported material (rules, theoretical information, facts). It is difficult for them to determine the main thing in what they are studying, to establish a logical connection of parts, to separate the secondary. It is difficult for them to understand the material during frontal lessons, they need additional explanation. They have low independence. The rate of assimilation of the material by these students is significantly lower than that of children assigned to group II.

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

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

The difficulties of teaching the Russian language in this group of students are manifested primarily where analytical and synthetic activity is required. They are slower to master sound-letter analysis and literate writing skills. Students may memorize spelling rules, but apply them mechanically in practice. The formation of coherent oral and written speech in these students is difficult. They are distinguished by the inability to construct a phrase. Their perception of content is fragmented. This leads to the fact that students, even in general terms, do not absorb the meaning of what they read.

TO IV group include students who master the educational material at the lowest level. At the same time, only frontal training is not enough for them. They need to perform a large number of exercises, conduct additional training methods, constant monitoring and tips during the work. To draw conclusions with a certain degree of independence, to use past experience is not available to them. Students need a clear, repeated explanation from the teacher when completing any task. The help of the teacher in the form of a direct hint is used correctly by some students, while others make mistakes under these conditions. These students do not see mistakes in their work, they need a specific indication of them and an explanation for correction. Each subsequent task is perceived by them as a new one. Knowledge is acquired purely mechanically, quickly forgotten. They can acquire a much smaller amount of knowledge and skills than offered by the program remedial school.

Pupils of this group master, basically, the initial skills of reading and writing. Experiencing great difficulties in sound-letter analysis, they make many mistakes. It is especially difficult for them to learn spelling rules that they cannot use in practice, as well as understanding what is being read. Schoolchildren have difficulty understanding not only complex texts with missing links, causal relationships and relationships, but also simple ones with a simple plot. Coherent oral and written speech is formed in them slowly, it is distinguished by fragmentation, a significant distortion of meaning.

The assignment of schoolchildren to one or another group is not stable. Under the influence of corrective education, students develop and can move to a higher group or take a more prosperous place within the group.

The composition of the groups also varies depending on the nature of the lesson. So, the same student, due to a certain deficiency, may experience difficulties in mastering written speech, write illiterately, but quite detailed and easily give an oral description of the subject, read well. Then, according to the Russian language, this student can be assigned to the 3rd group, and in reading - to the 2nd.

All students of the school for children with disabilities, divided into four groups, need a differentiated approach in the process of frontal learning.

The teacher must know the capabilities of each student in order to prepare him for learning new material, correctly select and explain the material, help students learn it and apply it with a greater or lesser degree of independence in practice.

Didactic principles

Methodists compare the principles of didactics with the foundation of a house. Fuzzy, incorrect, inadequate principles are just as dangerous in the formation of knowledge, skills and habits as an unstable, slanting foundation in the construction of a building.

Oligophrenopedagogy, in accordance with the patterns of teaching mentally retarded children, uses the followingdidactic principles:

educational orientation of training;

scientific character and accessibility of education;

systematic and consistent;

linking learning with life;

corrections in training;

visibility;

consciousness and activity of students in the assimilation of educational material;

differentiated and individual approach;

strength of knowledge, skills and abilities.

All principles of teaching are interdependent and represent a certain didactic system. On its basis, the teaching of all academic subjects is built at a school for children with disabilities.

Educational orientation learning in a school for children with disabilities is to form students' moral ideas and concepts, adequate ways of behaving in society.

It is worth noting that inunlike the mass school, in a school for children with disabilities, upbringing plays a special role.AOOP, created on the basis of the Federal State Educational Standard for the Education of Children with Disabilities, (enters into force on September 1, 2016)involves the achievement by students of two types of results:personal and subject.Leading position belongs topersonalresults, since it is they that ensure the mastery of the complex of social (life) competencies necessary for the introduction of students with mental retardation into culture, their mastery of sociocultural experience.

