Correctional education for children with disabilities health – as a category

Considering the problem of modern special (correctional) education, it is necessary to clarify each of the concepts included in its name: education, special, correctional education.

The most complete definition of the concept education gave: “Education is a socially organized and standardized process of constant transmission by previous generations to subsequent generations of socially significant experience, which is, in ontogenetic terms, a biosocial process of personality formation. In this process, three main structural aspects are distinguished: cognitive, ensuring the assimilation of experience by the individual; education of typological properties of the individual as well as physical and mental development."

Thus, education includes three main parts: training, upbringing and development, which, as indicated, act unified, organically connected with each other, and isolating and distinguishing between them is almost impossible, and even impractical in the context of the dynamics of the system.

The root of the concept “corrective” is “correction”. Let us clarify its understanding in modern research.

Correction(Latin Correctio - correction) in defectology - a system of pedagogical measures aimed at correcting or weakening psychosocial deficiencies physical development children. Correction means both the correction of individual defects (for example, correction of pronunciation, vision), and a holistic influence on the personality of an abnormal child in order to achieve a positive result in the process of his education, upbringing and development. Elimination or smoothing out of defects in the development of cognitive activity and physical development of a child is designated by the concept of “correctional educational work”.

Correctional and educational work represents a system of comprehensive measures of pedagogical influence on various features of abnormal development of the personality as a whole, since any defect does not negatively affect an individual function, but reduces the social usefulness of the child in all its manifestations. It is not reduced to mechanical exercises of elementary functions or to a set of special exercises, developing cognitive processes and certain types of activities of abnormal children, but covers the entire educational process, the entire system of activities of institutions.

Corrective education or correctional educational work is a system of special psychological, pedagogical, sociocultural and therapeutic measures aimed at overcoming or weakening the shortcomings in the psychophysical development of children with disabilities, informing them available knowledge, skills and abilities, development and formation of their personality as a whole. The essence of correctional education is the formation of the child’s psychophysical functions and the enrichment of his practical experience, along with overcoming or weakening, smoothing out his existing mental, sensory, motor, and behavioral disorders.

All forms and types of classroom and extracurricular work are subordinated to the correctional and educational task in the process of developing general educational and labor knowledge, skills and abilities in schoolchildren.

Compensation(Latin Compensatio - compensation, balancing) replacement or restructuring of impaired or underdeveloped body functions. This is a complex, diverse process of adaptation of the body due to congenital or acquired anomalies. The compensation process relies on significant reserve capabilities of the highest nervous activity. In children, in the process of compensation, new dynamic systems of conditioned connections are formed, damaged or weakened functions are corrected, and personality develops.

The earlier the special pedagogical influence begins, the better the compensation process develops. Corrective educational work started at early stages development, prevents secondary consequences of organ dysfunction and promotes the child’s development in a favorable direction:

Social rehabilitation(Latin Rehabilitas - restoration of fitness, ability) in medical and pedagogical meaning - inclusion of an abnormal child in the social environment, introduction to public life and work at the level of his psychophysical capabilities. This is the main task in the theory and practice of pedagogy.

Rehabilitation is carried out with the help of medical means aimed at eliminating or mitigating developmental defects, as well as special education, education and vocational training. During the rehabilitation process, functions impaired by the disease are compensated.

Social adaptation(from Lat. Adapto - adapt) - bringing individual and group behavior of abnormal children into conformity with the system of social norms and values. In abnormal children, due to developmental defects, interaction with the social environment is difficult, the ability to adequately respond to ongoing changes and increasingly complex demands is reduced. They have particular difficulty achieving their goals within existing standards, which can cause them inadequate reaction and lead to behavioral deviations.

The tasks of teaching and raising children include ensuring their adequate relationship with society, the team, and conscious compliance with social (including legal) norms and rules. Social adaptation opens up opportunities for children active participation in a socially useful life. Experience shows that students are able to master the norms of behavior accepted in our society.

