\ For parents of children and adolescents \ Children with developmental disabilities \ Correctional school of the 8th type. School for mentally retarded children.

Correctional school 8 types. School for mentally retarded children.

In a specialized (correctional) educational institution of the VIII type, training and education of children with mental retardation is carried out in order to correct deviations in their development by means of education and labor training, as well as socio-psychological rehabilitation for subsequent integration into society.

IN primary school(first 4 classes) a comprehensive psychological, medical and pedagogical study of the personality of the pupil is carried out, the identification of his capabilities and individual characteristics in order to develop forms and methods of organization educational process. Psychological and pedagogical work is aimed at instilling interest in obtaining knowledge, skills are formed learning activities, independence. Work is underway on the general and speech development of children, correction of motor disorders, deviations in the intellectual and emotional-volitional spheres, behavior. Class sizes up to 12 people. In the upper grades, students receive knowledge in general subjects that have a practical orientation and correspond to their psychophysical abilities. In grades 10-11, the main direction of work is industrial training, skills of independent work are instilled in training workshops, subsidiary farms, and enterprises. Professional education carried out taking into account the interests and psychophysical capabilities. In case of successful assimilation of professional skills, graduates may be assigned a qualification category (the decision is made by the administration of the enterprise concerned). In a correctional institution of the VIII type, training is organized for types of labor of various levels of complexity, taking into account the interests of pupils and in accordance with their psychophysical capabilities, the need for workers, employment opportunities for graduates, continuing their education in special groups of primary vocational education institutions.

The continuation of vocational education is carried out in special groups of institutions of primary vocational education. In a correctional educational institution of type VIII, classes for children with severe mental retardation can be created and function, the occupancy of which should not exceed 8 people. NDC specialists will help parents to choose a school, and children to adapt to the educational process and the school staff.

According to "popular" statistics, only 10% of graduates will find their place in life: they will get a job, create a normal family, become responsible parents. Vagrancy, drunkenness, drugs await the rest. Elena Lyubovina, Deputy Director of the Absolut-Help Charitable Foundation, talks about how to influence these statistics.

Along with the summer weather, it's time for proms and holidays. Government agencies, charitable foundations, volunteers from commercial companies are invited en masse to recent calls and celebratory tea parties.

A few days ago, the Absolute Help Charitable Foundation awarded the best graduates of correctional boarding schools in the Moscow Region. modern auditorium, Balloons, nice music, thoughtful script, right words, useful gifts, beautifully dressed children. This is how school graduates are usually seen off to adulthood - a life in which there are plans and dreams.

They reward everyone, call their names, invite them to the stage, shake hands, say something important, look into their eyes. The heart beats with excitement and the importance of the moment. You are the best, you are needed, you are well done! You are one of two hundred excellent and good students from 64 correctional institutions in the Moscow region (55 schools for children with mental retardation and mental retardation), where another 8.5 thousand children live and study. Children left without parental care, children with disabilities, children from low-income, disadvantaged and foster families.

Using the example of a certain category of children from a separate region of Russia, we want to show the situation from the inside, facts and figures, interviews of children and teachers, expert comments. To acquaint readers with the results of intermediate monitoring of post-boarding residence of graduates of correctional schools in the Moscow region.

According to "popular" statistics, only 10% of graduates will find their place in life: they will get a job, create a normal family, become responsible parents. Their classmates will go the other way: vagrancy, drunkenness, drugs, problems with the police, the birth of unwanted children, and inevitable death years later. Is this really so, is it possible to influence the situation and is there a way out?

A few weeks before the graduation party, videographer Mikhail Levchuk and I recorded an interview with students from the Novopetrovsk correctional boarding school for children with mental retardation.

Life after boarding school for children with mental retardation

Graduates of correctional institutions of the VIII type (with mental retardation) receive a certificate of completion of a boarding school and, instead of the state final certification (GIA), take the final exam in labor. Officially, the child finishes the 9th grade, but in fact he masters the program of the 5th-6th grade of a general education school.

Communicating with teachers, defectologists, social workers and children, it becomes obvious that 1/3 of the pupils have a moderate degree of mental retardation, 2/3 of the children have a mild one.

In the next 2-3 years after graduation, most of the guys will go to study and live in a hostel at a lyceum (vocational school). The choice of professions is small: seamstress, plasterer-painter, locksmith, gardener, although the list of professions recommended by the Ministry of Labor of the Russian Federation for children with mental retardation is much wider (more than 100 items). Now it depends only on the guys themselves whether they will be able to get a more demanded profession: to do this, they need to finish night school on their own and pass the GIA, and then enter another specialty or college.