Russian language lessons create optimal conditions for the formationat children of positive habits, persistent moral qualities. At the Russian language lessons, children not only acquire speech skills and abilities, but also learn to live, build relationships with others.

When organizing reading lessons, it is necessary to rely on the emotional state of children in order to instill in them love for the Motherland, honesty, diligence, discipline and other qualities. Taking into account the violation in mentally retarded students of the connections between subject-figurative and logical thinking, between word and action, the teacher uses such methods of work that increase the educational impact of works of art:

expressively reads the text in its entirety or the most important parts for its understanding,

helps children compare the actions of the characters with their own behavior,

if possible, translate the situation described by the author into a real plan.

Scientific principle in general pedagogy involves the reflection of modern achievements of science.

The content of education in a correctional school is elementary and practical. Despite the elementary level of knowledge that students need to learn, they must be scientific. Violation of abstract thinking makes it necessary to limit the completeness and depth of information communicated to children, but their scientific reliability should not be distorted. Moreover, the teacher strives to correct as much as possible the incorrect, inadequate ideas of children about the life around them that they might have had before school.

If mentally retarded children are unable to learn practically significant, but complex material, theoretical information is reduced to a minimum, and skills are formed in the process of performing exercises. So, having understood the main distinguishing feature complex sentences(the presence of two groups of subject and predicate), students train in building complex and complex structures using the unions and allied words indicated in the program.

The principle of accessibility involves building the education of schoolchildren with problems in intellectual development at the level of their real learning opportunities.

First, the material that is familiar to schoolchildren from their own experience or with which they can get acquainted through practical activities is studied. So, initially, children correlate the concept of “name of an object” with words that have a pronounced lexical meaning objectivity (table, wood) and only after working out the ability to raise a question, the boundary of word usage expands due to the introduction of animated, abstract, collective nouns.

The use of the most successful methodological system can make educational material relatively difficult for mentally retarded schoolchildren accessible.

Essence the principle of systematic and sequence consists in the fact that the knowledge that students acquire at school should be brought into a certain logical system for their more successful application in practice.

In the activities of a teacher, the principle of systematicity is implemented in planning the sequence of passing new educational material and in repeating previously studied material, in checking the knowledge and skills acquired by students, in developing a system of individual work with them. Based on this principle, it is possible to proceed to the study of new educational material only after the students have mastered the one that is being worked out in given time. Taking into account this circumstance, the teacher makes adjustments to the previously outlined plans.

Compliance with the principle of systematicity and consistency is important for a Russian language teacher in the preparation and conduct of lessons, since the omission of one, even the most insignificant link in the general chain of knowledge leads to a misunderstanding of the educational material by children, to its mechanical memorization.

Implementation the principle of linking learning with life in a school for children with disabilities is to organize educational work based on close and multifaceted connection with the surrounding reality, with the life of local enterprises, organizations and institutions.

Correction principle consists in correcting the shortcomings of the psychophysical development of students with problems in intellectual development through the use of special methodological techniques. As a result of the application of corrective teaching methods, some shortcomings in students are overcome, others are weakened, due to which students move faster in their development.

One of the indicators of the success of correctional work can be the level of independence of students in the performance of new educational and labor tasks. Therefore, the implementation of the principle of correction in training is:

in the formation of students' skills to independently navigate the requirements for completing tasks,

analyze the conditions and plan their activities, drawing on existing knowledge and experience,

draw conclusions about the quality of the work performed.

To implement individual correction, it is necessary to identify the difficulties experienced by students in teaching various subjects and to establish the causes of these difficulties. Based on this, individual correction measures are developed. There may be several students in the class who require different measures of individual correction. In frontal work, it is advisable to carry out individual correction alternately, additionally working with one or another student.

Exists general rule applications visibility principle in general education schools: teaching should be visual to the extent necessary for students to consciously assimilate knowledge and develop skills based on living images of objects, phenomena and actions. In a school for children with disabilities, subject visualization has been used for a long time. This is due to the fact that the processes of abstraction and generalization are sharply disturbed in students, it is difficult for them to break away from the observation of specific objects and draw an abstract conclusion or conclusion, which is necessary for the formation of a particular concept.

