working with mentally retarded children
Compiled by: senior teacher of the department of correctional pedagogy and special psychology of the Krasnoyarsk regional IPK and PP of education workers Popov. V.S.
Requirements for a lesson in a special (correctional) school of VIII type
1. General didactic requirements:
The teacher must be proficient in the subject and teaching methods.
The lesson should be educational and developing.
Corrective and developmental work should be carried out at each lesson.
The material presented must be scientific, reliable, accessible, must be related to life and be based on the past experiences of children.
Each lesson should provide an individually differentiated approach to students.
Interdisciplinary connections should be made in the lesson.
The lesson should be equipped with:
technical means of training;
didactic material (tables, maps, illustrations, tests, diagrams, reasoning algorithms, punched cards, punched envelopes, etc.);
all material must be correlated with the child’s level of development and connected with the logic of the lesson.
Innovative processes should be carried out in the classroom.
An introduction to computer education is needed.
During the lesson, the safety regime must be strictly observed:
conducting physical exercises (primary school - 2 physical exercises, high school - 1 physical exercise);
correspondence of furniture to the age of children;
matching didactic material in size and color;
correspondence of the educational load to the age of the child;
compliance with sanitary and hygienic requirements.
The lesson should help solve the main problems facing the school:
provide comprehensive pedagogical support to a mentally retarded child;
promote social adaptation of an abnormally developing child.
Slowness of the pace of learning, which corresponds to the slowness of mental processes;
Simplification of the structure of the knowledge of learning in accordance with the psychophysical capabilities of the student;
Implementation of repetition during training 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 student’s practical activities and experience;
reliance on the child’s more developed abilities;
Implementation of differentiated management of the child’s educational activities, providing for design, direction and regulation, and at the same time correction of students’ actions by dividing the integral activity into separate parts, operations, etc.
- choice of goal and means of achieving it;
- regulation of students’ actions;
- encouraging students to take part in activities during the lesson;
- developing interest in the lesson;
- alternation of work and rest.
It is necessary to organize educational activities in the classroom due to the inability of mentally retarded children to constantly mobilize their efforts to solve cognitive problems. Therefore, during the lesson, the teacher has to use techniques for dividing cognition into small parts, and all educational activities into small portions. This is reflected in the structure of the lesson. The lesson consists of links. Each link contains the transmission and reception of information, verification of its assimilation and correction. The role of media is the word, visuals, and practical actions. The lesson sections are also divided into verbal, visual and practical. The combination and temporary arrangement of these links make up the structure of the lesson. Due to the rotation of different units, lessons vary in type.
Depending on the tasks, in some lessons of this type the main place is occupied by the acquisition of new things, in others - the reproduction of what has been learned, in others - the repetition and systematization of what has been learned. A lesson-excursion is an exit to the place of the object of knowledge. Learning in this lesson is carried out in the form of observation, conversation, and action. The excursion is divided in content into thematic and complex and is carried out at different stages of training.
Any lesson, even the simplest in structure, is a rather complex activity between the teacher and the student. Each unit of the lesson has its own specific requirements. The activities of mentally retarded students in the classroom are very changeable; their motivation and performance do not always correspond to the specific learning conditions and, in connection with this, the role of matching the methods of organizing a lesson for a mentally retarded student increases.
The important corrective value of this process is to identify and take into account the unrealized cognitive capabilities of students. Due to the uneven activity of students in the lesson, knowledge is of great importance for the teacher performance phases student. In a mentally retarded student, the phase of reduced performance is too long, and the phase of increased performance is greatly reduced. The phase of secondary decline in performance begins prematurely.
3. When preparing for the lesson, you should remember:
Lesson topic.
Lesson type.
The main goal of the lesson.
Lesson objectives (educational, correctional and developmental, educational).
How all stages of the lesson will work to achieve the main goal of the lesson.
Forms and methods of teaching.
Student assessment.
Lesson analysis.
4. Types of lessons
The type of lesson is a set of essential features characteristic of a certain group of lessons, which are based on a clearly fixed time characteristic of both the media and their alternation in time, and also differ in their target orientation. In the practice of special schools of the 8th type, a distinction is made between a propaedeutic lesson, a lesson in the formation of new knowledge, lessons for improving knowledge, correction, systematization and generalization, control, practical, combined lessons, as well as an educational excursion.