Let's give an approximate content decoding of educational correction process, proposed by:

1.Correctional training- this is the assimilation of knowledge about ways and means of overcoming shortcomings of psychophysical development and the assimilation of ways to apply the acquired knowledge;

2.Correctional education- this is the education of typological properties and qualities of the individual, invariant to the subject specificity of activity (cognitive, labor, aesthetic, etc.), allowing adaptation in the social environment;

3.Correctional development- this is the correction (overcoming) of deficiencies in mental and physical development, improvement of mental and physical functions, intact sensory sphere and neurodynamic mechanisms for compensating for the defect.

The functioning of correctional pedagogical system there are the following provisions formulated within the framework of the theory of cultural and historical development of the psyche developed by him: the complexity of the structure ( specific features) defect, general patterns of development of normal and abnormal children. Purpose correctional work But there should be a focus on the comprehensive development of an anomalous child as an ordinary one, simultaneously correcting and smoothing out his shortcomings: “We must educate not a blind child, but a child first of all. Educating a blind and deaf person means educating deafness and blindness...” (22). Correction and compensation of atypical development can be effectively carried out only in the process of developmental education, with maximum use of sensitive periods and reliance on zones of current and proximal development. The educational process as a whole relies not only on established functions, but also on emerging ones. Hence, the most important task of correctional education is the gradual and consistent transfer of the zone of proximal development to the zone of actual development of the child. The implementation of correctional and compensatory processes of atypical child development is possible only with the constant expansion of the zone of proximal development, which should serve as a guideline for the activities of the teacher, educator, social educator and social worker. Systematic, daily qualitative improvement and increment in the level of proximal development are necessary.

Correction and compensation for the development of an atypical child cannot occur spontaneously. It is necessary to create certain conditions for this: pedagogization environment, as well as productive cooperation between various social institutions. The decisive factor on which the positive dynamics of psychomotor development depends are adequate conditions of upbringing in the family and the early start of complex treatment, rehabilitation and correctional psychological, pedagogical, sociocultural activities, which imply the creation of an occupational therapy environment focused on the formation of adequate relationships with others, teaching children the simplest labor skills, development and improvement of integrative mechanisms with the aim of including, if possible on equal terms, children with problems in ordinary, generally accepted sociocultural relations. in connection with this he wrote: “It is extremely important to psychological point It is important not to confine such children into special groups, but to practice their communication with other children as widely as possible" (19). Required condition The implementation of integrated education is focused not on the characteristics of the existing disorder, but primarily on the abilities and possibilities for their development in an atypical child. There are, as he notes, several models of integrated education for children with problems:

1. Education in a public school (regular class);

2. Training in a special correction class (levelling, compensatory training) at a public school;

1. The principle of unity of diagnosis and developmental correction;

2. The principle of correctional and developmental orientation of training and education;

3. The principle of an integrated (clinical-genetic, neurophysiological, psychological, pedagogical) approach to diagnosing and realizing the capabilities of children in the educational process;

4. The principle of early intervention, implying medical-psychological-pedagogical correction of the affected systems and body functions, if possible - with infancy;

5. The principle of relying on the body’s preserved and compensatory mechanisms in order to increase the effectiveness of the ongoing system of psychological and pedagogical measures;

6. The principle of an individual and differentiated approach within the framework of correctional education;

7. The principle of continuity, continuity of preschool, school and vocational special correctional education.

Corrective educational work is a system of pedagogical measures aimed at overcoming or weakening disorders of the child’s psychophysical development through the use of special educational means. It is the basis of the process of socialization of abnormal children. All forms and types of classroom and extracurricular work are subordinated to the correctional task in the process of developing general educational and labor knowledge, skills and abilities in children. The system of correctional educational work is based on the active use of the preserved capabilities of an atypical child, “piles of health”, and not “spools of illness,” to use a figurative expression. In the history of the development of views on the content and forms of correctional educational work, there were different directions (35):

1. Sensualistic direction (lat. sensus-sensation). Its representatives believed that the most disturbed process in an abnormal child is perception, which was considered the main source of knowledge of the world (Montessori M., Italy). Therefore, into practice special institutions special classes were introduced to foster sensory culture and enrich children’s sensory experience. The disadvantage of this direction was the idea that improvement in the development of thinking occurs automatically as a result of improving the sensory sphere of mental activity.