A mentally retarded student has a concrete-figurative thinking. He's just like a normal kid younger age, thinks in forms, colors, sounds, sensations in general. However, unlike a normally developing child, such children, especially those of the lower grades, have a very limited range of ideas about the objects and phenomena of the world around them.

Visual aids should be made differentiated, containing the most basic features of the object and, if possible, without additional unimportant details, often diverting students' attention away from the main goal that the teacher achieves when using these aids. Illustrations should be large, accessible, and realistic. It is important to determine in advance at what stage of the lesson, what kind of visualization is needed, what work will be done with it. You should not expose all the selected visibility at once, you need to demonstrate it sequentially.

Mentally retarded children are characterized by a poor vocabulary and grammatical structure, elementary syntactic constructions, primitiveness of coherent statements, behind which is not only a poor assimilation of grammatical laws, but also, first of all, limited ideas about objects and phenomena of the world around them, about their connections and relationships. In fact, when teaching a language, visual aids should form the framework on the basis of which the language and speech activity of students will be formed. At the lessons of the Russian language, traditional means are used, such as natural objects and phenomena, their three-dimensional and planar images, graphic clarity, and technical teaching aids. In addition, a number of specific tools are used that are not used in other lessons. These are facial expressions, gesture, dramatization, diction, expressiveness of reading, mediated, or linguistic, visibility. The last type of visual teaching aids involves the organization of observations of speech itself, of its figurativeness, of various language components, from sound to text.

The principle of consciousness and active learning provided by a number of conditions, some of which are incorporated in the program itself.

Firstly, this is the selection of material, taking into account its accessibility and practical significance for improving the speech practice of schoolchildren.

Secondly, this is a concentric arrangement of the material, due to which the division of complex connections into elements and the gradual assimilation of each of the elements that make up a single whole are achieved.

Third, selection preparatory phase during which some shortcomings of speech and cognitive activity of mentally retarded children are eliminated, their experience is updated and organized. Taking into account the inferiority of the personal experience of schoolchildren in any type of activity, the program highlights propaedeutic periods at all stages of education, during which the shortcomings of past experience are corrected in children, and students are prepared for mastering the subsequent sections of the program.

Fourth, slow pace of learning material, which corresponds to the slowness of the course of mental processes.

At the Russian language lessons themselves, techniques are widely used that increase the activity of the mental activity of schoolchildren and the level of awareness of the material being studied. These are comparison and comparison, explanation and proof, analysis and synthesis, classification and analogy. At the same time, the rapid decline in cognitive interests and the motivational side of speech, which is characteristic of mentally retarded students, requires the use of such methods and types of work that constantly support the activity of children (visual supports, practical and play activities, a variety of types of exercises and tasks for them). To ensure the transfer of acquired knowledge from one condition to another, to develop the skill of self-control, exercises such as “Checking ourselves”, such work methods as “signaling”, “little teacher”, elements of programmed learning, etc. are used.

IN the principle of the strength of the assimilation of knowledge, skills and abilities learning outcomes are reflected. The strength of knowledge, skills and abilities is achieved by special pedagogical work aimed at deepening and consolidating knowledge and developing skills. That means is repetition. Repetition - this is the basis of all educational work in a correctional school.

The strength of students' assimilation of knowledge is achieved by:

conscious assimilationmaterial;

multiplehreinforcement of the studied material;

variedexercisesth;

a certain degree of independence of students in the performance of tasks, which depends on the year of study and the complexity of the material.

Considering the differences among schoolchildren in the degree and nature of speech underdevelopment, sensorimotor insufficiency, intellectual impairment, the methodology of the Russian language aims teachers at a wide applicationprinciple of differentiated and individual approach to children in the learning process.

The traditional distribution of students in the class into 3 groups (strong, medium, weak) to implement a differentiated approach does not clearly clarify the picture of schoolchildren's difficulties. This, in turn, makes it impossible to accurately choose the means of corrective action.