1. Propaedeutic lesson.
Propaedeutic The lesson is used to prepare for the acquisition of new knowledge, to improve the level of cognitive abilities of children, to instill skills in educational activities (in the first grade), to correct the thinking, perception and speech of a mentally retarded student. Lesson on learning new knowledge: The low productivity of students in special schools of the 8th type when learning new material requires such corrective measures as reducing portions of new knowledge and a small time volume of their presentation (in elementary grades up to 10 minutes, in high school up to 25 minutes).
2. Lesson on learning new material.
Lessonslearning new material- the process is long. Mastering reading and writing takes months. Due to the inertia of the mental processes of mentally retarded children, lessons - improving knowledgeny. They deepen and expand knowledge within the boundaries of the previously submitted volume. These lessons use hands-on exercises and skills-building training.
3. Lesson to consolidate knowledge.
4. Lesson of generalization and systematization of knowledge.
In order to prevent forgetting, lessonsgeneralization and systematization of knowledge. At these lessons, fragments of knowledge are combined into a single system, connections between facts are restored. In the curriculum, these types of lessons are used for repetition. These lessons correct the reduced level of distraction and generalization.
Lesson on testing and assessing knowledge.
6. Corrective lesson.
Corrective lessons are used for the practical implementation of correction of speech, concepts, coordination, actions, writing, etc. In these lessons, correction, clarification, restructuring of actions is carried out, implemented in the observation of objects or phenomena, recognition, naming, comparison, classification, description, highlighting the main thing, generalization. In this case, outdoor games and physical exercises are widely used to develop all analyzers.
Combined lesson.
Here is an approximate structure of a combined lesson, the outline of which will be given below:
- organizational moment and preparation for the lesson;
- organization of educational activities;
- checking homework;
- repetition of previously studied material;
- preparation for the perception of new material;
- learning new knowledge;
- correction in the process of acquiring new knowledge;
- consolidation of new material;
- summarizing;
- announcement of homework;
- conclusion from the lesson.
7. Non-traditional lessons.
5. Lesson stages
The teacher’s art lies (based on corrective measures) in changing the relationship between the levels of students’ performance and ensuring the student’s readiness to perform cognitive tasks with optimal activity. Taking into account the dynamics of the performance of mentally retarded students, it is recommended to use the following stages of organizing activities in the lesson:
- organizational and preparatory;
- basic;
- final.
Organizational and preparatory:
The second point in organizing a lesson is to develop the skills to properly organize your actions during the lesson. This stage not only ensures the productivity of learning, but also teaches children to be organized in any activity. The main principle of the pedagogical organization of lesson work is the constant management of the actions of mentally retarded children, up to their complete independence. This includes training to enter the classroom in a timely manner, to sit quietly at a desk, to prepare notebooks, books, pens for school work, etc.
The teacher must teach everything: how to sit correctly, how to work with a textbook, how to place a textbook and notebook on the desk. First, the action is demonstrated; as these skills develop, you can move on to verbal instructions. In high school practice, such organization is carried out by creating a special situation for independent preparation of students for educational activities.
2. Main stage.
On mostly stage, the main objectives of the lesson are solved. At this stage, there is first didactic and psychological preparation for solving the main task of the lesson, so that mentally retarded children correlate their actions with the issues of the cognitive task. This can be a message about the topic and purpose of the lesson with a motivated explanation. The teacher explains in detail what the children will do and why it is needed. 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 problems of the lesson with an introductory conversation, or a frontal brief survey of the previous material, or examination of tables, drawings, and living objects to create ideas when studying new material. After such preparations, you should begin to study new material or repeat the previous one.
At this stage, the students’ successes are assessed, the results of the work are summed up, workplaces are put in order and a relaxation setting is created: games, songs, riddles, etc.
The main requirement in this part of the lesson is to ensure that students have the correct ideas and concepts. For complete perception and conscious assimilation of a learning task, several references to the same material are needed, during which knowledge and skills are clarified, and incorrectly learned material is corrected.
The final stage.
The main stage should be carried out before the twenty-fifth minute and the final stage - from the thirtieth minute of the lesson. During periods of decline in performance (twenty-fifth minute), it is advisable to carry out physical exercise minutes. When students work independently, the first fifteen to twenty minutes are the most productive. The presence of one or another lesson stage depends on its type.