2.Biologization (physiological) direction. Founder - O. Decroli (Belgium). Representatives believed that all educational material must be grouped around the elementary physiological processes and instincts of children. O. Dekroli identified three stages of correctional and educational work: observation (in many ways this stage is consonant with the Montessori theory), association (the stage of developing thinking through the study of grammar native language, general education subjects), expression (the stage involves working on the culture of the child’s direct actions: speech, singing, drawing, manual labor, movements).

3. Social - activity direction. (gg.) developed a system for educating sensory culture based on socially significant content: play, manual labor, object lessons, excursions into nature. The implementation of the system was carried out with the aim of instilling a culture of behavior in children with mental retardation, the development of mental and physical functions, and voluntary movements.

4. The concept of complex influence on the personality of an anomalous child in the process of education . The direction took shape in domestic oligophrenopedagogy. XX century under the influence of research on the developmental significance of the learning process in general (Kuzmina,). This direction is associated with the concept of a dynamic approach to understanding the structure of the defect and the development prospects of mentally retarded children. The main position of this direction was and remains at the present time that the correction of defects in cognitive processes in children with developmental disabilities is not isolated into separate classes, as was the case earlier (with Montessori M.), but is carried out throughout the entire process of training and education atypical children.

Currently, defectology science and practice are faced with a number of organizational and scientific problems, the solution of which would make it possible to qualitatively and quantitatively improve the process of correctional education (51):

1. Creation of permanent full-time psychological, medical and pedagogical consultation commissions, with the aim of earlier identifying the individual structure of developmental defects in children and the beginning of correctional education and upbringing, as well as improving the quality of selection of children into special (auxiliary) educational institutions;

2. Implementation of a total intensification of the process of correctional education of children with disabilities through defectological universal education and improving pedagogical skills;

3. Organization of a differentiated approach with elements of individualization to didactic process inside individual categories children with developmental disabilities;

4. Distribution of correctional educational work in some specialized children's medical institutions where children are treated before school age, with the aim of optimally combining therapeutic and health-improving and psychological-pedagogical work for the successful preparation of children for training in a special educational correctional school;

5. Providing the opportunity to receive an adequate education for all children with psychophysical development disorders. There is insufficient (incomplete) coverage of atypical children in special (correctional) schools. Currently, there are about 800 thousand children in the country with developmental defects or not covered at all schooling, or study in mass schools, where they do not have adequate conditions for development and are not able to master the educational program;

6. Strengthening the material and technical base of special correctional preschool and school institutions;

7. Creation of a multi-purpose experimental production for the development and production of small series of technical educational aids for children with sensory and motor developmental disorders;

8. Development of sociological problems related to ontogenetic defects, which will help to uncover the causes of developmental deviations, prevent defects, plan the organization of a network of special institutions, taking into account the prevalence of children with disabilities in different regions of the country;

9. Expanding the network of sociocultural support for families raising children with disabilities, defectological education of parents, introducing innovative forms of work of educational institutions with the family of an atypical child.

According to their standard regulations, special (correctional) institutions in Russia are divided into 8 types:

1. A special (correctional) educational institution of the first type is created for the training and education of deaf children, their comprehensive development in close connection with the formation of verbal speech as a means of communication and thinking on an auditory-visual basis, correction and compensation of deviations in their psychophysical development, to obtain general educational, labor and social preparation for independent life.