Thus, the complex underdevelopment of phonemic perception, which causes a number of similar errors in the written work of students (substitutions, omissions, permutations), requires the use of special techniques to correct deficiencies in children of this group:

drawing up a conditional-graphic scheme of a word before its recording,

laying out cubes as you pronounce the sound range or sounds of the word,

recording from memory a sentence analyzed and perceived earlier visually, guessing a word by syllable,

spelling, etc.

In other words, reliance on better analyzers, in this case visual and kinesthetic, contributes to the development of writing skills and the correction of defects in phonemic perception.

When implementing the principle of a differentiated approach, the fact that the identified typological groups cannot be stable is also taken into account. They vary in composition depending on the nature of the Russian language lesson (reading, speech development or grammar and spelling). So, one and the same student, due to a certain deficiency, may experience difficulties in mastering written speech, but give a fairly detailed and easy oral description of the subject, or read well, but write illiterately. The composition of the groups also changes as the students progress in overcoming the defect, since it cannot be carried out at the same pace for everyone.

The methodology also provides that a differentiated approach can be used in relation to a group of students for a long time, but take a relatively short period of time in each lesson and, most importantly, not replace frontal learning. All schoolchildren are required to read in reading lessons, work on the text, learn to retell, write in writing lessons, participate in lexical, grammatical and spelling analysis, in preparation for creative work and in their writing. However, the share of participation in frontal work, the volume and complexity of tasks, methods of activating students' activities will differ depending on the capabilities of the entire group or one child.

The differentiation of requirements in relation to different typological groups of students and to each child individually is carried out taking into account the capabilities of children and the characteristics of their defect. So, some schoolchildren have a noticeable increase in the number of errors at the end of the work, the teacher determines the cause of this phenomenon and, based on it, selects the necessary methods of influence. If a student has a general motor insufficiency or impaired motor skills of the hand, as a result of which muscle fatigue increases, pain appears, attention is scattered, the teacher limits the amount of work for him. If the child is excitable and his performance is impaired, as a result of which interest in the lesson is quickly lost, the teacher reminds the student of the purpose of the assignment, praises the work at the initial stage, briefly changes the type of his activity (offers to wipe the board, find a book), expresses approval and returns to the interrupted exercise.

The methods of implementing a differentiated and individual approach should be such that "as a result of their application, lagging students are gradually leveled off and eventually can be included in collective work on an equal basis with others."

Methodological requirements for a lesson at a school for children with disabilities

Lesson at school for children with disabilities (mental retardation)- this is a lesson using special corrective educational and educational methods for the purpose of teaching children with mental development problems. The lesson is subject to both general didactic requirements and special ones.

General didactic requirements:

The teacher must have subject, teaching methods.

The lesson should be educative and developing.

Corrective and developmental work should be carried out at each lesson.

The material presented must be scientific, reliable, accessible, must be connected with life and be based on the past experience of children.

At each lesson, an individually differentiated approach to students should be carried out.

Interdisciplinary connections should be made in the lesson.

The lesson should be equipped with:

technical training aids;

didactic material (tables, maps, illustrations, tests, diagrams, reasoning algorithms, punched cards, etc.);

all material should be correlated with the level of development of the child, be associated with the logic of the lesson.

In the classroom, innovative processes should be carried out.

An introduction to learning computers is needed.

The following safety rules must be strictly observed in the classroom:

physical minutes ( Primary School- 2 physical minutes);

compliance of furniture with the age of children;

correspondence of didactic material in size and color;

correspondence of the study load to the age of the child;

compliance with sanitary and hygienic requirements.

The lesson should contribute to the solution of the main tasks facing the school:

provide comprehensive pedagogical support to a mentally retarded child;

contribute to the social adaptation of the child.