By this time, the matured graduate really enters into an independent life. Someone will be given a disability and an allowance will be allocated, someone will return to their parents (blood or adoptive), someone will receive separate housing from the state.

Post-residential accommodation for graduates

Charitable Foundation "Absolute-Help" in May monitored correctional institutions for post-boarding residence of graduates of 2011-2015. These data are necessary for building a support system and further support for children with mental retardation left without parental care. More than 60 correctional institutions were surveyed according to the following criteria: social status, place of further study, place of work, marital status/children, criminal record, mortality. Data for 2011-2015 were provided by 39 schools. For 2012-2014 1,802 people graduated from correctional boarding schools, 1,584 of them entered vocational schools, 218 people do not go on to further education (due to disability and personal choice). IN given time practically all the children who entered the colleges continue their education, living in dormitories at lyceums and being under the care of the state. To identify problems that arise when graduates live independently, a cross-section of data for earlier periods (2000-2011) is needed.

In 2011, 433 children became graduates, including: orphans and children left without parental care (132), children from foster families and under guardianship (25), children from birth families (276). Have a disability - 89 people. 328 children received primary vocational education in lyceums and vocational schools at the place of distribution. 144 people have/had a permanent/temporary job in the following specialties: a loader, a handyman, a janitor, a gas station operator, a construction team worker, a shop assistant, a gardener, a seamstress, an advertising distributor, a nurse. The list of companies in which graduates work / worked: Russian Railways, McDonald's, Nestle, AUCHAN, housing and communal services, gas stations, hardware stores, sewing workshops, private farms. 2 people served in the Russian Army.

Information about personal life, the birth of children, the presence of a criminal record and mortality indicated 14 institutions that actively cooperate with the Absolute Help Foundation. 44 people are in an official or civil marriage, 5 children died, 6 people have a criminal record, 25 children were born in an official and civil marriage, 16 children out of wedlock are raised by single mothers.

In the answers there are phrases: "temporarily not working", "located in maternity leave child care”, “lives in a civil marriage”, “employed while serving a term of imprisonment”, “left at the place of registration in another region”.

This data does not reveal the real picture, it is formal and often impersonal. But the first step has been taken and the survey needs to be finalized and verified.

Personal opinion

The main part of the pupils of correctional institutions are the so-called "social orphans" from dysfunctional families. Parents are in prison, take drugs, drink. When it comes to such children, our ideas and sensations work in a pattern. An inadequate, dirty child, removed from a family of alcoholics, a small criminal, already posing a threat to society, rises before his eyes. The farther they put him away and the stricter they treat him, the better.

When I was 10 years old, my mother and my father, a man with two higher educations, a lieutenant colonel, died Soviet army, the head of the UNR (formation in the armed forces) began to drink. Strongly. And in just a couple of months, I turned from a prosperous, ambitious straight-A student into a frightened nanny for my father. We lived far away in Alma-Ata, and relatives did not know about the enormity of the situation. Guardianship did not come to us and we were talking about orphanage did not go, but I fully plunged into real life- useless orphans, orphans with living parents.

I will not tell you what a drinking loved one is, whom you are trying by all means to protect from troubles and destruction. I don't want to remember how many anxious thoughts and shame I had then in my life. But I want to say that despite the devastation that suddenly came and the endless change of residence (practically fleeing from city to city), I somehow managed to maintain faith in goodness and people. I found the strength and support to go further: forgive my dad, do well at school, go to university, find an interesting job.

About the diagnosis

In our country, the diagnosis of "mental retardation" is easier to get than we think. Being the mother of an adopted son who did not study very well in the second grade, I more than experienced the pressure of individual representatives of the education system. Classroom teacher, having not found contact with the child, sent us to "check the head", because "the genes are incomprehensible" and "the child is still a kindergartener who is not able to study at school." It is quite possible that at the indicated address my son could have been diagnosed with a diagnosis that would have complicated our lives for many years. This did not happen, we changed schools and the son finished the school year with a B.

According to specialists from the Ministry of Social Protection of Moscow and the Ministry of Education of the Moscow Region, the diagnosis of children in Russia is carried out accurately and thoroughly. According to the experience of interaction with correctional boarding schools and special schools, certain children need to be reviewed and the diagnosis of "mental retardation" removed.

Often, teachers themselves do not believe in the abilities of students. A teacher from one of the remedial schools is surprised when he shows me the data on graduates. It turns out that Masha N. is studying at a college by profession - a veterinarian. "The girl has oligophrenia - this is an accurate diagnosis, but for a technical school you need to get a diploma of incomplete secondary education, what a fine fellow, probably her grandmother's relatives were engaged with her," the teacher says happily.