2. A correctional institution of the second type is created for the training and education of hearing-impaired children (with partial hearing loss and varying degrees of speech underdevelopment) and late-deafened children (who became deaf in preschool or school age, but retained independent speech), their comprehensive development based on the formation of verbal speech, preparation for free verbal communication on an auditory and auditory-visual basis. Education for hearing-impaired children has a correctional focus, helping to overcome developmental deviations. At the same time, during the entire educational process Special attention is devoted to the development of auditory perception and work on the formation of oral speech. Pupils are provided with active speech practice by creating an auditory-speech environment (using sound-amplifying equipment), which allows them to form speech on an auditory basis that is close to natural sound.

3.4. Correctional institutions of types III and IV provide training, education, correction of primary and secondary developmental deviations in pupils with visual impairments, the development of intact analyzers, the formation of correctional and compensatory skills that contribute to the social adaptation of pupils in society. If necessary, joint (in one correctional institution) education of blind and visually impaired children, children with strabismus and amblyopia can be organized.

5. A correctional institution of type V is created for the training and education of children with severe speech pathology, providing them with specialized assistance that helps them overcome speech disorders and associated mental development features.

6. A correctional institution of the VI type is created for the training and education of children with disorders of the musculoskeletal system (with motor disorders of various etiologies and severity, cerebral palsy, with congenital and acquired deformities of the musculoskeletal system, flaccid paralysis of the upper and lower limbs, paresis and paraparesis of the lower and upper extremities), for the restoration, formation and development of motor functions, correction of mental and speech development children, their social and labor adaptation and integration into society on the basis of a specially organized motor regime and subject-based practical activities.

7. A correctional institution of type VII is created for the education and upbringing of children with mental retardation, who, although potentially intact intellectual development capabilities, have weakness of memory, attention, insufficient tempo and mobility mental processes, increased exhaustion, lack of formation of voluntary regulation of activity, emotional instability, to ensure correction of their mental development and emotional-volitional sphere, activation cognitive activity, formation of skills and abilities of educational activities.

8. A correctional institution of the VIII type is created for the education and upbringing of children with mental retardation with the aim of correcting deviations in their development through education and labor training, as well as socio-psychological rehabilitation for subsequent integration into society.

The educational process in institutions of types 1-6 is carried out in accordance with the general educational program of general education.

On the topic: methodological developments, presentations and notes

Tests in mathematics (grade 2) for special (correctional) institutions of the VIII type

Tests in mathematics are developed for the entire school year for grade 2 according to the “Program of special (correctional) institutions of the VIII type.” The options are differentiated. Option 1 - for students...

MODIFIED PROGRAM FOR THE DEVELOPMENT OF AUDITORY PERCEPTION AND TEACHING PRONUNCIATION IN 8-11 CLASSES OF SPECIAL (CORRECTIONAL) INSTITUTIONS OF TYPE II (FOR HARD OF HEARING CHILDREN)

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The methodological development contains material on compiling a description and description-comparison of two animals using the presentation I compiled for the lesson....

If the parents themselves understand or doctors and other specialists have established that the child has developmental disabilities, you need to find a suitable one as soon as possible educational institution. 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 learning 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 Their learning lies 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 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;

ONR - general underdevelopment speeches;

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 a playful child, who causes educators and teachers more trouble than other children, is rushed to assign a “diagnosis” just to get rid of him by transferring him to kindergarten or a school for “children with special needs”, then here 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 in different forms 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 objective of these educational institutions - to teach children to read, count and write and navigate 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. Way to higher education closed to 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 complex issue you 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 intelligent head!

Taking into account 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 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: on the Internet you can depict beautiful picture, 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 regular schools, teachers talk about great power 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 Federal law dated July 10, 1992 No. 3266-1 “On Education”, in accordance with paragraph 3 of Article 2 of which one of the principles of state policy in the field of education is universal access to education , and adaptability of the education system to the levels and characteristics of development and training of students .