Special requirements for a lesson in a special school:

The slowness of the pace of learning, which corresponds to the slowness of the course of mental processes;

Simplification of the structure of ZUN in accordance with the psychophysical capabilities of the student;

Implementation of repetition in teaching at all stages and links of the lesson;

Maximum reliance on the child's sensory experience, which is due to the concreteness of the child's thinking;

Maximum reliance on the practical activities and experience of the student.

In mentally retarded students, when the teacher is carried away by verbal methods, the protective system is triggered, and prohibitive inhibition is activated.

Psychologists say that less than 10% of the content of what the student heard during the lesson remains in the memory of the mentally retarded student, 30% of the content perceived through reading, while observing the object (i.e., relying on visualization) approximately 37% remains in the memory of children perceived. Practical actions with educational material leave up to 70% in memory.

Reliance on the more developed abilities of the child;

The implementation of differentiated management of the educational activity of the child, which provides for the design, direction and regulation, and at the same time the correction of the actions of students by dividing a holistic activity into separate parts, operations, etc.

The optimal conditions for organizing the activities of students in the classroom are as follows:

Rational dosage in the lesson of the content of educational material;

Choice of the purpose and means of its achievement;

Regulation of students' actions;

Encouragement of students to activity in the lesson;

Development of interest in the lesson;

Alternation of work and rest.

It is necessary to organize educational activities in the classroom because of the inability of mentally retarded children to constantly mobilize their efforts to solve cognitive problems. Therefore, the teacher has to use the methods of dividing cognition into small parts in the lesson, and all educational activity into small portions. This is reflected in the structure of the lesson.

In the practice of the work of a special school, it is most often usedcombined lesson, combining the types of work and tasks of several types of lessons. Thisdue to the fact that mentally retarded children cannot learn material in large portions. Each portion of the new material requires its immediate consolidation in the activity, practical forms of exercises. At all stages of the lesson, step-by-step, often individual control of the assimilation of the material, identification of emerging difficulties are necessary. Each lesson must take into account personal experience students, because it is easier, more interesting, more accessible for them to study the material if it is connected with personal impressions.

Taking into account the dynamics of performance students in the lesson apply such stages of organization of activities as:

- organizational and preparatory;

- basic;

- final .

The preparatory part of the lesson is recommended to correlate in time with the phase of learning and increasing the productivity of cognition (up to the tenth minute of the lesson). The main stage should be carried out up to the twenty-fifth minute and the final one - from the thirtieth minute of the lesson. During periods of decline in performance (twenty-fifth minute), it is advisable to spend physical culture minutes. When students work independently, the first fifteen to twenty minutes are the most productive.

Sample structure of a combined lesson:

I stage. Organizational and preparatory (up to the 10th minute of the lesson)

Organizational moment and preparation for the lesson;

Organization of educational activities.

II stage. Basic (until the 25th minute of the lesson)

Checking homework;

Repetition of previously studied material;

Preparation for the perception of new material;

Setting the goal and objectives of the lesson;

Explanation of new material;

Correction in the process of obtaining new knowledge;

Consolidation of what has been learned.

III stage. Final (from the 30th minute of the lesson)

Summing up the lesson;

Assessment of knowledge;

Reporting homework and preparing students for independent work on it;

Conclusion from the lesson.

The presence of one or another stage of the lesson depends on its type. Each of the structural elements of the lesson pursues its own tasks.

Exemplary lesson plan with the content of the stages

lesson type - combined

Lesson topic

Lesson objectives

The effectiveness of the lesson largely depends on the setting of specific goals and objectives. Teachers of the correctional school, as well as those of the general education school, set a triune task. The difference lies in the fact that more attention is paid to the correctional and developmental task.

Educational:

to form (formation) students' ideas about ...;

reveal (reveal) ...;

to acquaint, to acquaint, to continue to acquaint…;

specify…;

expand…;

summarize…;

to systematize…;

differentiate…;

learn to put into practice ...;

learn to use ...;

train…;

check….