6. Educational objectives:
to form (form) students’ ideas about ...;
reveal (reveal)…;
introduce, introduce, continue to introduce...;
specify…;
expand...;
generalize...;
systematize...;
differentiate…;
learn to apply in practice...;
learn to use...;
train…;
check….
correct attention (voluntary, involuntary, sustained, switching attention, increasing attention span) by doing...;
correction and development of coherent oral speech (regulatory function, planning function, analyzing function, spelling 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, essays, 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 of the main idea, establishment of logical and cause-and-effect relationships, planning function of thinking)…;
correction and development of students’ personal qualities, emotional-volitional sphere (self-control skills, perseverance and endurance, ability to express their feelings...;
cultivate interest in learning and the subject;
develop the ability to work in pairs and in a team;
cultivate independence;
cultivate moral qualities (love, respect for..., hard work, ability to empathize, etc.)
9. Teaching methods:
The classification and choice of teaching methods for mentally retarded schoolchildren depends on the principles of solving the issue of teaching. The classification of teaching methods is diverse, there are up to 10 of them. In the domestic practice of oligophrenopedagogy, two traditional classifications of teaching methods are used:
St. Petersburg, considering the use of methods depending on the stages of training. This classification is as follows:
a/ methods of presenting new material;
b/ methods of consolidation and repetition.
Moscow, which proposes to divide methods into verbal, visual and practical. In practice, all three groups of methods are used in combination and at all stages of the lesson. A. Graborov called this combination “the living word of the teacher.” The specificity of teaching methods in a special school of the 8th type lies in their correctional orientation. This concept includes slow learning and frequent repetition, presentation of educational material in small portions, maximum expansion and dissection of the material, the presence of a preparatory period in learning, constant reliance on the child’s experience. For methods to work reliably and effectively, they must be selected and applied correctly.
Means of education. These are the content of training, visibility, technical means, etc. Methods consist of techniques. The value of the 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, and promotes the activation of the educational activity of an abnormal student.
Verbal methods : story, explanation, conversation.
Requirements for the story: it should be a short and emotionally rich presentation of the educational material. For better accessibility, it is recommended to use imagery in the story. The composition of a story consists of a beginning, a build-up and a denouement.
The plot of the story should contain simple reasoning. When telling a story, it is necessary to use visual aids. A story can sometimes use a little dialogue. The duration of a story in grades 1-4-x should not exceed 10 minutes, and in grades 5-9 - 20 minutes. The plot of the story should be extremely simple with small events. Do not interrupt the story with questions to the students. Because of this, they may lose the thread of the story.
Before and after the story, explanatory and preparatory work is carried out: difficult and unknown words are sorted out, and after the story it is advisable to conduct a generalizing conversation highlighting the main idea. An explanation is a logical presentation of a topic or an explanation of the essence of educational material to identify patterns of facts in the form of a story, evidence, reasoning and descriptions.
This is done to ensure that mentally retarded students understand the content of the educational material. The explanation in junior grades is short, no more than 5 minutes; in other grade groups the duration of the explanation is up to 10 minutes. When explaining, it is necessary to focus on the main points of the content of the material, use intonation, emphasis on the main, essential in the explanation.
Methodologically valuable is the presentation of problems in the form of questions, problems, reasoning to find answers. Explanation must be combined with showing and demonstration. A conversation is a question-and-answer way of studying educational material. It encourages mentally retarded students to engage in active mental activity.
Conversation is a powerful tool in correcting the mental development of a student in a special school of the 8th type and acts as a correctional tool. In a conversation with a student, the teacher corrects inaccuracies in speech, agrammatisms, increases the student’s vocabulary, and demands complete, expressive answers from children.
Thanks to the conversation, it is possible to identify gaps in students’ knowledge and shortcomings in their mental development. The effectiveness of the conversation depends on the nature of the questions to students. They should be brief, extremely clear and consistent with the expected answer. Questions should awaken the thought of a mentally retarded student and be logically interconnected, one question should follow from the second. There should be no questions not related to the topic of the educational material being studied and unnecessary words. The pace of the conversation is of great importance for the effectiveness of the conversation.