So, to enroll your child in first grade, you must submit educational institution application for admission, birth certificate, medical card in form 0-26/U-2000, approved by order of the Ministry of Health Russian Federation dated 07/03/2000 No. 241, certificate of registration of the 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.

3. The concept of “correctional education”, structural components

Considering the problem of modern special (correctional) education, it is necessary to clarify each of the concepts included in its name: education, special, correctional education.

The most complete definition of the concept education gave by V.S. Lednev:

Education is a socially organized and standardized process of constant transmission of socially significant experience by previous generations to subsequent generations, which is, in ontogenetic terms, a biosocial process of personality formation. In this process, three main structural aspects are distinguished: cognitive, ensuring the assimilation of experience by the individual; education of typological personality traits, as well as physical and mental development.

Thus, education includes three main parts: training, education and development, which, as B.K. points out. Tuponogs act as one, organically connected with each other, and it is almost impossible to isolate and differentiate them, and even impractical in the conditions of the dynamics of the system.

The root of the concept “corrective” is “correction”. Let us clarify its understanding in modern research.

Correction(Latin: Correctio - correction) in defectology - a system of pedagogical measures aimed at correcting or weakening deficiencies in the psychophysical development of children. Correction means both the correction of individual defects (for example, correction of pronunciation, vision), and a holistic influence on the personality of an abnormal child in order to achieve a positive result in the process of his education, upbringing and development. Elimination or smoothing out of defects in the development of cognitive activity and physical development of a child is designated by the concept of “correctional and educational work.”

Correctional and educational work represents a system of comprehensive measures of pedagogical influence on various features of abnormal development of the personality as a whole, since any defect negatively affects not an individual function, but reduces the social usefulness of the child in all its manifestations. It does not come down to mechanical exercises of elementary functions or to a set of special exercises that develop cognitive processes and individual types of activities of abnormal children, but covers the entire educational process, the entire system of institutional activities.

Correctional education or correctional educational work is a system of special psychological, pedagogical, sociocultural and therapeutic measures aimed at overcoming or weakening the shortcomings of the psychophysical development of children with disabilities, imparting to them accessible knowledge, skills, development and formation of their personality as a whole . The essence of correctional education is the formation of the child’s psychophysical functions and the enrichment of his practical experience, along with overcoming or weakening, smoothing out his existing mental, sensory, motor, and behavioral disorders.

All forms and types of classroom and extracurricular work are subordinated to the correctional and educational task in the process of developing general educational and labor knowledge, skills and abilities in schoolchildren.

Compensation(Latin Compensatio - compensation, balancing) replacement or restructuring of impaired or underdeveloped body functions. This is a complex, diverse process of adaptation of the body due to congenital or acquired anomalies. The compensation process relies on significant reserve capabilities of higher nervous activity. In children, in the process of compensation, new dynamic systems of conditioned connections are formed, damaged or weakened functions are corrected, and personality develops.

The earlier the special pedagogical influence begins, the better the compensation process develops. Correctional and educational work begun at the early stages of development prevents secondary consequences of organ dysfunction and promotes the child’s development in a favorable direction:

Social rehabilitation(Latin Rehabilitas - restoration of fitness, ability) in medical and pedagogical meaning - inclusion of an abnormal child in the social environment, introduction to public life and work at the level of his psychophysical capabilities. This is the main task in the theory and practice of pedagogy.

Rehabilitation is carried out with the help of medical means aimed at eliminating or mitigating developmental defects, as well as special education, education and vocational training. During the rehabilitation process, functions impaired by the disease are compensated.

Social adaptation(from Lat. Adapto - adapt) - bringing individual and group behavior of abnormal children into conformity with the system of social norms and values. In abnormal children, due to developmental defects, interaction with the social environment is difficult, the ability to adequately respond to ongoing changes and increasingly complex demands is reduced. They experience particular difficulties in achieving their goals within the framework of existing norms, which can cause them to react inappropriately and lead to deviations in behavior.