Corrective:

correct attention (voluntary, involuntary, stable, switching attention, increasing the amount of attention) by performing ...;

correction and development of coherent oral speech (regulatory function, planning function, analyzing function, orthoepic correct pronunciation, replenishment and enrichment of passive and active vocabulary, dialogic and monologue speech) through the implementation ...;

correction and development of coherent written speech (when working on deformed texts, composition, presentation, creative dictation) ...;

correction and development of memory (short-term, long-term) ...;

correction and development of visual perceptions…;

development of auditory perception ...;

correction and development of tactile perception…;

correction and development of fine motor skills of the hands (formation of manual skill, development of rhythm, smoothness of movements, proportionality of movements) ...;

correction and development of mental activity (operations of analysis and synthesis, identification main idea, the establishment of logical and cause-and-effect relationships, the planning function of thinking) ...;

correction and development of personal qualities of students, emotional-volitional sphere (skills of self-control, perseverance and endurance, the ability to express their feelings ...)

TO correction task should be specific And focused on the activation of those mental functions that will be most involved in the course of this lesson, that is, through their active work, educational information will be approached and processed.

Educational:

cultivate observation;

cultivate independence;

cultivate perseverance and patience;

educate moral qualities (love, respect for ..., hard work, the ability to empathize, etc.)

The educational task should be the same specific. For example, the cultivation of observation, if the lesson has to analyze processes or objects; perseverance and patience, if the lesson is proposed to perform a series of exercises, etc.

Lesson equipment

1. Organizational and preparatory stage

The goal is to prepare students for work in the classroom. Stage content:

greetings;

duty officer's report, identification of those absent;

checking readiness for the lesson (jobs, working posture, appearance);

the mood of students to work, the organization of attention;

exercise for the fingers;

recording a number (spelling pronunciation, highlighting spelling);

exercise for the development of attention, perception;

minute of cleansing.

Given the difficult switching of students from one type of activity to another, during the organizational moment it is necessary to remove their excessive excitability and switch their attention to this lesson. From the first minutes, students should feel in the teacher a leader who will not back down from his demands. The teacher checks the readiness for the lesson: the students have notebooks, textbooks, a diary, a pen, special equipment for this lesson, the order in which they are placed on the student's table, and if there are any distracting foreign objects. For some students who have a slow reaction time, the teacher can help to put in order or prepare the workplace for the lesson, but to help, and not to do it for him. At this stage, the psychological attitude of students to further activities in the lesson is also important. The word of the teacher may not affect the setting for work, so verbal appeal should be supplemented with motor and sensory exercises aimed at activating attention, perception of thinking. These exercises last up to seven minutes and should be related to the work ahead.

2.Main stage, on whichsolve the main tasks of the lesson.

a) Checking homework

The goal is to establish the correctness and awareness of doing homework, to identify typical shortcomings, to identify the level of knowledge of students, to repeat the material covered, to eliminate the identified gaps in knowledge during the test. Possible options for checking homework:

frontal survey;

individual survey with a call to the board;

frontal written survey (at the blackboard, on cards);

individual written survey;

compacted survey (combination of frontal and individual, oral and written);

practical work;

programmed control;

checking notebooks;

with the help of TCO.

Checking homework (updating knowledge) a traditional part of the lesson, the meaning of which is both to check and control, and to prepare for the study of new material. In this type of work, the teacher focuses the attention of students on the basic rules that formed the basis for doing homework. Checks whether everyone completed the task, what and who had difficulties, what typical mistakes were allowed.

If there was no homework for this lesson, then the students, using a series of specially prepared questions, reproduce the knowledge that will be used in the explanation process. This part of the lesson directly depends cognitive activity and students' interest in new material.

b) Propaedeutics of students to assimilate new material

The goal is to organize the cognitive activity of students. Inform the topic, goals and objectives of studying new material, show the practical significance of studying new material(goal setting) to attract attention and arouse interest in learning new topic. The introduction of a new concept can be done in different ways:

riddle, rebus, game "Extra Four";

appeal to the past experience of students (conversation);

vocabulary work (connection with new material);

problem question.

new material should start with an introductory conversation.