The answer for a mentally retarded student is always a lot of work and children try to avoid it. Because of this, they often answer inappropriately. The slow pace of conversation matches the slow pace of thinking of an anomalous student. The effectiveness of the conversation also depends on the quality of the teacher's speech. The teacher’s speech should be expressive, clear in pronunciation, and emotional. A student of a special school of the 8th type thinks straightforwardly and he perceives what the teacher says as the truth, expressed in speech form. Therefore, the teacher needs to express his thoughts adequately, without ambiguity.
In a special school of the 8th type, verbal teaching methods are the most common (according to V.S. Lutsenko - 49.4% of all methods used). Of these, presentation is most often used and conversation is somewhat less common. The choice of teaching methods takes into account the subject of study, the content of the topic and the purpose of the lesson, as well as the capabilities of the school and the composition of the student body. The conversation encourages the reproduction of acquired knowledge.
In a conversation, children’s answers are 1.5-2 times more complete compared to an independent retelling of what they heard and read. In natural science lessons, children relatively easily learn the names of objects, objects and geographical phenomena, as well as factual information. But it is very difficult to assimilate abstract information such as: “accumulation of water over a layer of clay.”
To gain awareness of this kind of knowledge, the teacher uses comparison questions in the conversation (what is common? How are they similar? How are they different! etc.). If two phenomena are compared (a spring and a stream), then you need to find three similar and four different properties, and to reveal cause-and-effect relationships you need to help name three reasons, since only a third of the students in a special school of the 8th type can cope with this work.
It is recommended to repeat listening or reading material using different techniques or methods, such as a short story, reading a text, emotional conversation, questions for comparison, generalization and establishing cause-and-effect relationships.
Visual methods:
Visual methods are methods of teaching when the reception of information and awareness of educational material occurs through sensory perceptions of the subject. These methods have a good correctional focus due to their correspondence to the visual-figurative thinking of mentally retarded children. The slogan is this: not a single geography lesson without support for clarity. Feature of the use of visual methods: dispersion throughout the entire field of the educational process. The combination of verbal methods with visual ones translates images into knowledge, objects into words, and ensures the subject-matter of concepts (how can you talk about the desert without showing its picture?).
Show- this is the presentation of a method of action (the river is shown on the map from source to mouth, the peninsula is shown by circling it on three sides, etc.) of different methods of work. Condition: provide mentally retarded children with the ability to see everything that is shown to them. And you need to learn to see what is shown. To do this, you need to indicate exactly what children need to look at.
Illustration- this is a visual explanation by presenting objects, their images, examples. The illustration provides an understanding of inaccessible abstractions of speech based on their subject relationship (especially the change of seasons, altitudinal zones, thermal zones, etc.). After display, the object is removed. Demonstration- showing objects in motion. Observation is the process of purposeful perception by mentally retarded children themselves during the lesson. Observation is most often used in the initial course of geography and especially in biology. In the process of using visualization, many mental health educators recommend involving all senses and more often using questions that stimulate comparison of objects by taste, color, and size. Hands must be involved in the learning process. Everything possible should be sketched and sculpted. However, L.V. Zankov believes that the success of mastering new material depends little on participation in learning the simultaneous operation of different analyzers.
The psychological functions of visual aids in teaching consist of:
-signal-informative;
- image bearer;
-stimulator in the activity of all analyzers;
- illustrations and demonstrations.
Features of the practical use of visual aids .
Pictures complement the verbal description and give a visual image of the demonstrated object. Sinev V.N. found that the picture helps to establish causal relationships and causes an incentive to make statements.
Techniques for using the picture: it should not be shown too early to understand the content; children themselves, with the help of the teacher’s questions, should reveal the content of the picture. Before examination, a preliminary conversation is carried out. When perceiving a picture, it is necessary to direct the students’ attention to what is characteristic and essential in its content. The description of the painting must be carried out according to plan. After viewing the picture, you need to talk about this topic. You can make up a story based on the picture.
For the drawings, come up with comparison questions. It is advisable to use no more than two pictures in the process of perception. The lesson also uses other visual aids: volumetric, graphs, diagrams. They are indispensable if the teacher needs to explain during the message.
All this improves the attention and perception of the abnormal child. It is better to make drawings with colored chalks. The graphic content of the textbook can be asked to be redrawn in a notebook for the subject. This gives us concrete ideas.