About the possibilities

In the Center for Equal Opportunities "Vverh", diplomas of former graduates of correctional institutions are hung on the walls. Personal efforts (years of study) and incredible pedagogical professionalism and patience helped the guys get a professional or higher education.

The impossible is possible. Manager in the specialty "State and municipal management", a teacher in physical education, a bachelor of pedagogy, an economist-manager, etc. These are the successes of children who, graduating from a boarding school, actually mastered the material of grades 5-6 of a general education school.

“Teaching children from correctional institutions taught me many important things,” says Daria Tarayan, a teacher at the Up Center. concepts, compose associations to allow students to keep the feeling dignity".

Self-esteem

How often in closed institutions do you hear such formulations as "self-esteem", "personal qualities", "individuality", "self-sufficiency"? No, only one out of ten directors of orphanages thinks about it.

To teach responsibility, diligence, independence and consciousness. In fact, to form responsible behavior is the main task of institutions in which, according to official statistics, hundreds of thousands of children lived some time ago.

“Children should be able to serve themselves, keep order, work and respect the work of others,” comments Igor Egorev, director of the Novopetrovsk correctional boarding school.

About future

“A child leaves a well-fed, well-to-do childhood for a new space, but the old managerial mechanism continues to live in his head - the state will provide for everyone,” says Alexander Gezalov, a public figure. “For years they have been used to solving issues only within a closed team and with the help of a limited set of tools: resentment, boycott, fight, ignoring what does not work outside the walls of the institution.

All graduates of boarding schools want to have a job, start a family, be happy. But they are left alone with their fears and problems... They do not have the skills of independent living, they do not know how to organize their life... They experience difficulties in finding a job... They cannot provide themselves with a living wage... save the family...

Of course, this is a common task: the child himself and specialists in education (in the Moscow region) and social protection (in Moscow), teachers, psychologists, representatives of guardianship, patronage educators, employees of charitable and public organizations, volunteers of commercial companies and just caring people.

How can you help without hurting?

1. "Reasonable Charity". Not to entertain, give gifts, feed with buns and kebabs, but to teach, motivate and enlighten.
2. Additional training, vocational guidance and employment assistance in commercial and state companies.
3. Donations to develop effective mentoring programs.
4. Patronage and guest form of communication with the child.

Organizations for which every day is Children's Day:

Lyubovina Elena

Mental retardation- this is a qualitative change in the entire psyche, the entire personality as a whole, which was the result of 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. Mental retardation is a qualitative change in the entire psyche, the entire personality as a whole, which was the result of 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.

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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.

Joint education of mentally retarded children with normally developing peers in general 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.

Mental retardation is a qualitative change in the entire psyche, the entire personality as a whole, which was the result of 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.

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. hallmark thinking of the mentally retarded 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, and 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. Observed different kinds writing disorders, difficulties in mastering the technique of reading, reduced need for verbal communication.

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 activities 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 where children with special needs study, the entire course of the integrated educational process is led by 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 only be achieved with thoughtful systematic work, constituent parts which are the formation of a positive attitude towards students with special needs of psychophysical development 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. Academic subjects which are not provided for by a special (correctional) program for children with intellectual disabilities, students with developmental disabilities do not attend. 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 new material according to standard government programs, and students with intellectual disabilities perform independent work aimed at consolidating what was previously learned. 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. Provision of textbooks and teaching aids 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

table 2

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

Table 3

Criteria for evaluating the written work of elementary school students

(VIII species, 1-4 class)

Teaching aids

1. Aksenova A.K. Methods of teaching the Russian language in a special (correctional) school. Moscow: Vlados, 2000.
2. Aksenova A.K., Yakubovskaya E.V. Didactic games at Russian language lessons in grades 1-4 of an auxiliary school. M.: Education, 1991.
3. Voronkova V.V. Teaching literacy and spelling in grades 1-4 of a special school. M.: Enlightenment, 1993.
4. Voronkova V.V. Russian language lessons in the 2nd grade of a special (correctional) general education school of the VIII type. M.: Vlados, 2003.
5. The upbringing and education of children in a special school / Ed. V.V. Voronkova. M., 1994.
6. Groshenkov I.A. Classes in fine arts in a special (correctional) school of the VIII type. Moscow: Institute for General Humanitarian Research, 2001.
7. 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.
8. Ekzhanova E.A., Reznikova E.V. Fundamentals of integrated learning. M.: Bustard, 2008.
9. Kisova V.V., Koneva I.A. Workshop on special psychology. St. Petersburg: Speech, 2006.
10. Mastyukova E.M., Moskovkina A.G. family education of children with developmental disabilities. M., 2003.
11. 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.
12. Education and upbringing of children in the auxiliary school / Ed. V.V. Voronkova. M.: School-Press, 1994.
13. Petrova V.G., Belyakova I.V. Psychology of mentally retarded schoolchildren. M., 2002.
14. Perova M.N. Methods of teaching the elements of geometry in a special (correctional) school of the VIII type. Moscow: Classic Style, 2005.
15. Perova M.N., Methods of teaching mathematics in a special (correctional) school of the VIII type. M.: Vlados, 2001.
16. Special Pedagogy / Ed. N.M. Nazarova. M., 2000.
17. Chernik E.S. Physical culture in the auxiliary school. M.: Educational literature, 1997.
18. Shcherbakova A.M. Raising a child with developmental disabilities. M., 2002.
19. 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 and 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.