The tasks of teaching and raising children include ensuring their adequate relationship with society, the team, and conscious compliance with social (including legal) norms and rules. Social adaptation opens up the opportunity for children to actively participate in a socially useful life. Experience shows that students are able to master the norms of behavior accepted in our society.

1. Correctional training– this is the assimilation of knowledge about ways and means of overcoming shortcomings of psychophysical development and the assimilation of ways to apply the acquired knowledge;

2. Correctional education– this is the education of typological properties and qualities of the individual, invariant to the subject specificity of activity (cognitive, labor, aesthetic, etc.), allowing adaptation in the social environment;

3. Correctional development– this is the correction (overcoming) of deficiencies in mental and physical development, improvement of mental and physical functions, intact sensory sphere and neurodynamic mechanisms for compensating for the defect.

The functioning of the correctional pedagogical system is based on the following provisions formulated by L.S. Vygotsky within the framework of his theory of cultural and historical development of the psyche: the complexity of the structure (specific features) of the defect, general patterns of development of a normal and abnormal child. The purpose of correctional work according to L.S. Vygotsky should be oriented towards the comprehensive development of an anomalous child as an ordinary one, simultaneously correcting and smoothing out his shortcomings: “We must educate not a blind child, but a child first of all. Educating a blind and deaf person means educating deafness and blindness...”

Correction and compensation of atypical development can be effectively carried out only in the process of developmental education, with maximum use of sensitive periods and reliance on zones of current and proximal development. The educational process as a whole relies not only on established functions, but also on emerging ones. Hence, the most important task of correctional education is the gradual and consistent transfer of the zone of proximal development to the zone of actual development of the child. The implementation of correctional and compensatory processes of atypical child development is possible only with the constant expansion of the zone of proximal development, which should act as a guideline for the activities of teachers, educators, social educators and social workers. Systematic, daily qualitative improvement and increment in the level of proximal development are necessary.

Correction and compensation for the development of an atypical child cannot occur spontaneously. It is necessary to create certain conditions for this: pedagogization of the environment, as well as productive cooperation of various social institutions. The decisive factor on which the positive dynamics of psychomotor development depends are adequate conditions of upbringing in the family and the early start of complex treatment, rehabilitation and correctional psychological, pedagogical, sociocultural activities, which imply the creation of an occupational therapy environment focused on the formation of adequate relationships with others, teaching children the simplest labor skills, development and improvement of integrative mechanisms with the aim of including, if possible on equal terms, children with problems in ordinary, generally accepted sociocultural relations. L.S. In this regard, Vygotsky wrote: “It is extremely important from a psychological point of view not to confine such children into special groups, but to practice their communication with other children as widely as possible” (19). A prerequisite for the implementation of integrated education is a focus not on the characteristics of the existing disorder, but, first of all, on the abilities and possibilities for their development in an atypical child.

There is, as L.M. notes. Shipitsyn, several models of integrated education for children with problems:

Education in a public school setting (regular class);

Training in a special correction class (levelling, compensatory training) at a public school;

Training in different educational programs within the same class;

Studying in a special educational correctional school or boarding school, where there are classes for healthy children.

The earlier the organization and implementation of corrective work begins, the more successfully the defect and its consequences are overcome.