For a better perception of the object of study, dummies or voluminous aids are used. When made independently, they have great didactic benefit due to the awareness of interest in perception (models made of sand, clay, plasticine, herbarium).
The most accessible is the observation of natural objects or phenomena. When observing, the perception of mentally retarded children needs to be controlled: compare one object with another, get acquainted with it, break the observation task into parts. Observation is used to transfer knowledge from the level of ideas to the level of concepts. When observing in lessons, pictures or illustrations are used as support for understanding the general idea. Exercise is the repetition of actions in order to develop skills. If the quality of the exercise improves, then mentally retarded children acquire skills; if automatism appears in the exercise, this means that the skills are developed. To develop skills and abilities when using the exercise, you need to use:
- awareness of action;
- systematic;
-diversity;
- repeatability;
- arrangement of exercises in time in the right order.
Exercise requirements:
-understanding the goal;
-brevity of instructions;
-exercises must have a practical orientation.
Practical methods:
The main source of knowledge is the activities of students. Practical and laboratory work often involves programmed work methods. Some methodologists believe that practical and laboratory work increases the strength of knowledge, others have a negative attitude towards them due to the low verbal activity of the learning process. Practical methods as a type of activity for mentally retarded children are used at all stages of education. This also involves making drawings, diagrams, diagrams, tracing the contours of continents, etc.
Reception is part of the method. For example, when using the exercise method, the following techniques are used: communicating the conditions of the task, recording the conditions, performing the task, analyzing the results of the task, monitoring the correctness of the task.
If the parents themselves understand or doctors and other specialists have established that the child has developmental disabilities, you need to find a suitable educational institution as soon as possible. And the sooner you find 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 primary school
There are so-called primary schools-kindergartens of a compensatory type, where children with developmental disabilities are first simply in the kindergarten and socially adapt in the company of other children, and then their stay in the kindergarten smoothly transitions to studying in primary school. Then, depending on how the child copes with the program, he enters the 1st or 2nd grade of a correctional school.
Developmental features are too different
There are so many developmental features and they are so different that “special children” sometimes do not fit into the “cliche” of one diagnosis or another. And the main problem of teaching them is precisely that all the children are completely different and dissimilar, and each with their own oddities and health problems. And yet, experts have identified the main developmental problems or diagnoses, which are designated by the following abbreviations:
Cerebral palsy - cerebral palsy;
DPR - mental retardation;
SRD - delayed speech development;
MMD - minimal brain dysfunction;
ODA - musculoskeletal system;
OHP - general speech underdevelopment;
EDA - early childhood autism;
ADHD - attention deficit hyperactivity disorder;
HIA - limited health capabilities.
As you can see, of all of the above, only cerebral palsy, MMD and problems with the musculoskeletal system are specific medical diagnoses. Otherwise, the names of children's characteristics, oddities and problems are very, very arbitrary. What does “general speech underdevelopment” mean? And how does it differ from “speech development delay”? And this “delay” is relative to what - relative to what age and level of intelligence? As for “early childhood autism,” this diagnosis is given to children so different 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 diagnosed with “attention deficit hyperactivity disorder”! Therefore, before you agree that your child will be given this or that diagnosis, show it to not one, but at least a dozen specialists and get from them clear arguments and clear medical indications for which the child will be given a diagnosis. A diagnosis such as blindness or deafness is obvious. But when they rush to assign a “diagnosis” to a playful child who causes educators and teachers more trouble than other children, just to get rid of him by transferring him to a kindergarten or school for “children with special needs,” then you can fight for your child . After all, a label stuck on since childhood can seriously ruin a child’s life.
Special (correctional) schoolsI, II, III, IV, V, VI, VIIAndVIIIspecies. What kind of children do they teach?
In special (correctional) general education Type I schools children with hearing impairments, hard of hearing and deaf children are educated. IN Type II schools Deaf and mute children study. Schools of III-IV type Designed for blind and visually impaired children. SchoolsVkind accept students with speech disorders, in particular children who stutter. Type VI schools created for children with problems in physical and mental development. Sometimes such schools operate at neurological and psychiatric hospitals. Their main contingent is children with various forms of cerebral palsy (CP), spinal cord and traumatic brain injuries. VII type schools for children with ADHD and mental retardation. VII type schools They deal with the correction of dyslexia in children. Alexia is the absence of speech and a complete inability to master speech, and dyslexia is a partial specific disorder of reading acquisition caused by a violation of higher mental functions. And finally, in special (correctional) general education VIII type schools teach mentally retarded children, the main goal of these educational institutions is to teach children to read, count and write and navigate in social conditions. At schools of the VIII type there are carpentry, metalworking, sewing or bookbinding workshops, where students within the school walls receive a profession that allows them to earn a living. The path to higher education is closed for them; upon graduation, they only receive a certificate stating that they have completed the ten-year program.