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

Related materials:

Kindergarten plus elementary school

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

Features in development are too different

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

cerebral palsy - cerebral palsy;

ZPR - mental retardation;

ZRR - delayed speech development;

MMD - minimal brain dysfunction;

ODA - musculoskeletal system;

ONR - general underdevelopment of speech;

RDA - early childhood autism;

ADHD - Attention Deficit Hyperactivity Disorder;

HIA - limited opportunities health.

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

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

In special (correctional) general educational schools of the 1st type Hearing-impaired, hearing-impaired and deaf children are taught. IN schools II type deaf children learn. Type III-IV schools Designed for blind and visually impaired children. SchoolsVkind accept students with speech disorders, in particular stuttering children. Type VI schools created for children with problems in physical and mental development. Sometimes such schools function at neurological and psychiatric hospitals. Their main contingent is children with different forms cerebral palsy (CP), spinal and craniocerebral injuries. Type VII schools for children with ADHD and mental retardation. Type VII schools dealing with dyslexia in children. Alexia is the absence of speech and a complete inability to master speech, and dyslexia is a partial specific disorder of mastering reading, caused by a violation of higher mental functions. And, finally, in special (correctional) general educational schools of the VIII type teaching mentally retarded children the main objective these educational institutions - to teach children to read, count and write and navigate in social conditions. At schools of the VIII type there are carpentry, locksmith, sewing or bookbinding workshops, where students within the walls of the school receive a profession that allows them to earn a living. Way to higher education is closed for them, after graduation they receive only a certificate stating that they have attended the ten-year program.

Correctional school: strive for it or avoid it?

This difficult question is up to you. As we know, cerebral palsy also has such different and dissimilar forms - from deep mental retardation, in which doctors pass a verdict: "untrainable" - to completely intact intelligence. A child with cerebral palsy may suffer from a musculoskeletal system and at the same time have a completely bright and smart head!

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

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

Visit the school in person!

Doctors will be the first judge of your child's abilities. They will send him to the psychological-medical-pedagogical commission (PMPC). Consult with the members of the commission, which school in your district is best for your child, will allow him to reveal his abilities, correct his problems and shortcomings. Contact the district resource center for the development of inclusive education: maybe they will help with advice? To get started, call the schools available in your district. Chat on the forums with parents of children who are already studying. Are they satisfied with the education and the attitude of the teachers? And it is better, of course, to personally get acquainted with the director of the school, teachers and, of course, with future classmates! You must know what environment your child will be in. You can go to the websites of schools, but there you will receive only a minimum of formal information: on the Internet you can depict a beautiful picture, but will it correspond to reality? A true picture of the school will give only her visit. Having crossed the threshold of the building, you will immediately understand whether there is cleanliness, order, discipline, and most importantly, the reverent attitude of teachers towards special children. All this you will feel right at the entrance!

Home education - as an option

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

Please note that there are several schools, for example, of the VIII type in each district, and there is even a choice, but not every district has schools for blind or deaf children. Well, you will have to travel far, drive or ... rent an apartment where there is a school your child needs. Many non-residents come to Moscow solely for the sake of educating and rehabilitating their special children, because in the provinces, by and large, there is simply no correctional education. So, visitors do not care in which district to rent housing, so first they find a school suitable for the child, and then they already rent an apartment nearby. Maybe you should do the same for your own child?

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

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

So, in order to enroll a child in the first grade, you must submit to general educational institution an application for admission, a birth certificate, a medical card in the form 0-26 / U-2000, approved by order of the Ministry of Health of the Russian Federation dated July 3, 2000 No. 241, a certificate of registration of the child (form No. 9). Parents have the right not to report the diagnosis of the child when they are admitted to an educational institution (Article 8 Law of the Russian Federation of 07/02/1992 N 3185-1 (as amended on 07/03/2016) "On psychiatric care and guarantees of the rights of citizens in its provision" (with amended and supplemented, effective from 01/01/2017), and the school administration has no right to receive this information from anyone other than the parent ( legal representative) child.

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