Taking into account the ontogenetic characteristics of children with special educational needs, a number of principles of correctional educational work are identified:

1. The principle of unity of diagnosis and developmental correction;

2. The principle of correctional and developmental orientation of training and education;

3. The principle of an integrated (clinical-genetic, neurophysiological, psychological, pedagogical) approach to diagnosing and realizing the capabilities of children in the educational process;

4. The principle of early intervention, implying medical, psychological and pedagogical correction of the affected systems and body functions, if possible, from infancy;

5. The principle of relying on the body’s preserved and compensatory mechanisms in order to increase the effectiveness of the ongoing system of psychological and pedagogical measures;

6. The principle of an individual and differentiated approach within the framework of correctional education;

7. The principle of continuity, continuity of preschool, school and vocational special correctional education.

Corrective educational work is a system of pedagogical measures aimed at overcoming or weakening disorders of the child’s psychophysical development through the use of special educational means. It is the basis of the process of socialization of abnormal children. All forms and types of classroom and extracurricular work are subordinated to the correctional task in the process of developing general educational and labor knowledge, skills and abilities in children. The system of correctional educational work is based on the active use of the preserved capabilities of an atypical child, “piles of health” and not “spools of illness,” in the figurative expression of L.S. Vygotsky.

In the history of the development of views on the content and forms of correctional educational work, there were various directions:

1. Sensualistic direction (Latin sensus-sensation). Its representatives believed that the most disturbed process in an abnormal child is perception, which was considered the main source of knowledge of the world (Montessori M., 1870-1952, Italy). Therefore, special classes were introduced into the practice of special institutions to educate sensory culture and enrich the sensory experience of children. The disadvantage of this direction was the idea that improvement in the development of thinking occurs automatically as a result of improving the sensory sphere of mental activity.

2. Biologization (physiological) direction. Founder - O. Decroli (1871-1933, Belgium). Representatives believed that all educational material should be grouped around the elementary physiological processes and instincts of children. O. Dekroli identified three stages of correctional and educational work: observation (the stage is in many ways consonant with the Montessori theory), association (the stage of development of thinking through the study of the grammar of the native language, general education subjects), expression (the stage involves working on the culture of the child’s direct actions: speech , singing, drawing, manual labor, movements).

3. Social - activity direction. A.N. Graborov (1885-1949) developed a system for educating sensory culture based on socially significant content: play, manual labor, object lessons, excursions into nature. The implementation of the system was carried out with the aim of instilling a culture of behavior in children with mental retardation, the development of mental and physical functions, and voluntary movements.

4. The concept of complex influence on the personality of an anomalous child in the process of education . The direction took shape in domestic oligophrenopedagogy in the 30s - 40s. XX century under the influence of research on the developmental significance of the learning process in general (Vygotsky L.S., Gnezdilov M.F., Dulnev G.M., Zankov L.V., Kuzmina-Syromyatnikova N.F., Solovyov I.M.). This direction is associated with the concept of a dynamic approach to understanding the structure of the defect and the development prospects of mentally retarded children. The main position of this direction was and remains at the present time that the correction of defects in cognitive processes in children with developmental disabilities is not isolated into separate classes, as was the case earlier (with Montessori M., Graborov A.N.), but is carried out in the entire process of teaching and raising atypical children.

Currently, defectology science and practice are faced with a number of organizational and scientific problems, the solution of which would make it possible to qualitatively and quantitatively improve the process of correctional education:

Creation of permanent full-time psychological-medical-pedagogical consultation commissions, with the aim of earlier identifying the individual structure of developmental defects in children and starting correctional education and upbringing, as well as improving the quality of selection of children into special (auxiliary) educational institutions;

Implementation of total intensification of the process of correctional education of children with disabilities through defectological universal education and improving pedagogical skills;

Organization of a differentiated approach with elements of individualization to the didactic process within certain categories of children with developmental disabilities;

Distribution of correctional educational work in some specialized children's medical institutions where preschool children are treated, with the aim of optimally combining medical, health-improving and psychological-pedagogical work for the successful preparation of children for studying in a special educational correctional school;

Providing the opportunity to receive an adequate education for all children with psychophysical development disorders. There is insufficient (incomplete) coverage of atypical children in special (correctional) schools. Currently, there are about 800 thousand children in the country with developmental defects either not enrolled in school at all, or studying in mass schools, where they do not have adequate conditions for development and are not able to master the educational program;

Strengthening the material and technical base of special correctional preschool and school institutions;

Creation of a multi-purpose experimental production for the development and production of small series of technical educational aids for children with sensory and motor developmental disorders;

Development of sociological problems related to ontogenetic defects, which will help to uncover the causes of developmental deviations, prevent defects, plan the organization of a network of special institutions, taking into account the prevalence of children with disabilities in different regions of the country;

Expanding the network of sociocultural support for families raising children with disabilities, defectological education of parents, introducing innovative forms of work of educational institutions with the family of an atypical child.