Correctional school: strive for it or avoid it?
This difficult question is up to you to decide. As we know, cerebral palsy has such different and dissimilar forms - from profound mental retardation, in which doctors pronounce the verdict: “unteachable” - to completely intact intelligence. A child with cerebral palsy can suffer from a musculoskeletal system and still have a completely bright and smart head!
Taking into account all the individual characteristics of the child, before choosing a school for him, consult a hundred times with doctors, speech therapists, 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 a severe stutter to be surrounded by people like him? Will such an environment benefit him? Isn’t it better to follow the path of inclusive education, when children with diagnoses are immersed in an environment of healthy peers? After all, in one case a correctional school can help, but in another... it can harm. After all, each case is so individual! Remember the first frames of Tarkovsky’s film “Mirror”. "I can speak!" - says the teenager after a hypnosis session, forever freed from the severe stutter that oppressed him for many years. The brilliant director thus shows us: miracles happen in life. And someone whom teachers and doctors have given up on can sometimes surprise the world with extraordinary talent, or at least become a socially adapted member of society. Not a special person, but an ordinary person.
Visit the school in person!
Doctors will be the first to judge your child's abilities. They will refer him to the Psychological-Medical-Pedagogical Commission (PMPC). Consult with the members of the commission which school in your district will best suit your child, allow him to reveal his abilities, and correct his problems and shortcomings. Contact the district resource center for the development of inclusive education: maybe they can help with advice? Start by calling schools in your district. Chat on forums with parents of children who are already studying. Are they satisfied with the education and attitude of the teachers? And it’s better, of course, to personally meet the school director, teachers and, of course, future classmates! You must know what kind of environment your child will be in. You can go to school websites, but there you will only get a minimum of formal information: you can paint a beautiful picture on the Internet, but will it correspond to reality? Only visiting it will give you a true idea of the school. 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. You will feel all this right at the entrance!
Home-based training is an option
For some children, doctors offer home-based education. But this option is again not suitable for everyone. Some psychologists are generally categorically against home schooling, because for children with special needs there is nothing worse than isolation from society. And home schooling means isolation from peers. While 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 power of the team!
Please note that there are several schools, for example, type VIII in each district, and there is even a choice, but schools for blind or deaf children are not available in every district. Well, you will have to travel far, transport or... rent an apartment where there is a school your child needs. Many nonresidents come to Moscow solely for the sake of education and rehabilitation of their special children, because in the provinces there is, by and large, simply no special education. So, visitors don’t care in which district to rent housing, so first they find a school suitable for the child, and then they rent an apartment nearby. Maybe you should do the same in the interests of 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 diagnosis. The state guarantees universal access and free 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 the Federal Law of July 10, 1992 No. 3266-1 “On Education”, in accordance with paragraph 3 of Article 2 of which one of the principles of state policy in the field of education is universal access to education , and adaptability of the education system to the levels and characteristics of development and training of students .
So, to enroll a child in first grade, you must submit to a general education 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 child (form No. 9). Parents have the right not to disclose the child’s diagnosis when admitting him to an educational institution (Article 8 of the Law of the Russian Federation of 07/02/1992 N 3185-1 (as amended on 07/03/2016) “On psychiatric care and guarantees of the rights of citizens during its provision” (with amendments and additions, entered into force on January 1, 2017), and the school administration has no right to receive this information from anyone other than the parent (legal representative) of the child.
And if you think that your child’s rights are being infringed upon by attributing a false diagnosis to him (after all, unwanted people have always been sent to psychiatric clinics), feel free to join the fight! The law is on your side. Remember, there is no one but you to protect your child’s rights.
N.D. Ustyantseva
E.G. Smirnova
Chernogorsk, GBOU RH "Chernogorsk special (correctional) boarding school"
Features of educational work with students of S(K) OU 8th type.