The teacher tells in detail what the children will do and why it is necessary, it is important to show the children those aspects of life in which the acquired knowledge can be applied. It is necessary to express the opinion that the children will cope with the task. Further, it is recommended to carry out special preparation for solving the cognitive tasks of the lesson with an introductory conversation, or a frontal brief survey of the previous material, or by examining tables, figures, living objects to create ideas when studying new material.

c) Communication of new material

The goal is to give students a concrete idea about the issue being studied, the rule, the phenomenon, etc. Communication of new material is possible in combination different ways:

teacher's story (scientific, accessible, moderately emotional, consistent, based on visualization, with vocabulary work, with conclusions);

self-acquaintance with new material by observing and using the textbook(only in high school and only accessible material);

conversation (if students have a stock of information on this topic);

alternation of conversation and story;

using TSO.

Explanation - the scientific presentation of the content of the educational material is the most important part in the structure of the lesson. The logic of scientific evidence accessible to mentally retarded schoolchildren, based on their knowledge, a simple and convincing form of presentation are the foundations for a good understanding and assimilation of new material by students. When explaining new material, it is necessary to focus on the main points of the content of the material, apply intonation, stress on the essential in the explanation. The material should be presented as if you are studying it with the students. Visual aids should be used bright, in accordance with age. In a special school, the explanation may also be included in other parts of the lesson (for example, in the process consolidation), when the material is not understood by some part of the students and requires repeated explanation at a more accessible level.

Primary Perception (through direct repetition, examples, partial conclusions).

d) Consolidation of acquired knowledge

The goal is to consolidate the knowledge and skills necessary for independent work of students on new material, to teach how to apply knowledge in a similar situation. Methods used:

conversation;

work with the textbook;

work with a notebook;

practical work;

programmed tasks;

didactic games;

application of TCO;

tables, diagrams, tests;

independent work.

The main requirement in this link of the lesson is to provide students with the correct ideas and concepts. For full perception and conscious assimilation learning task several references to the same material are needed, during which knowledge, skills are refined, and incorrectly learned material is corrected. At this stage of the lesson, a differentiated approach to students and the variety of forms used to consolidate what has been studied are especially important, depending on the individual capabilities and characteristics of the students. In the lessons, the stage of consolidating and repeating knowledge can be carried out as a separate stage or in stages after each portion of the various parts of the lesson. Its purpose: secondary reproduction of the material presented, understanding of the acquired knowledge. evaluated in the manner prescribed for general education schools. However, when assessing, it is necessary first of all to take into account the requirements of special school programs and the psychophysical characteristics of students, for whom assessment has a great educational and activating value. An objective assessment of students' knowledge, skills and abilities is achieved by a combination of various types of current and final knowledge testing.

The assessment of students with mild and moderate (medium) degree of mental retardation of a boarding school in all subjects of the program, with the exception of the correctional block, is usually carried out according to a five-point system with a modified grading scale for each subject. Due to the fact that education at school is not qualified, the grades given to students are also not "qualified", i.e. they cannot be equated with the grades of students in general education schools, but are only an indicator of the success of the advancement of pupils in relation to themselves.

To assess students during the midterm assessment, teachers develop individual control tasks, taking into account the level that they were able to achieve in the learning process. The progress of students relative to themselves is assessed, without comparing the results with peers.

When assessing the knowledge, skills and abilities of students, it is necessary to take into account the individual characteristics of the intellectual development of students, the state of their emotional and volitional sphere. When assessing the written work of students suffering from a profound motor impairment, one should not reduce the mark for poor handwriting, sloppy writing, the quality of notes, drawings, drawings, etc.

Using assessment as a stimulus for learning activities, as an exception, the work of some students can be evaluated with a higher score.

analysis and recording of homework.

Reportinghomework, the teacher explains the main provisions and ways of its implementation. The main task of this stage of the lesson is to help students organize their home study work.

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