– institutions intended for children, adolescents and adults with various anomalies of psychophysical development.

In Russia in the 19th century. special educational institutions were created, as a rule, on a charitable basis and only for children with pronounced defects (schools for deaf, blind and severely mentally retarded children). The population of such schools covered no more than 6% total number these children. Many categories of abnormal children were not trained at all. In the 20th century The state has set the task of educating and introducing children with various disabilities to socially useful work through correction and compensation of defects. Special educational institutions were included in common system public education, health care and special support and differentiated according to the nature and depth of a particular defect.

The system of the Ministry of Education includes: a) special boarding schools, schools with extended days, in which all categories of abnormal children of school age are educated, subject to universal education; b) special evening (shift) and part-time schools for working youth with hearing and visual impairments; c) special preschool institutions: children's homes, boarding schools, boarding preschool departments at special schools; kindergartens, nurseries, special groups at mass kindergartens with extended days or with a five-day stay of children in them; d) speech therapy centers at public schools. The system of the Ministry of Social Security includes: a) educational enterprises of the Society of the Deaf and the Society of the Blind, intended for the vocational training of young people with hearing and vision impairments; b) boarding houses for children of preschool and school age with severe forms of mental retardation, cerebral palsy (in the absence of movement and speech), deaf-blind people, including those with mental retardation. Graduates of any special schools (except for auxiliary schools for mentally retarded children) can enter, taking into account the rules of admission to technical schools and universities of the country on a general basis.

Thanks to an in-depth, comprehensive study of the patterns and characteristics of the psychophysical development and cognitive capabilities of each category of abnormal children, a differentiated network of special schools and preschool institutions ten types. This network includes: schools for deaf children, where over 12 years of study students receive incomplete secondary education (corresponding to eight grades of a public school); schools for the hearing impaired with two departments: 1) for 12 years of study, students receive general secondary education, 2) for the same period - incomplete secondary education; schools for the blind and visually impaired, which can exist either separately or in the form of independent departments for one or another category of children with visual impairments; schools for children with severe speech impairments with two departments: 1) for 11 years of study, children with speech pathologies such as alapia, aphasia, dysarthria, etc., receive incomplete secondary education, 2) for children with severe forms of stuttering (children from this schools become mass schools as the defect is eliminated); schools for children with musculoskeletal disorders, including the consequences of cerebral palsy (for 11–12 years of schooling, children receive secondary education; the school has classes for children with intellectual disabilities that follow a special curriculum); schools for children with mental retardation (9 years of education, children are transferred to mainstream schools as the delay is corrected); schools for mentally retarded children (auxiliary schools), in which students receive an education approximately at the level of a primary mass school over 9 years of study. All types of special schools, except auxiliary ones, provide qualified education. Only two types of schools (for the deaf and for the hard of hearing, 2nd division) provide incomplete secondary education, the rest - secondary education. The curricula of all special schools provide for industrial and labor training in some type of industrial or agricultural labor. Students are provided with special textbooks for all core subjects of the curriculum.

A network of special preschool institutions has been created for all categories of abnormal children who will be educated in special schools. In preschool children's homes and kindergartens children from 3 to 7 years are raised, in nurseries - from 2 to 7 years, in preschool departments at the corresponding special schools - from 5 to 7 years. Some public kindergartens have special speech therapy groups, where children are transferred for one year to correct their existing speech disorders.