The article discusses the problem of educational work with students of a special (correctional) school - type 8 boarding school
Based on the basic principles of education, a special (correctional) boarding school strives to solve general and special problems of raising children with disabilities. This process is carried out according to directions, taking into account the fact that any educational activity in a boarding school must have a corrective focus and have a corrective effect on the student’s personality. The general and main task of the school is the comprehensive development of students in order to prepare them for independent life and work.
This problem is solved by carrying out a system of corrective measures aimed at mitigating the shortcomings of mentally retarded children, at forming their personality and social adaptation. It is purposeful and systematic educational activities that most ensure the formation and development of personality.
For the formation of personality and the correction of developmental defects in students, certain favorable conditions are necessary, among which the most significant are:
Implementing an individual approach to students based on their studies;
Systematic carrying out detailed explanatory work on each assigned task;
Ensuring the feasible participation of pupils in various types of activities;
Carrying out careful and systematic control;
Adherence to a daily routine that provides for a reasonable alternation of different types of activities and contributes to the formation of cultural behavior skills.
All of the above conditions are implemented in a children's team, organized on the basis of the principles of partial self-government and self-service. In the process of education, the development of the most complex aspects of the personality of a mentally retarded schoolchild occurs, in particular, the ability to work and live in a team is formed, i.e. The primary task of the teacher is to organize the children's team.
The development of activity and independence is the most important task in the formation of a student’s personality. The following conditions can be identified that contribute to the development of activity and independence in mentally retarded students: the involvement of all children in practical activities and the development of their interest in this activity; constant and gradual complication of assignments; creation of a permanent system of pedagogical stimulation of active activity of schoolchildren; monitoring students’ performance of duties and skillful pedagogical guidance.
Our school implements an integrated approach to education, i.e. ensures close unity of mental, moral, labor, aesthetic and physical education.
The mental education of students is carried out mainly in the learning process. With the help of educational activities carried out outside school hours and the inclusion of students in socially useful work, they develop positive motives for activity that help consolidate the success of mental development.
Moral education is one of the most important components of personal development and is aimed at developing moral consciousness, feelings, social behavior skills and moral qualities. In the process of moral education, students develop patriotism, a sense of love for the Motherland, a respectful attitude towards work, collectivism, a sensitive attitude towards people, as well as skills and habits of moral behavior.
An integral part of the educational process is legal education. It is aimed at mastering the legal requirements and moral and ethical standards accepted in Russian society. Legal education is one of the crime prevention measures. Therefore, it is necessary to promote the assimilation by students of elements of legal knowledge: basic rights and responsibilities, norms of public order.
Labor education is aimed at developing labor skills and abilities, preparing students for work, developing stable volitional and moral qualities: discipline, conscientious attitude to assigned work, perseverance and ability to work, respect for working people. Labor education of schoolchildren helps them choose a profession that suits their capabilities and interests.
The auxiliary school pays great attention to aesthetic education, which is aimed at developing the ability to fully perceive and understand beauty in art and in reality. Violations of the emotional and volitional sphere in students of the auxiliary school delay the development of their perception of painting, music, and the beauty of nature. Excursions and walks into nature have a beneficial aesthetic effect on students, when the teacher, drawing children’s attention to the surrounding beauty, teaches them to see the beautiful and listen to the sounds of nature. Children's observations of various natural phenomena enrich their feelings, thinking, and speech. The teacher connects excursions with classes on speech development, modeling, appliqué, drawing, and working with natural materials.
A mandatory component of the education system is physical education, which contributes to the comprehensive development of the individual. Physical education is aimed at improving health, physical development of students, improving motor skills, accuracy and speed of movements, dexterity, courage, speed of motor reactions. Our children are characterized by underdevelopment of motor skills, caused primarily by anomalies in their neuropsychic status. Their movements are slow, irregular, insufficiently clear and coordinated; the purposefulness of motor actions is impaired; they do not know how to use their motor experience and quickly adapt. As a result of special work, partial correction of deficiencies in the physical development of students is carried out.
Literature:
Mozgovoy V.M., Puzanov B.P. Experience in legal education and training of students. Support work in special schools. – M.: 1977
Porotskaya T.I. The work of a auxiliary school teacher. - M.: 1984